{"title":"Benefits and challenges of an online CBT group, utilizing self-practice/self-reflection paradigm for psychology trainees.","authors":"Celine M. H. Jona, J. Sheen, M. O’Shea","doi":"10.1037/tep0000435","DOIUrl":null,"url":null,"abstract":"Self-practice/self-reflection (SP/SR) supports understanding and delivery of cognitive behavioral therapy (CBT) in participants by facilitating reflection on the practice of CBT techniques on personally relevant experiences. To date, little is known about the online potential of SP/SR training, particularly relevant through the course of the COVID-19 pandemic which saw an increase in online teaching and training delivery. The present study examined the perspectives of ten trainee therapists and three clinical educators (facilitators) on the experience, benefits, and challenges of participating in and facilitating an online CBT group integrating SP/SR principles. Reflective thematic analysis of semistructured interviews led to two trainee themes (\"experiencing the other chair\" and \"learning to be a CBT therapist\") and two facilitator themes (\"learning to facilitate online\" and \"reflections on unexpected gains\"). Facilitators and trainees described the online platform as a suitable delivery format, providing a comparable experience to in-person teaching and an authentic therapeutic experience to facilitate trainees' understanding of delivering CBT generally and in a telehealth context. Some trainees noted challenges being vulnerable online and all facilitators noted being less likely to push trainees to experience and express difficult thoughts and emotions online. Recommendations are provided to enhance learning in similar groups in psychology training. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement This is the first study to explore the experience, benefits and challenges of an online cognitive behavioral therapy group using self-practice/self-reflection principles. Findings indicated that the online group facilitated a comparable personal and professional experience to the traditional delivery of in-person groups, with the added benefit of trainees and facilitators learning how to adapt therapy to a telehealth setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Training and Education in Professional Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/tep0000435","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 1
Abstract
Self-practice/self-reflection (SP/SR) supports understanding and delivery of cognitive behavioral therapy (CBT) in participants by facilitating reflection on the practice of CBT techniques on personally relevant experiences. To date, little is known about the online potential of SP/SR training, particularly relevant through the course of the COVID-19 pandemic which saw an increase in online teaching and training delivery. The present study examined the perspectives of ten trainee therapists and three clinical educators (facilitators) on the experience, benefits, and challenges of participating in and facilitating an online CBT group integrating SP/SR principles. Reflective thematic analysis of semistructured interviews led to two trainee themes ("experiencing the other chair" and "learning to be a CBT therapist") and two facilitator themes ("learning to facilitate online" and "reflections on unexpected gains"). Facilitators and trainees described the online platform as a suitable delivery format, providing a comparable experience to in-person teaching and an authentic therapeutic experience to facilitate trainees' understanding of delivering CBT generally and in a telehealth context. Some trainees noted challenges being vulnerable online and all facilitators noted being less likely to push trainees to experience and express difficult thoughts and emotions online. Recommendations are provided to enhance learning in similar groups in psychology training. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement This is the first study to explore the experience, benefits and challenges of an online cognitive behavioral therapy group using self-practice/self-reflection principles. Findings indicated that the online group facilitated a comparable personal and professional experience to the traditional delivery of in-person groups, with the added benefit of trainees and facilitators learning how to adapt therapy to a telehealth setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
期刊介绍：
The Association of Postdoctoral and Internship Centers and the American Psychological Association have joined together to publish Training and Education in Professional Psychology, which serves as the primary source for gathering the most important information that contributes to and advances professional psychology education and training. The journal is written for psychologists and other mental health professionals who educate, supervise, and train mental health practitioners during their academic programs as well as during their participation at practicum, internship, and postdoctoral settings.
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