Teaching cognitive-behavioral therapy and supervision : Theory, practice, and case vignettes

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dc.contributor.authorPrasko, Jan
dc.contributor.authorAbeltina, Marija
dc.contributor.authorGecaite-Stonciene, Julija
dc.contributor.authorVanek, Jakub
dc.contributor.authorJurisova, Erika
dc.contributor.authorKrone, Ilona
dc.contributor.authorZatkova, Marta
dc.contributor.authorSlepecky, Milos
dc.contributor.authorOciskova, Marie
dc.contributor.institutionDepartment of Health Psychology and Paedagogy
dc.date.accessioned2025-02-24T09:30:01Z
dc.date.available2025-02-24T09:30:01Z
dc.date.issued2024
dc.descriptionPublisher Copyright: ©2024 Act Nerv Super Rediviva.
dc.description.abstractThis 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.en
dc.description.statusPeer reviewed
dc.format.extent13
dc.format.extent187812
dc.identifier.citationPrasko, J, Abeltina, M, Gecaite-Stonciene, J, Vanek, J, Jurisova, E, Krone, I, Zatkova, M, Slepecky, M & Ociskova, M 2024, 'Teaching cognitive-behavioral therapy and supervision : Theory, practice, and case vignettes', Activitas Nervosa Superior Rediviva, vol. 66, no. 3-4, pp. 142-154. https://doi.org/10.31577/ansr.2024.66.4.1
dc.identifier.doi10.31577/ansr.2024.66.4.1
dc.identifier.issn1337-933X
dc.identifier.urihttps://dspace.rsu.lv/jspui/handle/123456789/17119
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85216199063&partnerID=8YFLogxK
dc.language.isoeng
dc.relation.ispartofActivitas Nervosa Superior Rediviva
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectbest practices
dc.subjectcase vignettes
dc.subjectCognitive-behavioural therapy
dc.subjecteffective leadership
dc.subjectpractical application
dc.subjectrecommendations
dc.subjectsupervision
dc.subjectteaching
dc.subjecttheoretical foundations
dc.subjecttraining
dc.subject5.1 Psychology
dc.subject1.1. Scientific article indexed in Web of Science and/or Scopus database
dc.subjectNeuropsychology and Physiological Psychology
dc.subjectPsychiatry and Mental health
dc.subjectSDG 3 - Good Health and Well-being
dc.titleTeaching cognitive-behavioral therapy and supervision : Theory, practice, and case vignettesen
dc.type/dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article

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