Trainees’ experience of cognitive behavioural therapy training: a mixed methods systematic review

Jenkins, Hannah; Waddington, Louise; Thomas, Nicola; Hare, Dougal Julian

doi:10.1017/s1754470x17000253

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…It is therefore important and timely to explore trainee therapists' experiences in greater depth. In particular, should aspects of the training trigger negative experiences, it is hoped that the "trainee voice" (Jenkins et al, 2018) might subsequently inform modifications to course curricula to enhance the quality and inclusivity of teaching, as well as to improve trainee experience and, ultimately, course outcomes.…”

Section: Introduction and R Ationalementioning

confidence: 99%

“Bridging the Gap”: A reflexive thematic analysis of the experiences of therapy trainees transitioning from psychodynamic counselling to cognitive behavioural therapy

Ball,

Corrie

2023

Couns and Psychother Res

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There is limited empirical research and insight into the experiences of therapy trainees who are being taught more than one psychotherapeutic approach during their training. Further understanding is warranted to ensure that a dual modality approach to training (that is, where therapists are trained in two paradigmatically distinct modalities) is experienced as worthwhile and acceptable to trainees and to better understand any challenges faced when transitioning between approaches. The aim of this study was to investigate trainees' experiences of transitioning from psychodynamic counselling to cognitive behavioural therapy (CBT) on a two‐year master's degree that offers a dual modality approach to training. Data were collected from a sample of 8 trainees using an online semistructured questionnaire. These data were analysed using Braun and Clarke's (2020) reflexive thematic analysis. Four main themes were identified: (1) perceived competence; (2) preparedness; (3) professional advantages; and (4) external challenges. The findings suggested considerable individual variation in the ease with which participants navigated the transition between therapeutic modalities. Those who found the transition easier used the structure of CBT to provide a framework and point of difference that allowed them to temporarily suspend their psychodynamic learning in order to embrace a new therapeutic approach. Others experienced the move to CBT as posing a threat to their developing identities as counsellors. Recommendations are made on how to prepare trainees for the transition including exploring the psychological impact of transitions, increasing opportunities for reflective practice and facilitating exploration of what it means to be a therapist trained in two distinct therapeutic modalities.

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Section: Introduction and R Ationalementioning

confidence: 99%

“Bridging the Gap”: A reflexive thematic analysis of the experiences of therapy trainees transitioning from psychodynamic counselling to cognitive behavioural therapy

Ball,

Corrie

2023

Couns and Psychother Res

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“…Several factors have been identified which may impact on engagement with SP/SR and experience of benefit. These include course structure and requirements, expectation of benefit, feelings of safety with the process, a positive or negative experience of the training group, and available personal resources (Bennett-Levy and Lee, 2014;Jenkins et al, 2018). An important issue, therefore, is to minimize the potential distress for trainees.…”

Section: Introductionmentioning

confidence: 99%

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

Freeston

Thwaites²,

Bennett–Levy

2019

tCBT

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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.

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The effectiveness of CBT training on service delivery systems: a benchmarking study

Hadden

Groom²,

Waddington

2018

tCBT

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Wales has not adopted the English IAPT system and has no centralized training plan for developing cognitive behavioural therapy (CBT) in Wales. However, Welsh Government policy expresses an ambition to improve access to evidence-based psychological therapies for people in Wales. This study focuses on one Welsh Health Board's plan to improve access to CBT. The study aims to benchmark support for effective delivery of CBT in the Health Board against NICE and Department of Health standards, and to establish whether the Health Board's plan is succeeding in developing staff capability and access to evidence-based CBT. Mental health staff funded by the Health Board to complete accredited training in CBT were asked to complete an online questionnaire asking about their training, accreditation, use of CBT, and experience of workplace support for delivering CBT. The standards were taken from the Department of Health competency framework for CBT, NICE guidelines and BABCP safety and confidentiality criteria. The Health Board performed well across seven standards of workplace support for the delivery of evidence-based CBT. Staff funded to undertake accredited CBT training continued to develop and to use CBT in their everyday clinical practice. The study indicates that the Health Board is succeeding in offering good standards of workplace support for CBT, including access to accredited CBT training. A recommendation is made that this be shared with other Welsh Health Boards and that a comparable study be undertaken within an IAPT service.

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Trainees’ experience of cognitive behavioural therapy training: a mixed methods systematic review

Cited by 3 publications

References 25 publications

“Bridging the Gap”: A reflexive thematic analysis of the experiences of therapy trainees transitioning from psychodynamic counselling to cognitive behavioural therapy

“Bridging the Gap”: A reflexive thematic analysis of the experiences of therapy trainees transitioning from psychodynamic counselling to cognitive behavioural therapy

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

The effectiveness of CBT training on service delivery systems: a benchmarking study

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