Cogntive Therapy - COUN 835

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University of Colorado, Denver *

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835

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Psychology

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Feb 20, 2024

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Uploaded by marisol321

Cognitive Therapy Adlerian, Rational Emotive Behavior, and Cognitive, and Cognitive Behavioral Theories are the ones that appeal to me. Because they have so much in common, deciphering the differences and how those function in reality and not just theoretically will probably clarify both my understanding and preferences. For example, Cognitive Behavioral Therapy works to address negative behaviors as well as problematic beliefs in order to eliminate psychological distress, but Cognitive Therapy does the same without the same emphasis on behaviors. While Rational Emotive Behavior Theory is more about the therapist as a guide who can be confrontational in redirecting client’s maladaptive beliefs, but Cognitive Theory is more about a clinician-client partnership on a journey of discovery. The clinician can propose or organize ideas or belief patterns they can discern, but those need to be approved or rejected by the client based on their expertise on themselves. I like Cognitive Theory, and I can see how it would work really well for some clients, but I also see how it could be problematic for children and adolescents, who are less introspective, metacognitive, and less likely to complete homework with fidelity. As a future school counselor, I am moderately skeptical at using Cognitive Theory effectively with teenagers. I like that it recognizes and has cognitive models of different psychological conditions and has directive research and treatment based on evidence and scientific methods. I like that the clinician and client work together on a collaborative journey of discovery, thus moderating the unconditional support of client-centered theory with a more active role for the clinician as a guide who can suggest behavioral experiments to address maladaptive beliefs. As a teacher, I see the anecdotal evidence in my classroom every day that “Schema can be modified in response to potent new information. […] Adaptively modified schemas deactivate dysfunctional schemas, which leads to a reduction in symptoms” (Beck & Haigh, 2014, p.13). Once logic and reason can be applied and reinforced by experience, the original thought patterns can be undermined or overwritten to create new more functional beliefs. The therapeutic process is what I think teenagers would struggle with the most. The client would have a lot of onus in the Cognitive Therapy process, and the metacognitive, responsibility, consistency requirements, honest and consistent introspective, and completion of homework might hinder the function of Cognitive Therapy. Because “[t]he connections among thoughts, emotions, and behaviors are chiefly demonstrated through the examination of automatic thoughts” (Wedding & Corsini, 2019, p.255), clients must be able to accurately understand, recognize, and record their automatic thoughts as they are experiencing them, and then work with the clinician to deconstruct and analyze those thoughts. Although they will get training from the clinician on how to self-monitor their thoughts and behaviors, even dedicated teenagers struggle to be that self-aware and consistent. Cognitive Therapy uses the distinctions of respective diagnosis to inform treatment choices, is time-limited, and has a primary goal of building skills as a way to overcome cognitive distortions. “Cognitive therapy consists of highly specific learning experiences designed to teach patients to (1) monitor their negative, automatic thoughts (cognitions); (2) recognize the connections among cognition, affect, and behavior; (3) examine the evidence for and against distorted automatic thoughts; (4) substitute more reality-oriented interpretations for these biased cognitions; and (5) learn to identify and alter the beliefs that predispose them to distort their experiences” (Beck, Rush, Shaw, & Emery, 1979, as cited by Wedding & Corsini, 2019, p.258 ). This process has endows the client with more responsibility and power in their therapy,

but also more responsibility with the goal of teaching the client to be their own therapist. The teacher in me finds the idea of endowing clients with all the skills they need so they are able to leave therapy with the tools to independently make decisions and adjustments to their thoughts and behaviors in order to address new or on-going cognitive distortions as needed, which they would otherwise need a clinician to help them discover. Although the client and the clinician work together more collaboratively, which is a more natural role for me to play as leader who empowers the client / student. It is very important to students and client to self-actualize and have authority and autonomy to recognize and solve their own problems. Multicultural sensitivity and adaptability are important considerations for me as I learn about each new theory. Cognitive Theory is malleable to all clients regardless of their race, religion, ethnicity, sexual-orientation, language, socio-economic background, etc. “Cognitive therapy begins with an understanding of the patient’s beliefs, values, and attitudes. These exist within a cultural context, and the therapist must understand that context” (Wedding & Corsini, 2019, p.264). The cognitive therapist doesn’t evaluate which beliefs are good or bad; the client must determine which beliefs make positive contributions to their overall mental health and well- being. The therapist cannot prefer their own beliefs based on social, economic, cultural, religious values over the client’s. Cognitive Therapy recognizes the impact of both biological and environmental factors; the client and not the clinician is the decision maker, which necessitates the respect for the client’s unique cultural experiences and beliefs and forces the clinician to defer to the authority on the subject, which is the client. References Beck, A. T., & Haigh, E. A. (2014). Advances in cognitive theory and therapy: the generic cognitive model. Annual Review of Clinical Psychology, 10 , 1–24. Wedding, D., & Corsini, R. J. (2018). Current Psychotherapies (11th ed.). Cengage Learning US. https://bookshelf.textbooks.com/books/9781337670555

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