Browsing by Author "Juskiene, Alicja"

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    Chairwork in cognitive behavioral therapy and schema therapy : Options in practice
    (2022) Ociskova, Marie; Prasko, Jan; Gecaite-Stonciene, Julija; Abeltina, Marija; Kotian, Michal; Slepecky, Milos; Hodny, Frantisek; Vanek, Jakub; Krone, Ilona; Zatkova, Marta; Sollar, Tomas; Burkauskas, Julius; Juskiene, Alicja; Department of Health Psychology and Paedagogy
    Chairwork is a creative and emotionally charged technique that enhances therapeutic progress. It is based on the assumption that if individuals become aware and express their inner beliefs or conflicts, it would help them understand and choose solutions more freely than if they act unaware and automatically. When used within the conceptualization of the client's problems, it can liberate clients' intense emotional pain and change their maladaptive cognitions. This article shares the clinical experience using the chair techniques by describing and illustrating typical examples of chairwork in cognitive behavioural and schema therapy. Additional recommendations on how to do chairwork and consider the pace, tone of voice, or location of the chairs are also provided.
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    Homework in Cognitive Behavioral Supervision : Theoretical Background and Clinical Application
    (2022) Prasko, Jan; Krone, Ilona; Burkauskas, Julius; Vanek, Jakub; Abeltina, Marija; Juskiene, Alicja; Sollar, Tomas; Bite, Ieva; Slepecky, Milos; Ociskova, Marie; Rīga Stradiņš University
    The homework aims to generalize the patient’s knowledge and encourage practicing skills learned during therapy sessions. Encouraging and facilitating homework is an important part of supervisees in their supervision, and problems with using homework in therapy are a common supervision agenda. Supervisees are encouraged to conceptualize the patient’s lack of homework and promote awareness of their own beliefs and responses to non-cooperation. The supervision focuses on homework twice – first as a part of the supervised therapy and second as a part of the supervision itself. Homework assigned in supervision usually deals with mapping problems, monitoring certain behaviors (mostly communication with the patient), or implementing new behaviors in therapy.
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    Problems in Cognitive-Behavioral Supervision : Theoretical Background and Clinical Application
    (2023-07-05) Prasko, Jan; Abeltina, Marija; Krone, Ilona; Gecaite-Stonciene, Julija; Vanek, Jakub; Burkauskas, Julius; Liska, Roman; Sollar, Tomas; Juskiene, Alicja; Slepecky, Milos; Bagdonaviciene, Lina; Ociskova, Marie; Department of Health Psychology and Paedagogy
    Cognitive-behavioural therapists and trainees are encouraged to undergo supervision when offering therapy to troubled clients and to process personal attitudes and events likely to affect their therapeutic work. We discuss common problems in cognitive behavioural therapy (CBT) supervision, which may arise at the client, supervisee, or supervisor level. These issues include difficulties with case formulation, therapeutic strategies, and the therapeutic relationship. A supervisor can help their supervisee deal with clients with multifaceted or particularly challenging problems, such as difficulties with compliance, complex psychosocial problems, or chronic mental disorders. We also discuss matters related to the supervision process, the supervisor's role, different supervisory styles, and issues affecting a supervisee's feelings of vulnerability and shame. Furthermore, we analyze distinct supervision styles and potential problems arising from the supervision of experienced CBT therapists.