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1. I felt that this task would be really helpful for me as third year degree and committee things can be quite stressful.
2. Sometimes it was easy to identify, and other times it was really hard to reflect on things that are more stressful and negative.
3. Time was a barrier.
4. I felt it was helpful especially in the long term and perhaps it could be useful in the future.
5. I think for children this task could be really difficult for them and perhaps they may not be truthful, or they may feel embarrassed or may not understand or be able to comprehend how / what they're feeling.

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1. I was really engaged with the tasks as this enhances my knowledge upon NAT by completing the thought record with series of guided/ inspired questions.
2. I find it hard to state the evidence for reflecting my NAT. I felt like NATs was more associated to attitude changing.
3. Heavy workload does not permit to spend more time for this task.
4. I find it useful as I could put into the shoes of the clients, having a general concept about how NAT could be assessed and dealt with in the hospital/ wellbeing centre.
5. I feel like my responses will be similar sorts of portrayal for what other adolescents might have encountered during the daily life, whilst my reflection might be useful for improving their NATs.

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1. I thought this was quite a nice task to do even for myself - it was nice to be able to think through a situation I was worried about step by step like this, and quite a useful tool for my own life.

2. It was less easy to complete for situations that were actually causing me stress - this makes me think that while it may be easy for us to complete, we are not children with mental health disorders and it may not be as easy for them to complete.

3. No barriers really other than forgetting to complete it in until later, and maybe that it was hard to think of a situation to do it for.

4. I thought it was a helpful tool for myself to use to help to clarify situations when they seem overwhelming.

5. As mentioned in point 2, it is probably easier for me to complete this than it is for a child with a mental health disorder - I am older, find it easier to express myself in words than a child might do, and the issues I’m discussing are not particularly distressing. I think it’s important to consider that it might be a lot easier when it is not us that is actually using it as part of our treatment.

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1. I felt interested as I think doing the tasks that children going through CBT sessions would do is a great way to learn about CBT and see things from the child's perspective.
2. I didn't find it that easy as was reluctant to think too deeply about negative thoughts and situations.
3. The main barrier was motivating myself to think deeply about my emotions and to try to then think rationally about them to come up with alternative thoughts.
4. After overcoming my initial reluctancy to complete it I found it quite helpful to actually reflect on my thoughts and emotions in this way.
5. I do think that perhaps children may also feel reluctant to complete this task, especially younger ones who may not fully understand what is being asked of them. However
once they have completed it i think they would find it a useful method to help them think more positively about situations and to help overcome negative thoughts and emotions

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1. I felt interested as I

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1. I felt

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1. I enjoyed doing self reflection tasks, and was intrigued to see how it could help a young person.
2. The tasks were easy to complete and i think that a child would not have many issues understanding the information.
3. Remembering what had been done in the week was the hardest part.
4. Help me to visualise how a child may be suffering and how this can help.
5. I would worry a child would not be overly engaged by these tasks. Similarly, I found them very easy to forget to complete which is also a possibility for a child.

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1. I was really interested to write down my own NATs as something I hadn't really considered before. It was good to gain an understanding of how a patient would be encouraged to talk about their thoughts.
2. It was more difficult than the BA task because focussing on thoughts is more challenging than focussing on behaviour. I found forming a balanced thought the hardest part because of the evidence I could give to justify the NAT.
3. Motivating myself to think about NATs was a barrier as something I actively don't think about in day-to-day life.
4. I found it impactful to reflect on NATs and where they came from, challenging them with evidence. I also found it interesting to reflect on how friends talk about NATs without being aware of what they are.
5. For adolescents this task could be really useful as I way of changing their behaviour by changing their thoughts. For younger children I think it would be difficult to ask them to reflect on an abstract concept like thoughts.

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1. I initially thought it would be very similar to doing the BA, but I felt that I was thinking slightly differently compared to when I did the BA, as well feeling that this task made me approach my struggles in a new way.

2. It was quite challenging compared to the BA trying to complete the task, mainly because it required me to dive deeper into specific details regarding a single problem I was having. The hardest part specifically was trying to justify my feeling towards my issue with specific evidence.

3. The biggest and main barrier was trying to rationale my problem, as well as trying to think positively about it. Because of this, it was quite time consuming.

4. It highlighted some of the key NATs that I am currently dealing with, as well as encouraging for me to self-reflect more often.

5. Like BA, this could be very useful in regards to encouraging children to self-reflect on their issues, which can help them to highlight what makes them unhappy. However, it does require the child to commit to filling out the task which may be problematic for children with short attention spans.

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1. I felt good about being asked to do this as I find doing the tasks helps improve my understanding of what they involve and how a client might feel when being asked to complete them.
2. It was fairly easy to complete.
3. The main barrier was remembering to complete the thought records.
4. For me it was quite helpful in identifying when a thought I had was irrational or pessimistic. For example, when I was feeling overly stressed about work and doing badly I could challenge my own negativity by using evidence to refute my negative thoughts.
5. I think for older children these tasks would be helpful. Challenging NATs with alternate thoughts and behavioural solutions is a good way to overcome the negative thought patterns that one can become trapped in. As we learned in the lecture, for younger children perhaps the task would need to be altered to be easier to understand and more relatable/fun- pictures , toys, simple language.

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1. How did you feel about being asked to do this? I felt happy to be asked to do this as I thought it would be a good way of learning about NATs and interesting to be able to compare it to my experience of trying BA last week
2. How easy was it to complete this? I found it harder to complete than BA. As a fairly positive person I found it quite hard to identify many NATs, especially in such a short time frame.
3. Were there any barriers to completing this? Mainly just time restrictions as I found it took quite a lot of time to properly assess the NATs, especially in the light of deadlines that we have coming up.
4. Was was the effect on you of completing this? It gave me a deeper understanding of CBT and possibly the experience felt by a child who is completing it.
5. What do your responses mean for the treatment of children with this model? I think the delivery would have to change depending on the age of the child. I also worry that a child might build/ perpetuate negative schemas by constantly looking for NATs

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1. This week I felt similarly to how I did completing last weeks task. I think this is because I am focused most on the importance of understanding what it is like to complete these tasks myself in order to know what it would be like for a young person.
2. I think the tasks themselves are fairly easy to complete however possibly uncovering information about my own NATs is not that appealing and so makes me a little hesitant.
3. As with last weeks task the only real barrier was remembering to actually complete the sheets so I was giving active rather than retrospective answers. I kept notes in my phone and this helped to overcome this barrier, as then i didn't need the sheets when i did remember.
4. Honestly I don't think the task had any affect on me beyond gaining greater appreciation for how a young person may feel completing it.
5. I would worry a child would not be overly engaged by these tasks. Similarly, I found them very easy to forget to complete which is also a possibility for a child.

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1. I felt interested to do this task and try out the thought record for myself to identify my own NATs.
2. I found this task harder to complete than the BA worksheet as it required a fair amount of detail surrounding the situation, thought, emotion etc.
3. No massive barriers, apart from that it was sometimes difficult to give alternative/balanced thoughts about an event I first perceived as negative.
4. The task really highlighted to me the number of negative automatic thoughts that I have, and how often they occur in my life.
5. Its not always easy to come up with an alternative explanation, especially as NATs are to engrained, and children may struggle with this. The worksheet is also quite long and so children may struggle to find the motivation to complete it. I think it is important to give children lots of support and encouragement and to try and make the thought record fun in some way to try and get children to participate and make it less of a chore.

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1. I thought it could be an interesting task to engage with to see how a client might feel in the same situation.
2. I didn't find it very easy to complete, it required a lot of thought, and it is not easy to think of a more balanced approach to something I found stressful.
3. Barriers to completing this were mostly distractions from other tasks, and overcoming the difficulty of thinking more positively about a stressful event.
4. I found trying to think of evidence for and against stressful when the evidence for is more obvious than against, and can make the worrying feel justified.
5. I think that children should be guided through this process carefully as it can make anxiety that is perhaps disproportionate to the situation but not irrational feel justified if they can't think of evidence against it (like exam stress).

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1.      I felt hopeful, that it would be a better experience than completing the BA worksheets and interested in what my NATs would be.

2.      This wasn’t an easy task to complete as it wasn’t nice to think of situations that I felt sad or anxious in, I almost wish to block those out, not keep going through them. It feels overwhelming if you over-think a lot as a person anyway.

3.      Trying to think positively a lot, is very difficult, and can be very draining. It is not easy to fill these in if you are suffering with low motivation.

4.      I found that it does calm down certain situations in your mind if you are forced to think about the evidence for and against, you can get quite quickly wrapped up in irrational thoughts otherwise.

5.      I think for children, they would need the experience of filling these sheets in to be fun and enjoyable in some way, as it can be quite tedious, and I think they would need to have a lot of trust in it to work. Possibly showing them stories of people using these, in particularly those that benefited therapeutically, I believe should be considered a part of this, to gain their faith in the treatment. A lot of paper work can sometimes look and remind children of homework- so online input may be better for some.

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1. I feel strongly that clinicians understand and appreciate what is being asked of clients and so I am happy to be completing self-reflections tasks.
2. For me the task was straightforward as I am fortunate and only had an old cat who isn't very well to reference. It made me think about how difficult it might be for someone trying to suppress really difficult issues and then having to put them down on paper and confront them.
3. I had no particular barriers apart from worrying about my lack of ability to spell. When I have to write in public I am always slightly concerned that it might be picked up on.
4. The effect on me was that I was more inward thinking afterwards. I thought a little more about my old cat.
5. My response was that asking children to self reflect on their NATs may be a real challenge for some. I think it may leave them feeling vulnerable and so creating a safe environment would be all important. Maybe focussing on something positive just before ending the session would alleviate some of the more negative reflections.

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1. After going through the seminar, learning about NATs and how they could be changed helped in many ways personally. It is a refreshing experience and I felt satisfied that this therapy works for me.
2. It is not easy thinking about a situation that seems dire to you. After writing down the situation and taking a break, it was easier to think rationally about alternative thoughts.
3. There was a mental hurdle that needed to be crossed in order to think positively about a very negative situation.
4. I felt more refreshed. NATs keep reappearing with every bad situation that occurs but they can be overcome.
5. In my opinion, children around 6-10 will not be able to do this without the support of an adult guiding them. However, with more maturity, older children will be able to appreciate that there are multiple sides to every situation and will be more effective for them.

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1. I felt intrigued to do this task as NATs are interesting to me when they can determine so much for someone without them even realising.
2. This was not a difficult task but it did require a lot of focus and concentration.
3. The main barrier for me was my own motivation due to balancing workload with other deadlines this week. However, It was good practice for me to write my own thoughts down again and challenge them as its been a while since I've done this.
4. I feel more aware again of some of my own NATs which is enlightening and helpful in daily life.
5. Although exploring the process involved with NATs may seem like 'work', the outcome can be worthwhile. This may need to be explained to children before they are asked to complete the forms in order to help them see the benefit and to trust in the process.

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1. I felt like it was an easy task and was interested in completing it because I wanted to know more about my own NATs
2. I think it wasn't as easy to complete this because I had to actually reflect and think rationally about my thoughts and emotions.
3. It became quite tedious to fill out a thought record after awhile because it just felt like i had too many thoughts. Also the process of having to reflect and think intensely about the situation eventually became exhausting
4. After completing this, I realised that I do have a few NATs that guide most of my thinking. It is scary because I have always been aware of them but I did not actually realise that so much of my thinking would boil down to them.
5. I think that for children, this activity can be very draining and can sometimes even exacerbate their negative feelings. Especially in some situations where there seems to be more evidence supporting the NAT, it can be extremely disheartening. I think the key with this activity is to make sure that children are well-supported because it is ultimately helpful but can be very daunting in the process.

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3. For anyone interested in developing their sense of the evidence base have a look at chapter 2 (you can access it online)...

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3. For anyone interested in developing their sense of the evidence base have a look at chapter 2 (you can access it online)...

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University of Exeter Library /All Exeter

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