Enhancing Self-Practice/Self-Reflection (SP/SR) approach to cognitive behaviour training through the use of reflective blogs.
BACKGROUND
Self-Practice/Self-Reflection (SP/SR) is increasingly beginning to feature as a central component of CBT training programmes (Bennett-Levy et al., 2001). Programmes including a reflective element, however, are not unproblematic and it has been documented that simply setting time aside for reflection does not necessarily result in trainees using such time to reflect. Such limitations may be overcome by including a requirement to post reflections on reflective blogs.


OBJECTIVE
To examine the effect that a requirement to contribute to a reflective blog had upon a SP/SR approach to CBT training.


METHODS
A focus group methodology was adopted with data analyzed using a general inductive qualitative approach.


RESULTS
The requirement to use blogs to reflect upon the self-practice of CBT techniques enhanced SP/SR, established a learning community, and improved course supervision, although some technical difficulties arose.


CONCLUSIONS
Consideration should be given towards using reflective blogs to support a SP/SR approach to CBT training. Benefits afforded by the use of reflective blogs further establish SP/SR as a valid and flexible training approach.
Farrand
Paul
P
Mood Disorders Centre School of Psychology, Washington Singer Laboratories, Perry Road, University of Exeter, UK. p.a.farrand@exeter.ac.uk
Perry
Jon
J
Linsley
Sue
S
D000328:Adult; D001291:Attitude of Health Personnel; D057218:Blogging; D015928:Cognitive Behavioral Therapy / Q000193:education*; D003479:Curriculum; D005260:Female; D017144:Focus Groups; D006801:Humans; D007318:Inservice Training; D008297:Male; D008875:Middle Aged; D011214:Practice, Psychological; D012647:Self-Assessment; D012944:Social Support; D056345:Theory of Mind; D013813:Therapy, Computer-Assisted / Q000193:education*