Therapist Skills: A Cognitive Model of their Acquisition and Refinement

Bennett–Levy, James

doi:10.1017/s1352465805002420

Cited by 235 publications

(302 citation statements)

References 62 publications

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“…Further, connecting with and reflecting on the process of the experience, whilst temporarily distressing, may facilitate a deeper learning that content focussed learning may not access (Bennett-Levy, 2006;Levine et al, 2006). In the moment, reflection may not have been a valued experience for some of these trainees.…”

Section: Emotional Discomfort and Emotional Processingmentioning

confidence: 99%

In the eye of the storm: should I stay or should I go? Reflections on the middle phase of a problem‐based learning group

Keville

Nel

Jeffrey

et al. 2010

Reflective Practice

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This paper reports on the middle phase of a problem-based learning (PBL) group undergoing clinical psychology training at the University of Hertfordshire (UH).Trainers and trainees involved in PBL at UH provide some personal reflections on their experiences, highlighting some of the unique characteristics and dilemmas of participating in this middle phase of PBL. We explore themes around the dynamics within the group, the emotional experiences evoked for participants, and some of the strategies used to manage these emotions. We conclude with implications of this type of learning for clinical training.

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Section: Emotional Discomfort and Emotional Processingmentioning

confidence: 99%

In the eye of the storm: should I stay or should I go? Reflections on the middle phase of a problem‐based learning group

Keville

Nel

Jeffrey

et al. 2010

Reflective Practice

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“…In his Declarative-Procedural-Reflective (DPR) model, Bennett-Levy 14 provided a useful model for conceptualizing therapist skill development. The model identifies three information processing systems 14,15 : 1) The declarative system is a knowledge system founded on an intellectual understanding of theoretical models and their practical consequences 16 . When applied to self-reflection, it is the knowledge of what self-reflection and its significance are, how it may be trained, etc.…”

Section: The Significance Of Self-reflectionmentioning

confidence: 99%

Self-reflection in cognitive behavioural therapy and supervision

Praško¹,

Mozny²,

Novotný³

et al. 2012

Biomed Pap Med Fac Univ Palacky Olomouc Czech Repub

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Objective. Supervision is a basic part of training and ongoing education in cognitive behavioural therapy. Self-reflection is an important part of supervision. The conscious understanding of one's own emotions, feelings, thoughts, and attitudes at the time of their occurrence, and the ability to continuously follow and recognize them are among the most important abilities of both therapists and supervisors. The objective of this article is to review aspects related to supervision in cognitive behavioural therapy and self-reflection in the literature. Methods. This is a narrative review. A literature review was performed using the PubMed, SciVerse Scopus, and Web of Science databases; additional references were found through bibliography reviews of relevant articles published prior to July 2011. The databases were searched for articles containing the following keywords: cognitive behavioural therapy, self-reflection, therapeutic relationship, training, supervision, transference, and countertransference. The review also includes information from monographs referred to by other reviews. Results. We discuss conceptual aspects related to supervision and the role of self-reflection. Self-reflection in therapy is a continuous process which is essential for the establishment of a therapeutic relationship, the professional growth of the therapist, and the ongoing development of therapeutic skills. Recognizing one's own emotions is a basic skill from which other skills necessary for both therapy and emotional self-control stem. Therapists who are skilled in understanding their inner emotions during their encounters with clients are better at making decisions, distinguishing their needs from their clients' needs, understanding transference and countertransference, and considering an optimal response at any time during a session. They know how to handle their feelings so that these correspond with the situation and their response is in the client's best interest. The ability to self-reflect increases the ability to perceive other people's inner emotions, kindles altruism, and increases attunement to subtle signals indicating what others need or want. Self-reflection may be practised by the therapists themselves using traditional cognitive behavioural therapy techniques, or it may be learned in the course of supervision. If therapists are unable to recognize their own thoughts and feelings, or the effects of their attitudes in a therapeutic situation, then they are helpless against these thoughts and feelings, which may control the therapist's behaviour to the disadvantage of the client and therapist alike. Conclusion. Training and supervision focused on self-reflection are beneficial to both supervisees and their clients. The more experienced the supervisor is, the more self-reflection used in therapy and supervision.

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“…Padesky [22] as well as Liese and Beck [23] used therapy models as a base for supervision, which is now a common practice ineducational supervision [10]. Bennett-Levy [24] has also made an ambitious attempt to define and describe the knowledge systems used for learning. His model assumes that the learning skills of the therapist are enhanced by declarative as well as procedural and reflexive processes.…”

Section: Introductionmentioning

confidence: 99%

Attitudes to Group Assessments: Prospective Psychotherapists’ Experiences of Being Assessed by Fellow Students

Jervelycke¹,

Larsson²,

Norlander³

2017

OJMP

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Background: The guidance of prospective therapists focused on Cognitive Behavioral Therapy (CBT) is most often made by groups of four students. However, learning therapist skills is a sensitive process that will be affected by the processes which occur within the group. Objective: The aim was to examine prospective psychotherapists' attitudes to group assessments based on the revised version of the Cognitive Therapy Scale (CTS-R). Method: Participants were 56 students with an average age of 45.65 years (range = 31 -64). They were recruited from psychotherapy training at the Gothenburg University and the Evidens University College in Sweden. A questionnaire was constructed in which the questions were answered by check on visual analogue scales (VAS). Results: A majority of students consisting of 38 participants (68%) had a very positive approach to group assessments, while a minority of 18 participants (32%) was more negative. Most crucial for how to answer the question of group assessments was whether they considered themselves as fairly evaluated by their student colleagues within the group and whether or not only the supervisor should make the assessments. The view of group assessments (negative or positive) was not related to age, gender, and level of education in CBT or profession. In addition, both groups had a very positive view of both the CTS-R and the supervisors. Conclusion: It was concluded that more studies with the same focus are needed to determine the extent to which the results are generalizable.

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Therapist Skills: A Cognitive Model of their Acquisition and Refinement

Cited by 235 publications

References 62 publications

In the eye of the storm: should I stay or should I go? Reflections on the middle phase of a problem‐based learning group

In the eye of the storm: should I stay or should I go? Reflections on the middle phase of a problem‐based learning group

Self-reflection in cognitive behavioural therapy and supervision

Attitudes to Group Assessments: Prospective Psychotherapists’ Experiences of Being Assessed by Fellow Students

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