‘Lightbulb moments’
A qualitative study of psychology trainees’ perspectives on learning CBT
Bibliographic Data
| ID | 21294077 |
|---|---|
| Authors | Melissa O’Shea (0000-0003-0230-3729, Deakin University, corresponding author), Tara Laing (0000-0003-3058-4222, Deakin University), Jade Sheen (0000-0001-8327-5314, Deakin University), Kelli Nicola‐Richmond (0000-0003-4874-5055, Deakin University), Kelli Nicola-Richmond (Deakin University), Megan Turner (0000-0001-5180-2773, Deakin University) |
| Year | 2026 |
| Pages | 1-12 |
| Publication date | 2026-05-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0005-0067 • E-ISSN: 1742-9544 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00050067.2026.2671121 |
| OpenAlex | W7161129140 |
| Language | EN |
| References cited | 53 |
Objective Cognitive Behavioural Therapy (CBT) is the most evidence based psychological intervention for a wide range of mental disorders and is central to clinical psychology training. Although several methods support trainees in developing CBT skills, little research has explored their experiences of learning CBT. This study examines which CBT tools and concepts postgraduate clinical psychology students find challenging and which they view as essential to understanding CBT theory and practice.Materials and Methods A qualitative, phenomenological approach was used to explore the learning experiences of 29 postgraduate trainees enrolled in a 2 year Master or 3 year Doctor of Psychology (Clinical) program at an Australian university. Five focus groups were conducted using semi structured questions to identify troublesome, integrative, and transformative CBT concepts, guided by the threshold concepts framework. Data were analysed using thematic template analysis.Results Students identified core CBT tools and concepts across four domains: the CBT model, CBT characteristics, CBT techniques, and practising CBT.Conclusions Findings provide insight into how trainees developmentally acquire CBT knowledge and skills. Experiential and reflective learning activities that promote authentic engagement with CBT are recommended
Cognitive reframing · Qualitative analysis · Qualitative research · Thematic analysis · Academic and Historical Perspectives in Psychology · Counseling, Therapy, and Family Dynamics · Educational and Psychological Assessments
Doing Template Analysis
Training therapists in evidence-based practice
Student voice in assessment and feedback (2011–2022)
Toward a Conceptualization of Mixed Methods Phenomenological Research
The Utility of Template Analysis in Qualitative Psychology Research
A Practical Guide to Focus-Group Research
The Emphasis on Cognitive‐Behavioural Therapy within Clinical Psychology Training at Australian and New Zealand Universities
Australian clinical psychology training program directors survey
Focus groups in tropical diseases research
Threshold Decisions in Social Work
Teaching Cognitive Behavioral Therapy Skills to MSW Students
Transformative learning in graduate education
The difference between troublesome knowledge and threshold concepts
Threshold concepts and the integration of understanding in economics
| Citation velocity | historical |
|---|---|
| Highly cited | No |