Developing skills and competency in CBT is a complex process of which self-observation and self-reflection are an essential part. In this new book, leading figures Beverly Haarhoff and Richard Thwaites outline the rationale for a focus on self-reflective practice in CBT, before offering practical and accessible guidelines demonstrating how this can be achieved in training and practice. Highlighting relevant research throughout and using case studies to illustrate theory in practice, ten chapters consider: - reflection in training and in supervision and self-supervision, - reflecting on the therapeutic relationship, on our sociocultural perceptions and biases and on client feedback - how reflection is vital to self-care and to becoming a better therapist, supervisor and trainer. This is an essential read for trainees in both high and low intensity CBT programmes, those on broader CBT courses, and for qualified practitioners working independently to enhance their self-reflective capacity.

Reflection in CBT training

Reflection in CBT training
Peter Armstrong

Learning aims

  • To provide a declarative framework around CBT training and the role of reflection within such training
  • To give readers using this framework procedural guidance to support the process of reflection as both trainers and trainees

Introduction

How should CBT trainers decide on what to teach and how? How should CBT therapists and would-be CBT therapists decide on the training they need? What reflections should inform development and selection of curricula? The answer appears to lie in more considered and structured reflection on training. Barnett and Coate (2005) observe: “Curriculum design in Higher Education is not yet a properly reflective practice. As a result … newly emerging curricula are often not what they should be” (p. 2).

They argue that ...

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