{'fraction_non_alphanumeric': 0.025192442267319804, 'fraction_numerical': 0.0, 'mean_word_length': 5.713615023474178, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Service user involvement in cognitive behavioural therapy training: an interpretive phenomenological analysis


Purpose
The last two decades have seen an increase in service user involvement (SUI) in the training of Mental Health Professionals (MHP). There is developing empirical support for SUI in MHP training, however, there is no published research into SUI in the training of Cognitive Behavioural Therapists. The purpose of this paper is to explore cognitive behavioural therapy (CBT) trainees’ experience of SUI in their training. The study focuses on how an individual service user (SU) led training session is experienced and how this differs to routine CBT training.


Design/methodology/approach
Semi-structured interviews were conducted with six participants. Transcripts of the interviews were analysed using interpretative phenomenological analysis.


Findings
Data revealed three superordinate themes: first, predisposing influences on learning; second, factors associated with emotional processing of experience; and third, impact upon learning outcomes. The results suggest that participants’ appraisal of their learning from SUI maybe influenced by how they accommodate the emotional impact of the experience.


Originality/value
The paper makes recommendations for educators on courses involving service users (SUs), acknowledges the study’s methodological limitations and suggests areas for future research.
