Edinburgh Napier University

  Purpose: By the very nature of the role, student therapists experience incidents that can be emotionally challenging. In response to such events, they may experience compassion fatigue, stress, burnout, and self-criticism, which in turn alters their ability to provide compassion to both self and others. With this in mind, the aim of this paper is to present a creative framework designed to teach student therapists about Compassion Focused Therapy (CFT) to underpin the worth of Compassionate Mind Training (CMT) designed to increase levels of compassion shown towards self and others. Expected Learning Outcomes: On completion of teaching the 6-step study framework, student therapists will understand variables that influence compassion delivered to both self and others. They will understand how the compassionate mind model works, and consider how cultivating compassion can diminish self-critical dialogue. They will gain understanding of the 3 flows of compassion, and how low levels can lead to burnout, compassion fatigue, or stress, and explain how emotions, such as shame and self-critical thinking impact upon well-being. Practical Implications: The suggested programme will develop the ability in student therapists to ‘be kinder to self’ in times of stress, hence building their resilience. It is recommended that post-delivery of a well prepared teaching plan that addresses the 6-step study framework, that the lecturing team evaluate the effectiveness of the training.