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1. I felt comfortable with being asked to do this task as we had done it in class, and though I had initially had some doubts about the use of a video game in therapy found that I felt very positive about it at the end of the session.
2. I found the sheets fairly easy to follow and understand so I did not feel that it was a big burden to complete the task.
3. As usual the main barrier was the time needed for the task but other than this I did not feel there was anything stopping me from doing the task.
4. I think completing the task was important for understanding how a young person may feel completing the task. I also found it especially helpful that we went through the game in class as that informed my opinions on the method.
5. My main reservation about the idea of a video game in therapy for children and young people was that it may come across as patronising, but I think working through the task as an adult and not finding this makes me feel that it is more likely to be of benefit to children and young people and be a beneficial tool.

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1. I felt comfortable being asked to complete this task. It is important for us to have an experience of completing the worksheets, to develop an understand of what we are asking a young person to do. It also gives us an indication of duration of completion so that we don't overload the young person with between-session work.
2. The worksheets were very easy to complete. The examples given were clear and I liked the analogy of being stung by a gNAT. I believe analogies to be a vital tool for working with young people. They have a strong pictorial element that have show to develop a more profound understanding in the patient that words alone.
3. There were no barriers for me - although I have always struggled to give my thoughts a percentage belief but I am aware that use of percentages can be helpful for asking the patient why they don't believe the thought 100%.
4. This technique helped me to engage my rational mind, temporarily,.
5.As previously mentioned, I believe the analogy of the gNATS to be useful for working with young people  and even adults.

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1.    I felt slightly more stressed about completing this padlet this week, as I have a lot of other work for other modules to finish as well.

2.    I found the task quite similar to CR work that I have done with patients and practised myself, and therefore didn’t have much difficulty in completing it. I found it quite easy to identify my thoughts in the same way.

3.    Barriers this week for me included time restraints and other coursework commitments; I struggled to stay as motivated and retain concentration for all of these tasks.

4.    The effect of me completing it was similar to CR, in that I can see the benefits of identifying and challenging thoughts.

5.    My responses mean that it is important to consider children’s commitments outside of treatment sessions, such as schooling, extra curricular activities, etc., and discuss these as barriers to completing the treatment.

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1. I didn't mind being asked to complete this task, as it was something new that we haven't really tried or practiced before. Sometimes in previous weeks I've been more resistant to try some of the SP/SR exercises as it is so similar to what we have done before, however this week I was more open to trying it.
2. The task itself was relatively straightforward and easy to understand - as people have already mentioned, it's quite similar to CR which helped with my understanding of the task. However, this is much more suited to a younger population due to the more simplistic language.
3. Although I understood the rationale and instructions for the task well, I struggled to come up with a situation to use and this took much longer than I thought. I found this strange as usually I am quite aware of my NATs, but on reflection this week I couldn't really identify a particular situation to use for the 'swat some gNATs' sheet. This meant I reflected on something that happened a couple of weeks ago which was perhaps not as beneficial, as the situation was not as raw in my mind. I can see the benefit in the future to having this intervention in mind and completing it as and when particular situations are happening.
4. I still completed the sheet and now have a good understanding of the intervention, however am more aware of the barriers that children or young people may face when attempting to complete the task.
5. I think the way it is set out is quite simplistic and easy to understand, however, it would require therapist and parent support to complete these sheets so that the child or young person is able to build up a good understanding. Setting the intervention within the context of a computer game is good for children as it makes it a bit more entertaining for them in comparison to other treatments, and similarly the use of a storyline means that they might find it easier to remember.

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1. How did you feel about being asked to do this?
I thought "I won't do it this week as I've done them every week so far and it doesn't matter either way", but then obviously I have now done it
2. How easy was it to complete this? Very straightforward, but I wasn't sure whether I was then meant to be doing a computer game as well as I lost concentration towards the end of the lesson when Rob was explaining what to do.
3. Were there any barriers to completing this? I only did one gNAT sheet, which was straightforward enough; I would have struggled to come up with enough NATs situations to complete any more sheets. "Thoughts" is hard once I had identified NATs
4. Was was the effect on you of completing this? I feel as if I finally am becoming a bit more self-reflective.
5. What do your responses mean for the treatment of children with this model? Not sure, I imagine they would ike the computer game aspects which I wouldn't enjoy!

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1.    I was happy to complete this task this week as I thought it would help with some of the stress I was feeling. I was a bit worried about finding the time to complete the task but thought I need to do this and it could be useful so I will make the time.

2. I found completing this task quite easy as it was similar to CR, which we did a couple of weeks ago. I found the sheet easy to fill out as it guided you through all the steps. I also liked the length of the sheet as it was not too long or short.
3. The main barrier for me was time, and finding the time to write down my thoughts and to complete the sheet. I found I was doing the sheet hours after I had the thought which made it hard for me to think back to how I was thinking and feeling at the time. Due to this I found it easy to come up with a more balanced thought as I was not in the moment of the emotions I was feeling at the time.

4. I found completing this activity, allowed me to become more aware of some of the thoughts I was having and to identify what type of unhelpful thought I was having. I found it helpful to think of evidence for, against and alterative points of views, which really helped me to revise the thoughts.

5. I think children will equally be satisfied knowing what types of unhelpful thoughts they are having and how it influences their mood and ABC’s. They may need to be helped understanding how their unhelpful thoughts influence their ABC’s and with coming up with evidence for and against, and revising the thoughts. But I think overall, with the help of the CCBT program they could find it useful if guided by an adult.

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1. I was comfortable when I was asked to do this task, as we went through this in class. Also, it is a simpler version of adult CR, so I thought it would be easier to complete.

2. It was very difficult for me to complete when I was attempting this. It was properly because I wasn't able to identify the situation that made me distressed. Also, I wasn't sure why I had to fill in NAT and my thinking twice; but I thought that my thinking section was probably wanted people to identify the core belief.

3. First, I wasn't able to state the situation triggers NATs. Second, it was difficult for me to look at things in different ways, also I came up with other negative thoughts when I was trying to look at the situation differently and this makes the original distress even worse. Third, when I was coming up with the things that I could do, basically I couldn't do much because most are hypothetical thoughts.

4. I could see that checking the facts by counter-balancing the evidences, plus trying to look at things in different ways helping me to believe less in my NATs. So I think it is a positive effect on me.

5. To children, they might experience the barriers I faced stated in question 3. It is important for therapist to assist children to complete CR. It is because as an adult, it was difficult for me to change my thinking. I can see if this applies on a child, especially thinking about the cognitive development, it would be even more difficult for them as their cognition might not be as flexible as others.

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Self practice self-reflection (SP/SR) has many values for the clinician. Not least of which is an understanding of what it is like to be asked to complete the treatments that we conduct with our clients.

This week is all about your response to completing your pesky gNATs worksheets, as we would ask children to complete in the pesky gNATs intervention. I would like you to reflect upon your experiences by answering the questions in Box 2. Post your responses anywhere on the padlet.

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1. How did you feel about being asked to do this?
2. How easy was it to complete this?
3. Were there any barriers to completing this?
4. Was was the effect on you of completing this?
5. What do your responses mean for the treatment of children with this model?