Browsing by Author "Jurisova, Erika"

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    The supervisor's personality : Impacts on cognitive behavioural and schema therapy supervision
    (2024) Prasko, Jan; Gecaite-Stonciene, Julija; Vanek, Jakub; Burkauskas, Julius; Krone, Ilona; Jurisova, Erika; Zatkova, Marta; Popelková, Marta; Slepecky, Milos; Ociskova, Marie; Department of Health Psychology and Paedagogy
    This article explores the complex dynamics of the supervision process in cognitive behavioural therapy (CBT) and schema therapy, focusing on the pivotal role of a supervisor's personality traits. It elucidates how these traits can significantly influence their supervisory leadership style, the therapeutic process, and the professional evolution of the supervisee. The paper further elaborates on how these influences can potentially enhance or impede the effectiveness of CBT and schema therapy. It underscores that the supervisor's personality traits can catalyze the supervisee's professional growth and optimize the therapy's effectiveness. However, it also discusses that maladaptive personality traits can have a detrimental impact on supervision. These traits can inadvertently challenge the supervision process, affecting the therapeutic outcomes.
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    Teaching cognitive-behavioral therapy and supervision : Theory, practice, and case vignettes
    (2024) Prasko, Jan; Abeltina, Marija; Gecaite-Stonciene, Julija; Vanek, Jakub; Jurisova, Erika; Krone, Ilona; Zatkova, Marta; Slepecky, Milos; Ociskova, Marie; Department of Health Psychology and Paedagogy
    This article deals with the conduct of teaching in cognitive behavioral therapy (CBT) and CBT supervision. The main goal is to provide readers with a comprehensive view of how to conduct teaching and training in this therapeutic method effectively. The article includes case vignettes that illustrate different instructional leadership and supervision approaches. In the first part of the article, we focus on the theoretical foundations of CBT teaching and CBT supervision. We describe the main principles of how to teach CBT and how it works in practice. We emphasize the importance of providing a clear structure and framework for training or supervision, as well as the importance of active and experiential learning methods, such as role-play and modelling, in conducting CBT training. Providing regular feedback and support to trainees is also essential. Potential students of CBT can be limited by pitfalls that prevent them from effectively acquiring the skills necessary to provide this type of therapy to patients. These pitfalls include fear of criticism, therapeutic fanaticism, lack of applying knowledge, and therapeutic drift. According to the authors, theoretical learning must be complemented by supervision and active use of the method with their patients. The second part of the article is devoted to the practical teaching of CBT and CBT supervision. The practical descriptions are illustrated with case vignettes that show different approaches to CBT teaching and CBT supervision. We have found active and experiential learning methods such as role-play and modelling are very effective in CBT training. An important part of the learning process is providing regular feedback and support to help participants improve their skills and confidence.