Recent publications have suggested that practising cognitive therapy (CT) techniques on oneself may be valuable in the development of cognitive therapists' clinical skills. The present study asks: Is this useful? If so, in what ways? We report a qualitative study of the experience of trainees undertaking a CT training course, which included an explicit self-practice (SP) and self-reflection (SR) component. Key features of the learning process were: (i) experiencing cognitive techniques from the client's perspective, and (ii) reflecting on this experience that led to (iii) a ''deeper sense of knowing'' of CT practices. The primary learning outcome was an enhancement of therapeutic understandings, which trainees reported to be both professionally and personally useful. Professionally, they reported deeper understanding of the therapist's role, the cognitive model and change processes. Personally, SP/SR led to greater understanding of themselves, and to the perception of CT as a useful tool for personal change. The data also suggested two other positive learning outcomes: an enhancement of therapist skills and therapist self-concept. We conclude that SP/SR may be a valuable component in CT training. Guidelines and recommendations for inclusion of SP/ SR in training courses are discussed.

Objective This study aimed to investigate whether a computerized cognitive bias modification training delivered remotely would reduce expectations of rejection in adolescents with eating disorders. Method Sixty‐seven adolescents aged 12–18 (99.5% female) with an eating disorder diagnosis (94% anorexia nervosa) and receiving specialist treatment were recruited. Participants were randomized to an intervention condition (n = 37) which included treatment as usual (TAU) supplemented by nine sessions of online cognitive bias modification training for social stimuli (CBMT + TAU), or a control condition (n = 30), which included TAU only. Participants were invited to complete assessments at baseline and post‐intervention. Results In the intervention condition, 22/37 participants completed six or more training sessions and post‐intervention measures, the pre‐defined criteria to be considered “completers.” In the control condition, 28/30 participants completed the post‐intervention measures. Participants who completed the intervention displayed a significantly greater reduction in negative interpretations of ambiguous social scenarios, with a medium effect size (p = .048, ηp2 = .090), and eating disorder psychopathology, with a medium effect size (p = .027, ηp2 = .105), compared to participants in the control condition. No significant between‐group differences were found on emotional response to criticism, and anxiety and depression symptoms post‐intervention (ps > .05; small effect sizes). Discussion Enhancing treatment as usual with CBMT targeting expectations of social rejection might be feasible and effective to reduce expectations of social rejection and eating disorder psychopathology in adolescents with eating disorders. Training adaptations might be necessary to impact on emotional processing and comorbid psychological distress. Public Significance Adolescents with eating disorders who completed a brief (4‐week) online cognitive training intervention, alongside their usual treatment, reported greater reductions in expectations of social rejection and eating disorder psychopathology after the intervention, compared to a separate group of patients who received their usual treatment only. This brief and accessible intervention may be a helpful treatment adjunct for adolescents with eating disorders.

Introduction: Sufficient physical activity is important for all aspects of health. Smartphone apps and the use of gamification, such as narrative-based augmented reality (AR) have a great potential to engage a variety of people in more PA. Zombies, Run! (ZR) is the world's most popular running exergame app and therefore a suitable model to understand what users find engaging.Objective: To understand people's motivation and experience of using a narrative-based AR exergame app ZR for physical activity.Method: ZR users were randomly selected for interview from a quantitative ZR users survey.Interviews which were guided by a semistructured topic guide were audio-recorded, transcribed, and analysed using inductive and deductive thematic analysis.Results: Participants were 15 males and 15 females aged 16-53 years (Mean=36, SD=10), from 13 countries, with the largest proportions from the USA (30%) and UK (23%). The majority (73 %) used ZR while running, followed by cycling and walking. Five overarching themes that emerged were: 'Reasons for starting and staying with ZR', 'Preferred features', 'Perceived effects of ZR', 'Pros and cons of the app'. 16 subthemes included the attraction of gamification and narrative appeal, desire to add something fun to physical activity or to distract from the negative physiological effects of physical activity. Users' favourite features were the feelings of immersion and presence through narrative, storyline and characters. The narrative motivated participants to engage in PA for longer sessions and encouraged long-term use. Conclusions:This study identified a number of factors that users found attractive in an AR running exergame, particularly narrative. Our findings suggest that ZR may engage people with exercise by modifying their perception of physical activity through a storyline or narrative, dissociating the players from the effort of exertion. AR narrative-based apps may be an effective way of engaging people with health-related behaviours or habit-forming activities.