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Barnicot K, McCabe R, Bogosian A, Papadopoulos R, Crawford M, Aitken P, Christensen T, Wilson J, Teague B, Rana R, Willis D, Barclay R, Chung A, Rohricht F. Predictors of Post-Traumatic Growth in a Sample of United Kingdom Mental and Community Healthcare Workers during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3539. [PMID: 36834236 PMCID: PMC9965513 DOI: 10.3390/ijerph20043539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 02/10/2023] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
Experiences of adversity can generate positive psychological effects alongside negative impacts. Little research to date has evaluated predictors of post-traumatic growth in mental or community healthcare workers during the COVID-19 pandemic. Following a survey of 854 community and mental healthcare staff in the United Kingdom in July to September 2020, multiple linear regression was used to determine the association between hypothesised risk and protective factors (personal, organisational and environmental variables) and total scores on the Post-traumatic Growth Inventory-Short Version. Positive self-reflection activities, black and minority ethnic status, developing new healthcare knowledge and skills, connecting with friends and family, feeling supported by senior management, feeling supported by the UK people, and anxiety about the personal and work-related consequences of COVID-19 each significantly independently predicted greater post-traumatic growth. Working in a clinical role and in mental healthcare or community physical healthcare predicted lower post-traumatic growth. Our research supports the value of taking an organisational growth-focused approach to occupational health during times of adversity, by supporting staff to embrace opportunities for personal growth. Valuing staff's cultural and religious identity and encouraging self-reflective activities, such as mindfulness and meditation, may help to promote post-traumatic growth.
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Affiliation(s)
- Kirsten Barnicot
- Department of Health Services Research and Management, University of London, London WC1E 7HU, UK
- Department of Psychiatry, Imperial College London, London W12 0NN, UK
| | - Rose McCabe
- Department of Health Services Research and Management, University of London, London WC1E 7HU, UK
| | - Angeliki Bogosian
- Department of Health Services Research and Management, University of London, London WC1E 7HU, UK
| | - Renos Papadopoulos
- Department of Psychosocial and Psychoanalytic Studies, University of Essex, Essex CO4 3SQ, UK
| | - Mike Crawford
- Department of Psychiatry, Imperial College London, London W12 0NN, UK
| | | | | | - Jonathan Wilson
- Norfolk and Suffolk NHS Foundation Trust, Norwich NR6 5BE, UK
| | - Bonnie Teague
- Norfolk and Suffolk NHS Foundation Trust, Norwich NR6 5BE, UK
| | - Ravi Rana
- East London NHS Foundation Trust, London E1 8DE, UK
| | - Donna Willis
- East London NHS Foundation Trust, London E1 8DE, UK
| | - Ryan Barclay
- East London NHS Foundation Trust, London E1 8DE, UK
| | - Amy Chung
- East London NHS Foundation Trust, London E1 8DE, UK
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König J, Doering BK, Unterhitzenberger J. Effekte des psychologischen Gesellschaftsspiels „That’s me“ als Selbsterfahrungsangebot im (Psychologie)Studium. ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE UND PSYCHOTHERAPIE 2023. [DOI: 10.1026/1616-3443/a000681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Zusammenfassung. Theoretischer Hintergrund: Das als Tutorium angebotene Gesellschaftsspiel That’s me kann bereits Psychologiestudierenden einen niederschwelligen Einstieg in die Selbsterfahrung bieten. Bisher ist nichts darüber bekannt, ob durch das Spiel messbare Veränderungen in Bereichen auftreten, in denen Selbsterfahrung wirken kann. Fragestellung: Wir erwarteten positive Veränderungen in den Bereichen Emotionale Kompetenz, Emotionsregulation, interpersonelle Probleme und motivationale Inkongruenz durch die Teilnahme am Tutorium. Methode: Wir verglichen die Werte vor und nach der Teilnahme an That’s me (EG) und mit einer unbehandelten Kontrollgruppe (KG). Ergebnisse: In der EG zeigten sich signifikante Verbesserungen in allen erhobenen Skalen mit kleinen Effektstärken. Die KG zeigte keine Veränderungen. Schlussfolgerungen: Mit Hilfe des niederschwelligen, ökonomischen Angebots That’s me konnten signifikante Veränderungen in Bereichen erzielt werden, in denen Selbsterfahrung wirken kann.
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Affiliation(s)
- Julia König
- Lehrstuhl für Klinische und Biologische Psychologie, Katholische Universität Eichstätt-Ingolstadt, Eichstätt, Deutschland
| | - Bettina K. Doering
- Klinische Psychologie und Psychotherapie, Medizinische Hochschule Brandenburg Theodor Fontane, Neuruppin, Deutschland
| | - Johanna Unterhitzenberger
- Lehrstuhl für Klinische und Biologische Psychologie, Katholische Universität Eichstätt-Ingolstadt, Eichstätt, Deutschland
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Chigwedere C, Fitzmaurice B, Thwaites R. Reliability of the Reflective Essay Marking Scale (REMS): a scale for marking of students’ reflective essays. COGNITIVE BEHAVIOUR THERAPIST 2023. [DOI: 10.1017/s1754470x22000617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
Abstract
Personal practice (PP) is widely practised and a requirement across major psychology and psychotherapy organizations and modalities. However, one of the challenges for training institutions is how to assess the quality of such PP. The Reflective Essay Marking Scale (REMS) was developed to improve standardization of marking reflective essays in cognitive behavioural psychotherapy (CBT) training. A small sample of 16 expert CBT participants recruited by email used the REMS to rate two mock reflective essays in a within-subjects design. The internal consistency of REMS was acceptable (Cronbach’s α=.73) with excellent inter-rater reliability. Across the raters, it sufficiently differentiated quality (t12=4.91; p<.0001). Although these are the results of a preliminary and very small study with a small sample using mock essays, the REMS may be a useful scale, allowing CBT courses to account for students’ reflective work in a standardized way. A larger validation study is required in the future.
Key learning aims
(1)
To improve the thinking about what raters should focus on when rating the reflective essays of trainee therapists.
(2)
To describe the development of the scale and how its reliability was tested.
(3)
To improve the transparency and objectivity in assessing and rating reflective practice.
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What characterizes helpful personal practice in psychotherapy training? Results of an online survey. Behav Cogn Psychother 2023; 51:74-86. [PMID: 36281883 DOI: 10.1017/s1352465822000406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
BACKGROUND Personal practice (PP) is often considered as a central component in psychotherapy training aiming to promote personal and therapeutic competences. However, its implementation varies considerably in practice. AIMS The purpose of this exploratory study was to examine the current practice of PP regarding the frequency/occurrence and perceived usefulness/impairment of topics, techniques and effects, as well as its helpful characteristics in psychotherapy training. METHOD 407 German psychotherapy trainees (214 cognitive behavioural therapy; 178 psychodynamic therapy) were surveyed online as to their current practice of PP. RESULTS For trainees, personal and therapeutic related topics were discussed. Reflection techniques and self-experiential practice were among the most frequently reported strategies, while the fostering of personal and interpersonal competences was among the effects with the strongest occurrence. However, negative PP effects were recorded as well. Differences in PP practice emerged between therapeutic orientations. CONCLUSIONS As certain techniques which are central to PP (e.g. self-experience) were also rarely or not used, and negative effects reported, its potential might not be fully utilized.
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Sucich JT, Lehrer J, Breitbart V, Julliard KN. Mindfulness training for community-based psychotherapists: a feasibility study. Pilot Feasibility Stud 2022; 8:250. [PMID: 36494854 PMCID: PMC9733050 DOI: 10.1186/s40814-022-01205-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Accepted: 11/09/2022] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND While mindfulness training's feasibility has been assessed in many health care settings, the feasibility of teaching mindfulness to psychotherapists of various orientations for both self- and patient-care has not been explored. The objectives of this feasibility assessment were to determine the degree to which clinic psychotherapists were willing to complete a skills-based mindfulness training program; evaluate the acceptability of integrating mindfulness interventions into an urban community mental health clinic; examine the training's influence on both personal mindfulness practice and integration into patient care; and explore the impact of a support group following the training. METHODS Data on six aspects of feasibility were gathered through quantitative surveys, semi-structured qualitative interviews, and group observation and feedback, analyzed using grounded theory. RESULTS Sixteen therapists and one administrator attended at least one session of this voluntary program and responded to the associated surveys. At 1-year post-training, 7 participants had attended one or more group support sessions, and 4 more than 50% of sessions. The following factors were identified as contributing to the training's success: significant interest on the part of clinic staff to receive the training; diversity of the teaching staff, buy-in from clinic administration, provision of meditation scripts, role-play exercises, the variety of practices taught, and case presentations. Therapists indicated that the training helped them create a personal mindfulness practice, and several proceeded to integrate mindfulness into client sessions. A bi-weekly support group organized after the training encompassed group practice, discussion, case presentations, and information about trauma-sensitive mindfulness. Clinicians identified the following challenges to integrating mindfulness into sessions: lack of scripts in client languages other than English, the unacceptability of mindfulness to some clients' religious beliefs, the lack of appropriateness for clients facing ongoing psychosocial crises, the lack of interest on the part of some clients, and the time constraints posed by brief therapy sessions. CONCLUSIONS These findings indicate that such training may be feasible in community mental health settings given support from leadership and the presence of qualified facilitators within the organization. Adaptations to the training based on participant feedback can inform a larger scale trial that compares our protocol with another intervention in the treatment of a psychological disorder or condition identified by the participants as having responded favorably to the program.
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Affiliation(s)
- James T. Sucich
- grid.137628.90000 0004 1936 8753Family Health Centers at NYU Langone, 514 49th Street, Brooklyn, NY 11220 USA
| | - Jeremy Lehrer
- grid.21729.3f0000000419368729Columbia University, New York City, USA
| | - Vicki Breitbart
- grid.137628.90000 0004 1936 8753Silver School of Social Work, New York University, New York City, USA
| | - Kell N. Julliard
- grid.137628.90000 0004 1936 8753Family Health Centers at NYU Langone, 514 49th Street, Brooklyn, NY 11220 USA
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Celdrán ET. Abordaje de la Ansiedad desde la Psicoterapia Emocional Sistémica. CLÍNICA CONTEMPORÁNEA 2022. [DOI: 10.5093/cc2022a18] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
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Crego A, Yela JR, Riesco-Matías P, Gómez-Martínez MÁ, Vicente-Arruebarrena A. The Benefits of Self-Compassion in Mental Health Professionals: A Systematic Review of Empirical Research. Psychol Res Behav Manag 2022; 15:2599-2620. [PMID: 36133626 PMCID: PMC9482966 DOI: 10.2147/prbm.s359382] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 09/08/2022] [Indexed: 11/27/2022] Open
Abstract
The importance of cultivating self-compassion is an often neglected issue among mental health professionals despite the risks to occupational well-being present in psychological care, such as burnout or compassion fatigue. In this context, this literature review has a twofold aim. Firstly, to contribute to raising awareness of the benefits of self-compassion among professionals, based on empirical research findings. Secondly, to coherently organize the available evidence on this topic, which to date appears scattered in a variety of articles. A systematic search on the APA PsycInfo database was conducted, and 24 empirical studies focused on the topic of the benefits of self-compassion in mental health professionals were finally selected. Concerning their methods, only 4 of the selected studies used experimental or quasi-experimental designs, 14 were cross-sectional studies, 3 presented qualitative research, and 3 were literature reviews. The research, regardless of methods used, points mainly to the benefits of self-compassion on the therapists’ mental health and well-being; prevention of occupational stress, burnout, compassion fatigue, and secondary traumatization as well as improvement of therapeutic competencies and professional efficacy-related aspects. In the review, self-compassion appeared as a process that could explain the benefits (eg on burnout) of cultivating other skills (eg mindfulness). To further explore this point, an additional review included 17 studies focused on the effects of mindfulness or compassion-based interventions on therapists’ self-compassion. In conclusion, our work joins those who have recommended the inclusion of self-compassion trainings in the curricula of mental health professionals.
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Affiliation(s)
- Antonio Crego
- Department of Psychology, Universidad Pontificia de Salamanca, Salamanca, Spain
| | - José Ramón Yela
- Department of Psychology, Universidad Pontificia de Salamanca, Salamanca, Spain
| | - Pablo Riesco-Matías
- Department of Psychology, Universidad Pontificia de Salamanca, Salamanca, Spain
| | - María-Ángeles Gómez-Martínez
- Department of Psychology, Universidad Pontificia de Salamanca, Salamanca, Spain.,Clinical and Health Psychology Service, Universidad Pontificia de Salamanca, Salamanca, Spain
| | - Aitor Vicente-Arruebarrena
- Department of Psychology, Universidad Pontificia de Salamanca, Salamanca, Spain.,Clinical and Health Psychology Service, Universidad Pontificia de Salamanca, Salamanca, Spain
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Bhandari A, Sriram S. Novice therapist, the client and therapy: Integrating the triad. COUNSELLING & PSYCHOTHERAPY RESEARCH 2022. [DOI: 10.1002/capr.12548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Anahita Bhandari
- School of Human Ecology Tata Institute of Social Sciences Mumbai India
| | - Sujata Sriram
- School of Human Ecology Tata Institute of Social Sciences Mumbai India
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Group cohesion in group-based personal practice. Behav Cogn Psychother 2021; 50:28-39. [PMID: 34569462 DOI: 10.1017/s1352465821000369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
BACKGROUND Personal practice (PP) is an integral component of many psychotherapy training programmes. It aims to promote personal and professional growth and is often conducted in a group format (g-PP). Group cohesion is one of the most researched mechanisms in group psychotherapy, but has rarely been studied in the context of g-PP. AIMS AND METHOD This exploratory study examines the associations between cohesion, satisfaction with g-PP, its impact on personal and professional development, and theoretical orientation in a sample of n = 329 German psychotherapy trainees. Cohesion was assessed with the group questionnaire (GQ-D; Positive Bonding, Positive Working, Negative Relationship). RESULTS Overall, participants reported high levels of all outcome variables. Positive Bonding was the strongest predictor of satisfaction with g-PP (β = 0.46, p<.001). While trainees in cognitive behaviour therapy reported significantly better cohesion scores (d≥0.31), trainees in psychodynamic therapy reported significantly higher satisfaction with g-PP and its impact on their developments (d≥0.30). CONCLUSIONS Group cohesion appears to be an important factor in g-PP that should be actively promoted by group leaders. However, longitudinal study designs are needed to better understand the emergence of cohesion in g-PP as well as potential moderating factors.
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Strauß B, Taeger D. [Effects of Personal Therapy during psychotherapy training - A Systematic Review]. Psychother Psychosom Med Psychol 2021; 71:489-498. [PMID: 34255330 DOI: 10.1055/a-1499-8115] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
BACKGROUND Self-experiential work/personal therapy as part of psychotherapeutic training is often under critical discussion. In the German system, self-experiential work will remain an established part of training in psychosocial medical specialties and will continue to be part of the future curriculum in psychotherapy and in practical training subsequent to the study. OBJECTIVES Identification of different impacts of self-experiential work on psychotherapy trainees. MATERIAL AND METHOD Systematic literature review of studies between 2005 and 2020. Literature search via electronic databases, prior literature search and searches through reference lists of previous research. Selection via previously determined inclusion and exclusion criteria. RESULTS Thirteen studies were selected for this review. Results were summarised related to 7 outcome variables which mostly displayed positive impacts of self experience related to interpersonal skills, self-perception, knowledge and understanding of therapeutic work, well-being and relief. Satisfaction and the acceptance of the subjective importance of personal therapy for increasing competence were more common than reports about intensive emotions and stress. CONCLUSION Self-experiential work is highly valued by psychotherapy trainees and is therefore correctly considered as an obligatory part of training. Nonetheless, it should be evaluated regularly. For further research, self-reports, the most commonly used method, should be combined with objective measures, representativeness of samples should be enhanced and long-term effects should be investigated.
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Hahn D, Weck F, Witthöft M, Maiwald LM, Foral A, Kühne UF. Wie erleben Psychotherapeut_innen in Ausbildung ihre Selbsterfahrung? ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE UND PSYCHOTHERAPIE 2021. [DOI: 10.1026/1616-3443/a000626] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Theoretischer Hintergrund: Selbsterfahrung ist zentraler Bestandteil der Psychotherapieausbildung. Gleichzeitig wurde Selbsterfahrung selten empirisch untersucht. Fragestellung: Ziel unserer Studie war es, Bedingungen und Effekte hilfreicher Selbsterfahrung zu explorieren. Methode: Vierzehn verhaltenstherapeutische Ausbildungskandidat_innen wurden anhand halbstrukturierter Leitfadeninterviews befragt. Die Auswertung erfolgte mittels qualitativer Inhaltsanalyse nach Mayring (2015 ). Ergebnisse: Verschiedene Bedingungen wurden mit hilfreich erlebter Selbsterfahrung in Zusammenhang gebracht: Merkmale der Selbsterfahrungsleitung (u. a. Durchführungskompetenz), der Organisation, der Teilnehmer_innen (Lernbereitschaft), die behandelten Themen und die eingesetzten Techniken, sowie eine tragfähige Arbeitsbeziehung. Berichtete positive Effekte waren u. a. die Förderung interpersoneller Kompetenzen. Zudem wurden Nebenwirkungen und negative Effekte formuliert (u. a. Erschöpfung). Schlussfolgerungen: Bedingungen zur Durchführung von als hilfreich erlebter Selbsterfahrung und Effekte von Selbsterfahrung wurden aus Sicht der Teilnehmer_innen extrahiert.
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Affiliation(s)
- Daniela Hahn
- Abteilung für Klinische Psychologie, Psychotherapie und Experimentelle Psychopathologie, Johannes Gutenberg-Universität Mainz
| | - Florian Weck
- Abteilung für Klinische Psychologie und Psychotherapie, Universität Potsdam
| | - Michael Witthöft
- Abteilung für Klinische Psychologie, Psychotherapie und Experimentelle Psychopathologie, Johannes Gutenberg-Universität Mainz
| | - Lisa Marie Maiwald
- Abteilung für Klinische Psychologie, Psychotherapie und Experimentelle Psychopathologie, Johannes Gutenberg-Universität Mainz
| | - Annika Foral
- Abteilung für Klinische Psychologie, Psychotherapie und Experimentelle Psychopathologie, Johannes Gutenberg-Universität Mainz
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Wong D, Baker K, Morris EMJ. Psychology graduate outcomes: evaluating the quality and impact of clinical psychology and clinical neuropsychology training in Australia. AUSTRALIAN PSYCHOLOGIST 2021. [DOI: 10.1080/00050067.2021.1890982] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Dana Wong
- Department of Psychology & Counselling, La Trobe University, Melbourne, Australia
| | - Katharine Baker
- Department of Psychology & Counselling, La Trobe University, Melbourne, Australia
| | - Eric M. J. Morris
- Department of Psychology & Counselling, La Trobe University, Melbourne, Australia
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McLeod J. How students use deliberate practice during the first stage of counsellor training. COUNSELLING & PSYCHOTHERAPY RESEARCH 2021. [DOI: 10.1002/capr.12397] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Julia McLeod
- School of Applied Sciences Abertay University Dundee UK
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Chigwedere C, Bennett-Levy J, Fitzmaurice B, Donohoe G. Personal practice in counselling and CBT trainees: the self-perceived impact of personal therapy and self-practice/self-reflection on personal and professional development. Cogn Behav Ther 2020; 50:422-438. [PMID: 33325337 DOI: 10.1080/16506073.2020.1846608] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
With growing evidence for the potential value of personal practices (PPs) in therapist training, it is important to determine which PPs may be most valuable for which therapists under what conditions. This is the first study to compare the impact of two different PPs selected by accredited therapy training programs as the most appropriate PP for their trainees. Using the same validated outcome measure, the Self-focused Practice Questionnaire, the impact of personal therapy for counselling psychology trainees was compared with the impact of self-practice/self-reflection (SP/SR) training for CBT trainees. The number of PP hours was similar across the two groups. The SP/SR group were older and may have been more experienced professionally. SP/SR was perceived by CBT trainees to be significantly more beneficial for personal and professional development than personal therapy by counselling trainees. Possible reasons are discussed. Although the study does not constitute a direct experimental comparison of personal therapy and SP/SR amongst matched trainees of the same theoretical orientation, it is notable in demonstrating that in training contexts where PP was mandatory, SP/SR was experienced more positively by the CBT trainees than personal therapy by the counselling trainees.
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Affiliation(s)
- Craig Chigwedere
- University Centre for Rural Health, University of Sydney, Lismore, Australia.,Department of Psychiatry, School of Medicine, Trinity College Dublin, University of Dublin, Dublin, Ireland
| | - James Bennett-Levy
- University Centre for Rural Health, University of Sydney, Lismore, Australia
| | - Brian Fitzmaurice
- Department of Psychiatry, School of Medicine, Trinity College Dublin, University of Dublin, Dublin, Ireland
| | - Gary Donohoe
- School of Psychology, National University of Ireland, Galway, Ireland
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Pakenham KI, Viskovich S. Pilot evaluation of the impacts of a personal practice informed undergraduate psychotherapy curriculum on student learning and wellbeing. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12366] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Yela JR, Gómez‐martínez MÁ, Crego A, Jiménez L. Effects of the Mindful Self‐Compassion programme on clinical and health psychology trainees' well‐being: A pilot study. CLIN PSYCHOL-UK 2020. [DOI: 10.1111/cp.12204] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Affiliation(s)
- José Ramón Yela
- Department of Psychology, Pontifical University of Salamanca, Salamanca, Spain,
| | | | - Antonio Crego
- Department of Psychology, Pontifical University of Salamanca, Salamanca, Spain,
| | - Laura Jiménez
- Health Psychology Service, Pontifical University of Salamanca, Salamanca, Spain,
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Scott J, Yap K, Bunch K, Haarhoff B, Perry H, Bennett‐Levy J. Should personal practice be part of cognitive behaviour therapy training? Results from two self‐practice/self‐reflection cohort control pilot studies. Clin Psychol Psychother 2020; 28:150-158. [DOI: 10.1002/cpp.2497] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 05/24/2020] [Accepted: 08/10/2020] [Indexed: 12/23/2022]
Affiliation(s)
- Jane Scott
- School of Behavioural and Health Sciences Australian Catholic University Strathfield New South Wales Australia
| | - Keong Yap
- School of Behavioural and Health Sciences Australian Catholic University Strathfield New South Wales Australia
| | - Katie Bunch
- School of Behavioural and Health Sciences Australian Catholic University Strathfield New South Wales Australia
| | | | - Helen Perry
- University Centre for Rural Health The University of Sydney Lismore New South Wales Australia
| | - James Bennett‐Levy
- University Centre for Rural Health The University of Sydney Lismore New South Wales Australia
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Affiliation(s)
- Fredrik D. Moe
- The Faculty of Social Sciences, The Department of Social Studies, University of Stavanger, Stavanger, Norway
| | - Jens Thimm
- Centre for Crisis Psychology, Faculty of Psychology, University of Bergen, Bergen, Norway
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Use, and perceived usefulness, of cognitive behavioural therapy techniques for self-care among therapists. COGNITIVE BEHAVIOUR THERAPIST 2020. [DOI: 10.1017/s1754470x20000483] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Abstract
Mental health problems are prevalent among therapists and may have a negative impact on therapist effectiveness. To counteract such problems, therapist self-care (for example, striking a balance between personal and professional demands and seeking personal therapy), has received increased attention. Conceptually, self-care can be considered as part of a personal practice model, focusing on techniques that therapists engage with self-experientially with a focus on their personal and/or professional development. However, studies of the self-application of specific treatment techniques are lacking. We aimed to explore the use, and perceived usefulness, of cognitive behavioural therapy (CBT) techniques for self-care to prevent or treat own mental health problems among practising therapists. Participants were therapists (n = 228) of various professional backgrounds in Sweden. Data were collected using a web-based survey. Descriptive statistics were calculated, and non-parametric analyses conducted to investigate associations of 13 CBT techniques with therapist characteristics. Use of CBT techniques for self-care was highly prevalent among participants, and they perceived the techniques as useful, irrespective of characteristics such as gender, age, profession, years since graduation, clinical experience, level of training in CBT, and previous experience of personal CBT. The high prevalence among therapists of the use of treatment techniques for self-care is very encouraging. Therapist self-care, including the self-application of treatment techniques, may be an important factor for therapist effectiveness, which calls for further development of personal practice models with respect to self-care, and future studies investigating associations between therapist mental health, self-care, effectiveness and patient outcome.
Key learning aims
(1)
Therapist self-care using cognitive behavioural therapy (CBT) techniques to prevent or treat own mental health problems may influence therapist effectiveness. However, studies of self-application of treatment techniques are lacking.
(2)
In the present survey study, the use of CBT techniques for self-care was highly prevalent among practising therapists, and they perceived the techniques as useful, irrespective of characteristics such as gender, age, profession, years since graduation, clinical experience, level of training in CBT, and previous experience of personal CBT.
(3)
Almost all therapists believed that it was a good idea to self-apply CBT techniques for their own sake and for the benefit of their patients.
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‘Courses for Horses’: designing, adapting and implementing self practice/self-reflection programmes. COGNITIVE BEHAVIOUR THERAPIST 2019. [DOI: 10.1017/s1754470x19000138] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
AbstractSelf-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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Bennett-Levy J. Why therapists should walk the talk: The theoretical and empirical case for personal practice in therapist training and professional development. J Behav Ther Exp Psychiatry 2019; 62:133-145. [PMID: 30391704 DOI: 10.1016/j.jbtep.2018.08.004] [Citation(s) in RCA: 53] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2018] [Revised: 08/07/2018] [Accepted: 08/19/2018] [Indexed: 12/27/2022]
Abstract
The key proposition of this invited essay is that personal practice (PP), coupled with self-reflection, is central to the development of the most effective therapists. To date, the discussion about personal practice in therapist training and professional development has largely revolved around the value of personal therapy, subscribed to by some schools of psychotherapy but not by others. However, since the turn of the century a new landscape of personal practices for therapists has emerged. In particular, two forms of personal practice, meditation programs and self-practice/self-reflection (SP/SR) programs, have developed a growing evidence base. Here it is proposed that there is now a strong theoretical and empirical case to accord personal practice an explicit role in therapist training and professional development. The case rests on recent research suggesting that: (1) personal and interpersonal qualities of therapists play a key role in client outcomes; and (2) personal practice is the most effective way to achieve changes in therapists' personal and interpersonal qualities. It is suggested that the research agenda needs to move beyond asking whether or not personal practice is effective towards a more sophisticated set of questions: what personal practice, facilitated by whom, is most effective with which practitioners, in what contexts, at what point in time? To make further progress, trainers and researchers need to be supported to include personal practices in therapist training and to undertake research to evaluate their impacts.
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Affiliation(s)
- James Bennett-Levy
- University Centre for Rural Health, University of Sydney, PO Box 3074, Lismore, NSW 2480, Australia.
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Edwards J. Counseling and Psychology Student Experiences of Personal Therapy: A Critical Interpretive Synthesis. Front Psychol 2018; 9:1732. [PMID: 30298032 PMCID: PMC6160903 DOI: 10.3389/fpsyg.2018.01732] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2017] [Accepted: 08/27/2018] [Indexed: 11/13/2022] Open
Abstract
Background: Committing to attendance at personal therapy sessions is frequently either mandated or encouraged in many different types of therapeutic trainings across allied health, psychotherapy, social work and counseling. The small number of published accounts have indicated that student experiences of personal therapy can be mixed. Methods: The project examined contemporary interview based research about student experience of personal therapy during training using Critical Interpretive Synthesis method. Ten papers were found which met the search criteria. The papers included a total of 89 participants (75 F). Results: The results comprised 12 themes derived from 89 meaning units gleaned from student experiences presented in the research studies. These were used to inform a synthesizing statement here truncated as follows: Beginning therapy is challenging for some students, especially when attendance is mandatory. However, students can experience transformative change by the end of the process, even if they commence the work in a guarded way. Multiple problems can arise in the process of attending therapy as a student, and it can be difficult for a student to know what to do if these challenges are overwhelming. Attending personal therapy brings rich learnings which can be applied in clinical work but can also positively impact learning in the course, and lifelong personal development. The process can enhance the student's understanding of what the client may experience in the therapeutic journey. Conclusions: Attending personal therapy during training is not a straightforward process for all students. Course leaders and trainers need to be mindful of the possibility that students will struggle with the personal therapy requirement. Course and professional bodies should regularly review personal therapy requirements, being clear about the aims; remaining attuned to the student experience.
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Affiliation(s)
- Jane Edwards
- Madgwick Drive University of New England, Armidale, NSW, Australia
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