‘Courses for Horses’: designing, adapting and implementing self practice/self-reflection programmes

Abstract

Self-Practice/Self-Reflection (SP/SR) has been proposed both as an adjunct to therapy training programmes, and also as a means for therapist development among experienced therapists. Research suggests it develops aspects of knowledge and skill that may not be addressed through other training methods. With increasing interest in SP/SR, a growing evidence base regarding both participant benefits and potential risks from SP/SR, and the development of SP/SR programmes across a range of therapeutic modalities, we argue it is timely to identify a set of principles that can guide the design, adaptation and implementation of SP/SR programmes. At this stage, there is little empirical evidence to guide trainers wishing to implement SP/SR in different contexts. Accordingly, these principles have been derived from reflection on developing, testing and implementing SP/SR programmes as well as on other training and supervisory experience. The first set of principles detailed in Section 1 draw on various theories of learning and development and frame the processes involved, the next principles speak to the content of SP/SR programmes, and the final principles address structure. Within Section 2, the principles are then considered for their practical implications. In Section 3, the sharing of what are initially private self-reflections is then considered together with some implications for SP/SR programmes, especially when there is assessment involved. We argue that SP/SR will continue to progress with well-designed standard programmes, careful implementation, thoughtful adaptation, ongoing innovation, and especially more evaluation.Key learning aims(1)To understand the principles for designing, adapting and implementing SP/SR programmes that are drawn from theory and from the authors’ experience of developing and implementing SP/SR programmes over the last 20 years.(2)To understand the possible factors that guide the processes, content and structure of SP/SR programmes.(3)To understand how best to maximize effective engagement and learning (and limit harm) when planning or implementing an SP/SR programme.

How can psychotherapists improve their practice with service users from minoritised ethnicities? An application of the Declarative-Procedural-Reflective (DPR) model of clinical skill development

“…3 shows, reflection as defined within the DPR model is a complex process. Reflection can be difficult (Freeston et al, 2019;Schön, 1983), and if not managed well it may become overwhelming and even counterproductive (Knight et al, 2010). It is not therefore always easy for therapists to reflect on their work, so it is notable that the existing literature on cultural safety (Curtis et al, 2019) and cultural humility (Davis et al, 2018;Hook et al, 2013) has particularly emphasised the importance of being open and self-reflective in work with service users from minoritised ethnicities.…”

“…Reflection is not just a cognitive process, as it is important that the emotions are engaged while reflecting (Freeston et al, 2019;Lombardo et al, 2009). However, the literature on emotion and cognition in general shows that overly high emotions disrupt the cognitive processes that reflection relies upon (Dolcos and Denkova, 2014).…”

Exploring CBT therapists’ experience of feeling of safety within self-practice/self-reflection: an interpretative phenomenological analysis

“…Self-practice/self-reflection (SP/SR) has been increasingly utilised as a psychotherapeutic training intervention within cognitive behavioural therapy (CBT) since its development at the start of this century (Freeston et al, 2019). SP/SR is the therapist's personal process of self-applying cognitive behavioural techniques in conjunction with reflection and appraisal of this experience (Bennett-Levy et al, 2001).…”

“…One reason, posited by Segalla (2018), for a discernible lack of targeted research on sense of safety in the psychotherapeutic climate may be that, like oxygen, it can be taken for granted. Freeston et al (2019) note a lack of data on SP/SR engagement factors and conclude that there are currently insufficient empirical findings for a systematic review of these factors. Bennett-Levy and Lee (2014) highlight the desirability of more closely analysing the engagement factors identified in their study, particularly as their data support the notion that engagement and experience of benefit are mutually influential.…”

Effects of the Mindful Self‐Compassion programme on clinical and health psychology trainees' well‐being: A pilot study

“…Despite the evidence that supports that loving‐kindness meditation may improve mood and boost therapists' empathy and personal resources (Bibeau, Dionne, & Leblanc, ; Cohn & Fredrickson, ), its use among mental health professionals is still scarce and often appears in the context of multi‐component training programmes, which makes it difficult to disentangle its particular effects (Boellinghaus et al, ; Rao & Kemper, ; Shapiro, Astin, Bishop, & Cordova, ). In this regard, more empirical evidence to guide the implementation of PP programmes is needed, especially regarding compassion‐based interventions (Bennett‐Levy & Finlay‐Jones, ; Freeston, Thwaites, & Bennett‐Levy, ).…”