The experiences of reflective learning journals by cognitive behavioural psychotherapy students

Learning to reflect on practice is an important therapeutic skill for psychotherapists and counselors. This study examines the utility of a reflective learning journal within the context of postgraduate education to improve reflection amongst cognitive behavioural psychotherapy trainees. The methodology used was qualitative in order to understand the experiences and insights of the trainees. Focus groups were used to gather and begin the process of understanding experiences. The findings indicate that learning journals do seem to improve reflective learning but have also raised important ethical issues. There appears to be a place for learning journals in contemporary cognitive behavioural psychotherapy training. A number of tentative best practice recommendations are therefore made.