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1. I felt excited to try out this task as I felt that it was a really good way to test out something that you have been worrying about, however I don't tend to worry about these kind of situations so thought the responses would be as i expected.

2. It was very easy and simple to complete the sheet. Each column was in a logical order and didn't take me very long to fill out.

3. I didn't notice many barriers expect having a little bit of anxiety from embarrassing myself infant of people, however I thought that they would not really react of remember the situation.

4. I found that people acted in the way i imagined them too and there was no surprises, however i found it interesting to link it all up in my table.

5. I think that children will initially find it hard to do the experiment as they will have anxiety around spilling a drink or dropping their money, however the positive effects that will come from realising that people don't act in a way that they think they are going to act will be beneficial for the child.

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1: I thought it was quite funny at the time. I thought it was an odd thing to be asked to do taken out of context.
2: I found it hard to motivate myself to do the activity because my attitude towards walking around looking like I'd wet myself was that I'd rather not. But this wasn't stopping me doing anything. So I had little to gain from doing it personally. Usually, if I ever spill anything on my lap I usually make sure that I spill a bit over my top as well as to make the source of the dampness clear.
3: Planning a time where it would be appropriate to do; when would I be at university and when I could go home and change afterwards.
4: I didn't notice too much of an effect. I think
I have a healthy aversion to walking around with a wet patch on my crotch. But I did feel that I learnt more about the process of doing a behavioural experiments and the mental state associated with doing it.
5: I think that someone who was finding it hard to risk getting water over their crotch would have had a harder time doing it than I would. I think it could certainly help them overcoming a certain activity in principal but not necessarily feel immediately better afterwards.

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1. How did you feel about being asked to do this?
I felt fairly comfortable being asked to do this task. Although I haven't tried behavioural experiments before, knowing the rationale behind it helped to motivate me to go through with the task.
2. How easy was it to complete this?
I found it quite easy to complete, I think partially because I knew it would only be a one-off - if I had to do increasingly challenging things every week I might have felt more reluctant.
3. Were there any barriers to completing this?
The only barrier was getting past the fear to actually go ahead with it.
4. Was was the effect on you of completing this?
Completing the task had a positive outcome in the end, initially it did trigger plenty of NAT's, but those subsided when it became evident to me that my fears did not come true.
5. What do your responses mean for the treatment of children with this model?
I think the sheet is easy to use and the concept is easy to grasp. However, a clear rationale for why the child must put themselves in the situations they fear most will be vital. I think it will be very important also to find out how motivated the child/patient is because fear is a massive barrier to overcome especially if it has been a block for you for a long time.

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1. Overall I felt a little unmotivated to complete this task. Although I understand the rational behind Behavioural Experiments and agree with the benefit of exposing ourselves to situations that cause us anxiety under the knowledge that anxiety will eventually pass and that it will not be as bad as we predict. For me, falling over in public was the most anxiety provoking stimuli, however it still wasn't enough for me to feel it necessary to complete a Behavioural Experiment on.
2. With this in mind, I found the task quite difficult to complete. Whenever I was in the situation to potentially carry out the activity I kept questioning "What is the point?", my anxiety levels will remain the same regardless of whether I do the activity or not.
3. I believe the fact that did not believe that the experiment would have any impact on my anxiety levels for the stimuli I picked was a huge barrier for me. Considering falling over in public did not evoke that much anxiety in me anyway, I struggled to find the motivation to do it as I did not think it would serve me any benefit.
4. The greatest effect on me was that I realised the importance of motivation when completing any CBT intervention. If you do not see the benefit or understand the purpose of an intervention then the chances of completing it are significantly reduced.
5. In terms of applying this treatment to children, I believe it makes it clear that a significant amount of time needs to be given to explaining the rational and demonstrating the effectiveness of this treatment option. If a child stands any chance of obtaining the benefits of this treatment approach then the rational needs to be clearly explained and a young person needs to be motivated to the idea that theyre going to need to do things they dont want to and their emotions will eventually catch up.

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1) i felt nervous2. I was putting it off for a while and was considering choosing another activity which caused me less anxiety 3. The barriers i faced were me not wanting to do it4. i can see how this would with children, as long as they are introduced to the idea gradually so that they are not scared away 

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1) i felt nervous2. I was putting it off for a while and was considering choosing another activity which caused me less anxiety 3. The barriers i faced were me not wanting to do it4. i can see how this would with children, as long as they are introduced to the idea gradually so that they are not scared away 

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Libby Nellany

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1.      I felt very uncomfortable doing the task overall and very struggled in identifying the thoughts I had, struggled in finding ways to test it and unsure if I had had filling in the sheet right.

2.      It was not easy to complete this as what I said above. Plus, I have a lot of core beliefs which I cannot break them down into NATs. I am not sure if I have been using avoidance as a strategy for a while, as a result, having poor awareness of my negative thoughts.

3.      The barriers were probably the involvement of interacting with others makes me scared, I was afraid if I stepped out and test on my thoughts, what happened would fit what I have believed to happen and become more depressed. It is very mentally exhausting getting self-prepared for acting on testing the thoughts.

4.      After completing the task, I would not say I am happier or more negative. I am slightly confused about the situation and about myself. It is because something I have believed was true, suddenly becomes not true. It is like challenging myself, challenging who I am. I understand that “thoughts are not me”, but it is still hard to believe the outcomes and objectively looking at the result of testing.

5.      To children, I think it will be more uncomfortable to them. Therefore, it is very important for practitioners to install hope and for them to gain support from their families and friends. It can be very fearful to step out of comfort zone to test on it, because there is a lot of uncertainties. It can also be fearful to accept the contradictory outcomes.

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1. At first I felt fine about being asked to do this, I do not feel that I am that easily embarrassed, but felt slightly worried about causing a hassle in the place I spilled my drink.
2. I thought this task would be fairly easy to complete, but the I found that I kept delaying it and coming up with excuses not to do it. I began to overthink the task and all possible extreme outcomes of it, for example how guilty I would feel if I deliberately spilled my drink and then someone slipped in it and hurt their self. This made me realise that the main source of anxiety for me is not embarrassment, as I do not feel if I spilled my drink accidentally I would have these same worries, but rather guilt, which is most likely why of all of the situations on the list this is the one that seemed most stress-inducing to me.
3. I think the main barrier to me completing this was the anxiety it provoked and me putting it off as a result.
4. After completing this experiment I felt a little elated and experienced a slight adrenaline rush from having done something that was making me nervous and it not having the catastrophic effects I had worried about, but I also did feel slightly guilty for causing the people a hassle.
5. I feel that my response indicates for children that the fear felt by children may not be situation specific, but rather this could be the manifestation of a deeper fear. I think it is then important to help children to implement such strategies for overcoming fears later in life, so that they are able to repeat the process again should they need to.

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1. I felt a bit wary at completing this task, as I knew it would cause me some anxiety and potential embarrassment.  I was unsure about whether it would work either, and whether just carrying out the experiment would change my views.

2. I found it quite hard pick a topic off the list that was given, but found once I had chosen one it was easy to think about the situation and my predictions for what could occur. I found it easy to come up with predictions for the worst outcome, as it came into my head easily. Developing an alternative outcome was harder, yet still possible if I thought about it. I found it quite hard to carry out the behavioural experiment and was hesitating to carry out the task, and kept putting it off.
3. I think it was the actual doing the activity which was the barrier for me and the anxiety I felt about putting myself in the situation. I don’t think there were any other barriers apart from me not wanting to do it because of my fear of embarrassment.
4. I found once I had done the experiment and seen than my predictions did not come true and it was actually only me laughing at myself, I kind of felt silly for being so worried about doing the activity. I do feel that I still have doubts around whether it was a one off that no one noticed, so I think I may have to do it again to reduce those doubts.
5. I think children would find it easy to use this model and the sheet; however they might need help carrying out their experiment and may need someone to do it for them first to show them it is all okay. I may take them longer to come up with the courage to do certain experiments, so the treatments and experiments may need to be graded to allow them to learn nothing bad happens.

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1.     I felt quite nervous at the prospect of trying out my experiment, noticing that when I was about to carry it out, my heart rate increased a lot, and I felt uncomfortable at the prospect of dropping money on the floor.

2.     I found it fairly difficult to complete at the beginning; I made numerous excuses to avoiding completing it. I found that I had to really commit to the idea that I was going to do it, and schedule a specific time to do so.

3.     A barrier that I noticed was how easy it is to make excuses in order to avoid carrying out the experiment as naturally, this is somewhat easier and less anxiety provoking than the thought of carrying out the experiment.

4.     The effect of me completing the experiment showed that the reactions of others were not as catastrophic as I had anticipated. Furthermore, I actually found that I wasn’t as anxious about it when it came to the time of doing it, which surprised me as well.

5.     I feel that my response shows the importance of the child and practitioner organizing a scheduled time to complete the experiment before the homework week begins. Furthermore, I feel that addressing the idea that there are likely to be times where the child will want to make excuses would be beneficial in explaining the rationale behind why it is more useful to complete the task, rather than avoid it and make excuses. Addressing this in a session may mean that the child is less likely to make excuses and more likely to see the experiment through.

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1. I feel quite comfortable with self-reflecting now, however I was conscious of choosing an activity for my behavioural experiment because I knew it would require making a conscious decision to embarrass myself when this usually occurs by accident
2. Filling in the sheet and choosing the experiment was relatively easy, it was actually implementing the experiment that I found more testing.
3. It never seemed like the appropriate time to test my experiment, and because i had chosen spilling my drink I wanted to be cautious that I didn't spill it over anyone else's stuff in the process.
4. When I did eventually complete my behavioural experiment, it countered my ideas that people would laugh and be unhelpful when testing out the experiment because instead people weren't really that bothered and just helped me to clean it up
5. I feel as though this task would be difficult for children to complete - although I was apprehensive about completing the task, I was no where near as anxious as I would have been if I was younger. I feel as though it would be difficult for children to test out these experiments by themselves and therefore devising a hierarchy that would break down the anxiety-provoking situation into smaller steps as well as looking at the possibility of having a friend or family member there for reassurance may be a more successful method in getting children to test out their behavioural experiments.

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1. How did you feel about being asked to do this?
I'm in the swing of doing the SP/SR now and quite enjoying doing them, but when Rob showed us the list I felt as if none of the things was going to make me particularly anxious; I spent a while thinking about something I could use for my experiment. I keep thinking I am not very good at being self-reflective as I always think "this doesn't apply to me" so I need to start thinking of ways around this to improve as a therapist.

2. How easy was it to complete this?
The sheet is easy to use and I found it easy to fill in the columns.

3. Were there any barriers to completing this?
Once I had thought of an activity (setting my phone to go of in a crowded room at an inappropriate time, having buried it in my bag so it was hard to reach to turn off) I then stalled a couple of times as it felt wrong doing it there. I eventually did it to go off in a yoga class and the timing was bad as it was at a really quiet moment.

4. Was was the effect on you of completing this?
I did actually feel a bit of a prat, and it was quite disruptive for some people, I think: maybe I chose the experiment poorly?

5. What do your responses mean for the treatment of children with this model?
I can imaging them avoiding doing it, putting it off as they fear the consequences, so I imagine we would need to work on a hierarchy of experiments and start with an easy one. I wonder if it would be helpful to enlist, say, a teacher to help them to identify when is a good time to try it out to help ensure success.
I also think that adults are much kinder and more polite to each other and that the danger of doing these with children is that they may get negative reactions from other children (e.g. others sniggering when they say something in class) which sets them back and undermines the therapy.

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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?

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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 behavioural experiment with the sheet given. I would like you to reflect upon your experiences by answering the questions in Box 2. Post your responses anywhere on the padlet.