Problems in Cognitive-Behavioral Supervision : Theoretical Background and Clinical Application

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.Peer reviewe

Chairwork in cognitive behavioral therapy and schema therapy : Options in practice

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.publishersversionPeer reviewe

Mental Health and Work Engagement as Predictors of Different Burnout Conceptualizations in a Multi-Occupational Sample from Latvia

The aim of the study was to investigate the role of mental health concepts (depression, anxiety, and stress) and work engagement in the prediction of burnout sub-variables in different conceptual models and which sub-variable they explain the most. It was assumed, that conceptualization of burnout subtypes could be more successful in the distinction of the burnout from other mental health phenomena compared to the well-known approach. A cross-sectional study among multi-occupational sample (N= 394) was conducted. A correlational and multivariative design was done. Depression, Anxiety and Stress Scales was used for measure depression, anxiety, and stress and Utrecht Work Engagement Scale for measure work engagement. Maslach Burnout Inventory General Survey and Burnout Clinical Subtype Questionnaire were used for burnout measures. Anxiety, work engagement, and stress were significant predictors of Frenetic subtype, Work engagement and depression explained Underchallenged subtype, depression, work engagement and anxiety explained Worn-Out, but all independent variables explained Exhaustion, in turn depression and work engagement predicted Cynicism and Professional efficacy. Sociodemographic factors were controlled. Work engagement had greater predictive value of the burnout in the Montero Marín model, but the mental health factors played a more dominant role in the Maslach model. The results indicate a greater role of depression in the classical burnout model

Homework in Cognitive Behavioral Supervision : Theoretical Background and Clinical Application

Funding Information: This paper was supported by the research grant VEGA no. APVV-15-0502 Psychological, psychophysiological and anthropometric correlates of cardiovascular diseases. Publisher Copyright: © 2022 Prasko et al.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.publishersversionPeer reviewe