Considering the whole self: integrating identity(s), context and power into the declarative procedural reflective (DPR) model of CBT practitioner development

Abstract The original declarative procedural reflective (DPR) model is a well-established model of therapist knowledge and skill development. To date, although it has been used to guide reflection and discussion around personal and practitioner selves, it has not emphasised the various intersecting identities of practitioners and how these interact within wider concepts such as power, society, service contexts and the patient and supervisory relationships. The learning, development and implementation of CBT skills does not occur in a vacuum or separate to the practitioner identities however relatively little has been written on this. This paper aims to expand the original DPR model to illustrate potential ways that social context, identity and power could be considered within CBT training, delivery and supervision. It delineates and explores the additional components of the model (i.e. practitioner identity(s), context/society and power) and then provides examples of how this framework could inform key CBT activities (including low-intensity CBT). Key learning aims (1) We aim to (re-) familiarise the reader with the original DPR model of practitioner development and how this applies to CBT practitioners explicitly including low-intensity CBT practitioners (from novice learners through to expert). (2) We aim to help the reader understand how the key elements of the original DPR model (declarative knowledge, procedural skills, reflective system and therapist stance) can be applied to specific content areas when working with individuals with minoritised identities. (3) The reader will be introduced to an adapted DPR model which provides a framework for CBT practitioners to reflect on, and be able to conceptualise the influence of their own social identities, social context, power and how this may impact on their development and implementation of declarative knowledge, procedural skills and reflective skills. (4) We aim to help the reader understand how an adapted DPR model can provide a helpful framework to guide skill development in working with difference and ensuring practitioners have the knowledge and skills required to provide sensitive and effective therapy, supervision and training to individuals with identities that may be different from the practitioner.