The impact of Compassionate Mind Training on qualified health professionals undertaking a Compassion Focused Therapy module

Beaumont, EA ORCID: https://orcid.org/0000-0002-8259-5858, Bell, T, McAndrew, SL ORCID: https://orcid.org/0000-0003-4681-3261 and Fairhurst, HL 2021, 'The impact of Compassionate Mind Training on qualified health professionals undertaking a Compassion Focused Therapy module' , Counselling and Psychotherapy Research, 21 (4) , pp. 910-922.

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Abstract

Background Compassion Focused Therapy (CFT) and Compassionate Mind Training (CMT) aim to help people cultivate compassion for self and others. To date, there is little evidence exploring the effects CMT has on those engaged in or embarking on a career in the helping professions. Interventions that encourage self‐reflection and self‐practice may help practitioners cultivate self‐compassion, leading to the promotion of self‐care.
Aim To explore the impact CMT has on students’ levels of self‐compassion and self‐criticism, and on their work as healthcare practitioners/counsellors/psychotherapists.
Methodology This was a mixed‐methods study (N = 15). Pre‐ and post‐quantitative data were collected via three questionnaires: The Self‐Compassion Scale‐SF, the Forms of Self‐Criticising/Self‐Attacking and Self‐Reassuring Scale and the Functions of Self‐Criticising/Self‐Attacking Scale. Qualitative data were collected via diaries and a focus group to portray the impact training had on students.
Findings Results revealed a statistically significant increase in self‐compassion post‐training and a statistically significant increase in scores on the reassured self subscale. Statistically significant reductions in self‐correction scores and inadequate self scores were observed post‐training. There was no statistical significant difference post‐training on the hated self or self‐persecution subscales. Themes identified from the weekly diaries included the following: the benefits of compassion; when compassion arises; and difficulties and opportunities. Themes identified by the focus group data included the following: self‐reflection and self‐practice; finding balance; and critical self and compassionate self.
Implications Incorporating interventions into education programmes that help student’s foster compassion may help them cultivate a compassionate mindset and learn to be kinder to self.

Item Type:	Article
Schools:	Schools > School of Health and Society
Journal or Publication Title:	Counselling and Psychotherapy Research
Publisher:	Wiley
ISSN:	1473-3145
Related URLs:	Publication
Depositing User:	Dr Elaine Beaumont
Date Deposited:	16 Feb 2021 15:30
Last Modified:	15 Feb 2022 17:18
URI:	http://usir.salford.ac.uk/id/eprint/59589

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