Self‐Practice and Self‐Reflection in Training of Psychological Interventions and Therapist Skills Development: A Qualitative Meta‐Synthesis Review

Abstract

Objective

The use of self‐practice and self‐reflection has been proposed as an efficacious strategy in the training of therapists. It has been argued to enhance therapist skills, and a key factor in the development of expertise. This systematic literature review investigated the effect of self‐practice and self‐reflection on therapist skills development.

Method

Studies were identified through Medline, Academic Search Complete, PsychINFO, PsycARTICLES, Proquest, ISI, CINAHL, Cochrane, and Scopus databases. Additional studies were identified through lateral searches of relevant papers' reference lists and direct correspondence with authors of unpublished material. The selection criteria were studies that investigated the effect of self‐practice and/or self‐reflection on therapist skill development. There was no restriction on sample sizes, design of studies, dates of publication, or peer‐reviewed papers. All studies were published in English.

Results

Ten studies were included in this review. A thematic analysis was undertaken to analyse qualitative data. Due to inconsistency in the variables investigated across the quantitative studies, quantitative results were not subject to a meta‐analysis but simply reported. Finally, qualitative and quantitative data were juxtaposed in a meta‐synthesis.

Conclusion

The meta‐synthesis revealed inconsistencies between the qualitative and quantitative literature and a gap in relation to declarative knowledge. Methodological limitations across studies are discussed and recommendations for future research provided.

Key words:

• cognitive‐therapy training
• psychotherapy training
• review
• self‐practice
• self‐reflection
• therapist skills development
• therapist training