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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

30215 - Psychiatry

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Activitas Nervosa Superior Rediviva

ISSN

1337-933X

e-ISSN

1338-4015

Svazek periodika

66

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

13

Strana od-do

142-154

Kód UT WoS článku

001404968100006

EID výsledku v databázi Scopus

2-s2.0-85216199063