Use It or Lose It: Post-workshop Reflection Enhances Learning and Utilization of CBT Skills
Section snippets
Participants
The two groups of participants were attendees at a 2-day CBT workshop, which was presented in successive years. Approximately 850 people attended each workshop. At both workshops, participants were given a form asking if they would be willing to be contacted in the next few weeks “to get feedback on the learning you have done” and to “find out more about participants’ experiences of workshops.” Those agreeing were asked to complete a form giving the researchers their email address. No further
Results
The first comparison between the training-as-usual (TAU) group and the reflection (Ref) group revealed a highly significant difference for Change in Behavior (TAU: M = 1.60, SD = 0.75; Ref: M = 2.13, SD = 0.71, t[93] = 3.50, p < .001); and a nonsignificant trend towards Change in Awareness (TAU: M = 2.18, SD 0.81; Ref: M = 2.44, SD = 0.68, t[93] = 1.72, p < .09). The reflection group therefore appeared to benefit from the reflection sheets.
However, only about half of the members (25/48) of the reflection group
Discussion
The results of the study indicate that spending structured time reflecting on workshop learning both during a workshop and at 1 and 4 weeks post-workshop (the Ref-USE group) facilitates increased awareness of the learning and utilization of the skills at 10-week follow-up, compared with training-as-usual with no structured reflection. Furthermore, the results indicate that it is not enough simply to reflect on learning during a workshop. Participants using reflection sheets during the workshop
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