2.     I found it quite easy to complete the thought tasks. I feel this was due how many times I have prepared for treatment sessions to do with this topic and have also practised balancing thoughts with my patient frequently. 

3.     I didn’t notice as many barriers to completing this task as I did with BA last week. I found it quite easy to balance the thoughts, and was able to think about what a friend may say to me, or think about it in a future time (e.g. 3 years on) whenever I struggled to come up with balancing thoughts from my own perspective. I also feel that I didn’t notice many barriers to thought challenging work, as this is something that I think I implement into daily life. I think it comes quite naturally to me, and is something that I use subconsciously to balance my thoughts a lot of the time. 

4.     Before completing this task, I had lost some confidence in my understanding and knowledge of implementing this treatment, as the patient I have been working with has been struggling with the treatment for a few weeks. The effect of me completing this has restored my confidence in my understanding of the treatment, having completed it by myself, and also resulted in me allocating additional time into understanding each of the components. I can see its usefulness in treating depression and other related common mental health problems. 

5.     I feel that my responses are positive in light of the use of this treatment. However, I do have concerns about how easy it would be for a child to complete these tasks, as it can be time consuming and (personally) I feel that it could be viewed as a slightly more boring task for children to carry out as homework. I therefore feel as though implementing this treatment with expertise about how a child may benefit from elements such as pictures, visual aids, puppets, etc. may be useful when working with children.

1.       I did not find this task particularly obtrusive, but I thought it was difficult to remember every day and found myself having to look back to the day before. 

2.       I felt this task was relatively easy to complete on a normal day to day basis, but 

because I was away for 4 days and didn’t take the sheets with me it was difficult to complete them after this. 

3.       Sometimes an activity was a lot shorter than an hour but still felt important enough to be included, which made it a bit more difficult to put everything on the sheet. I also thought sometimes the importance column was difficult to complete because basic needs are important but might not feel important to me in the same way making time to see friends is. 

4.       This week I have been very busy so I found it made me feel quite accomplished, but I can imagine that in a less hectic week it might have made me feel like I waste quite a lot of time even though I find doing ‘nothing’ important to relax and stress less about uni work. 

5.       My responses have highlighted to me that children might find it a bit disheartening or loose motivation if their records aren’t particularly full of activities. That said, I think the relative ease of completion of the tasks is suitable for children and that they could help children really think about what is important to them. I do think, however, that the relatively long time without acting upon what is recorded might initially make children think the process is not particularly valuable – but if the process is fully explained to begin with this should be avoided.  

I felt quite happy to complete this task as I have been using this intervention with patients during placement. 

 2. How easy was it to complete this? 

Having experiencing of carrying out the task last year, I felt that it was quite easy for me to complete this task, especially when I do not have much negative thought this week. 

 3. Were there any barriers to completing this? 

One of the key barriers was to record all my thoughts and to challenge them using evidence on the worksheet. I found it easy to come up with more balanced thoughts in my head and so, did not feel the need to write them down. 

 4. What was the effect on you of completing this? 

I noticed that I do not have much negative thought during this week and even if experienced these thoughts, it was unlike to affect my mood. This in turn suggests that I may not experience the effect of this intervention as the patients would.

 5. What do your responses mean for the treatment of children with this model? 

I was able to carry out this intervention mentally rather that relying on physically written thought records. I could imagine that for children carrying out CR to reach this stage, i.e. to come up with revised thoughts mentally, it requires a thorough understanding of this intervention and how CR could apply to the children’s life outside of the clinic room.