在线认知行为治疗小组的益处和挑战，利用自我实践/自我反思范式的心理学学员。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Training and Education in Professional Psychology Pub Date : 2022-12-01 DOI:10.1037/tep0000435

Celine M. H. Jona, J. Sheen, M. O’Shea

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引用次数: 1

摘要

自我实践/自我反思（SP/SR）通过促进对CBT技术在个人相关经历中的实践反思，支持参与者理解和实施认知行为疗法（CBT）。迄今为止，人们对SP/SR培训的在线潜力知之甚少，尤其是在新冠肺炎大流行期间，在线教学和培训的提供有所增加。本研究考察了十名实习治疗师和三名临床教育工作者（辅导员）对参与和促进整合SP/SR原则的在线CBT小组的经验、好处和挑战的看法。对半结构化访谈的反思性主题分析产生了两个受训者主题（“体验另一把椅子”和“学习成为CBT治疗师”）和两个辅导员主题（“学习促进在线”和“对意外收获的思考”）。辅导员和受训人员将在线平台描述为一种合适的交付形式，提供了与现场教学相当的体验和真实的治疗体验，以促进受训人员理解在远程医疗背景下交付CBT。一些学员指出，在线挑战很容易受到攻击，所有辅导员都指出，不太可能促使学员在网上体验和表达困难的想法和情绪。建议在心理训练中加强类似群体的学习。（PsycInfo数据库记录（c）2022 APA，保留所有权利）影响声明这是第一项利用自我实践/自我反思原则探索在线认知行为治疗小组的经验、益处和挑战的研究。研究结果表明，在线小组提供了与传统的面对面小组类似的个人和专业体验，学员和辅导员学习如何将治疗适应远程医疗环境也带来了额外的好处。（PsycInfo数据库记录（c）2022 APA，保留所有权利）

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Benefits and challenges of an online CBT group, utilizing self-practice/self-reflection paradigm for psychology trainees.

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)

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来源期刊

Training and Education in Professional Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

4.10

自引率

10.00%

发文量

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.