Mood Disorders Centre School of Psychology, Washington Singer Laboratories, Perry Road, University of Exeter, UK.
Behav Cogn Psychother. 2010 Jul;38(4):473-7. doi: 10.1017/S1352465810000238. Epub 2010 May 12.
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.
To examine the effect that a requirement to contribute to a reflective blog had upon a SP/SR approach to CBT training.
A focus group methodology was adopted with data analyzed using a general inductive qualitative approach.
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.
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.
自我实践/自我反思（SP/SR）越来越成为认知行为疗法（CBT）培训计划的核心组成部分（Bennett-Levy 等人，2001 年）。然而，包含反思元素的计划并非没有问题，有记录表明，仅仅为反思留出时间并不一定能促使学员利用这段时间进行反思。通过要求在反思博客上发布反思，可以克服此类限制。
检验对 CBT 培训的 SP/SR 方法进行反思博客投稿要求的效果。
采用焦点小组方法，使用一般归纳定性方法进行数据分析。
使用博客反思 CBT 技术的自我实践的要求增强了 SP/SR，建立了学习社区，并改进了课程监督，尽管出现了一些技术困难。
应考虑使用反思博客来支持 CBT 培训的 SP/SR 方法。使用反思博客带来的好处进一步确立了 SP/SR 作为一种有效且灵活的培训方法。
