Self-reflection as the metacognitive “rubber band” for psychologists in practice: a qualitative exploration

Objective: Self-reflection is widely recognised as an essential skill for health professionals across the world. Models and accreditation standards highlighting psychology competencies have shared the view that self-reflection sits alongside other competencies such as assessment and intervention. However, there is limited research to date exploring the experience of self-reflection for psychologists, particularly research through a cognitive and metacognitive lens. This study aimed to explore the cognitive and metacognitive processes, and barriers, for psychologists when engaging in self-reflection.

Method: Reflexive thematic analysis with a hybrid inductive/deductive approach was used to analyse 12 interviews with psychologists who shared their experience of self-reflection.

Results: The analysis identified an overarching theme of interaction between the personal and professional self, and five subthemes of 1) attentive and responsive to cues, 2) personal and contextual barriers to self-reflection, 3) intentionally overcoming barriers, 4) meeting immediate motivations and 5) reflection for learning.

Conclusion: This research adds to the current literature on self-reflection, with added depth of understanding through a cognitive and metacognitive lens, and provides evidence for the applicability of elements of existing models of self-reflection to psychologists.