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

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15110%2F24%3A73628409" target="_blank" >RIV/61989592:15110/24:73628409 - isvavai.cz</a>

Result on the web

<a href="https://rediviva.sav.sk/66i34/142.pdf" target="_blank" >https://rediviva.sav.sk/66i34/142.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.31577/ansr.2024.66.4.1" target="_blank" >10.31577/ansr.2024.66.4.1</a>

Result language

angličtina

Original language name

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

Original language description

This article deals with the conduct of teaching in cognitive behavioral therapy (CBT) andCBT supervision. The main goal is to provide readers with a comprehensive view of howto conduct teaching and training in this therapeutic method effectively. The article includescase 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 andCBT supervision. We describe the main principles of how to teach CBT and how it worksin practice. We emphasize the importance of providing a clear structure and frameworkfor training or supervision, as well as the importance of active and experiential learningmethods, such as role-play and modelling, in conducting CBT training. Providing regularfeedback and support to trainees is also essential. Potential students of CBT can be limitedby pitfalls that prevent them from effectively acquiring the skills necessary to provide thistype of therapy to patients. These pitfalls include fear of criticism, therapeutic fanaticism,lack of applying knowledge, and therapeutic drift. According to the authors, theoreticallearning must be complemented by supervision and active use of the method with theirpatients.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 differentapproaches to CBT teaching and CBT supervision. We have found active and experientiallearning methods such as role-play and modelling are very effective in CBT training. Animportant part of the learning process is providing regular feedback and support to helpparticipants improve their skills and confidence.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

30215 - Psychiatry

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Activitas Nervosa Superior Rediviva

ISSN

1337-933X

e-ISSN

1338-4015

Volume of the periodical

66

Issue of the periodical within the volume

4

Country of publishing house

SK - SLOVAKIA

Number of pages

13

Pages from-to

142-154

UT code for WoS article

001404968100006

EID of the result in the Scopus database

2-s2.0-85216199063