COGNITIVE BEHAVIOURAL COUNSELLING
INTRODUCTION
Cognitive behavioral approach is an umbrella term
for many different theories that share some common elements.
Rational Emotive Behavior Therapy/Counselling
(REBT), developed by Albert Ellis in the 1950s, and Cognitive Counselling,
developed by Aaron T. Beck in the 1960s.
Cognitive Behavioural Approach is based on the
idea that how we think (cognition), how we feel (emotion) and how we act
(behavior) all interact together.
Specifically, our thoughts determine our feelings
and our behavior.
Negative and unrealistic thoughts can cause us
distress and result in problems.
For example, distress (feeling) is mainly a result
of how we interpret situations (thinking), which affects the actions we take.
The approach focuses on helping people become aware
of when they make negative interpretations, and of behavioral patterns which
reinforce the distorted thinking.
PRINCIPLES OF COGNITIVE BA
Mental representation [of our world]
determines our interactions
If our mental
representations are inaccurate or our reasoning are inadequate then our
emotions and behavior may become disordered.
Faulty
cognitions cause distortions in the way we see things;
Ellis
suggested it is through irrational thinking, while Beck proposed the cognitive
distortion.
Abnormality stems
from faulty cognitions about others, our world and us.
Faulty
thinking may be through cognitive deficiencies (lack of planning) or cognitive
distortions (processing information inaccurately).
RATIONAL
EMOTIVE BEHAVIOUR
[ALBERT ELLIS]
Mental representation
•
Individuals hold a unique set of
assumptions about themselves and the world that guide them through life and
determine their reactions to the situations they encounter.
RATIONAL VS IRRATIONAL THOUGHT
Individuals are born with a potential for both
rational (straight) thinking and irrational, or “crooked” thinking. For
example, happiness, loving, communion with others and growth and
self-actualization.
They also are
capable of self-destruction, procrastination, endless repetition of mistakes,
and self-blame, and avoidance of actualizing growth potentials.
The
role of interpretation
Basic
assumption that people contribute to their own psychological problems and
symptoms, by the way they interpret events and situations.
Because cognitions, emotions, and behaviors
have a reciprocal cause-and-effect relationship
How
we learn irrational beliefs
• We learn irrational beliefs from
significant others during childhood.
• We reinforce self-defeating
beliefs by repetition of early-indoctrinated irrational thoughts which
keep dysfunctional attitudes.
Emotional
Disturbance
• Our emotions stem mainly from our
beliefs, evaluations, interpretations, and reactions to life situations. Dogmatic
“shoulds”, “musts,” “oughts,” demands, and commands create disruptive feelings
and dysfunctional behavior.
• Irrational thinking guide humans
to act and react in ways that are inappropriate and that prejudice their
chances of happiness and success.
Albert
Ellis calls these basic irrational or illogical thoughts/beliefs.
IRRATIONAL
THOUGHTS
Examples
of irrational thoughts:
“ I must be thoroughly competent at
everything”
“I should be loved by everyone I know”
“Everything should be as I want them to be”
“[…] should make me happy”
“ What I
did in the past defines who I am today”
ABC
MODEL OF PERSONALITY.
The
model describes how individuals develop irrational beliefs as a consequence of
crooked thinking
It is
not the event, situation or an individual who is responsible for our feelings
but our own thinking.
A is a
fact, an event, or the behavior or attitude of an individual.
C is the
emotional and behavioral consequence or reaction of the
individual.
A does
not cause C. Instead it is the interpretation of B (person’s belief about
A) causes C
Main
argument: Individuals
can change the irrational beliefs that directly “cause” their disturbed
emotional
Examples of personal beliefs (illogical
thoughts):
“I am totally
to blame for the divorce.”
“I am a
miserable failure, and everything I did was wrong,”
Ellis repeatedly makes the point that “you
mainly feel the way you think.”
Notice
how the same Negative Event (A) causes different emotions (C)
A: Rebecca gets low marks in
a Biology test (failure)
B: She believes she must have good grades or else she is
worthless
C: She feels depressed (A confirms
her belief)
COGNITIVE COUNSELLING THEORY
[AARON BECK]
Beck’s
(1967) theory is similar to Ellis’s but has been most widely used in cases
of depression.
He believes that a person’s reaction to specific
upsetting thoughts may contribute to abnormality.
When a
person’s stream of automatic thoughts is very negative you would expect a
person to become depressed (I’m never going to pass, my parents hate me - have
you ever felt like this?)
MECHANISM
OF DEPRESSION
- The cognitive
triad/distortion (of negative automatic thinking
- Negative self schemas
- Errors in Logic (i.e. faulty
information processing (thoughts)
COGNITIVE
TRIADS
The cognitive triad are three forms of negative (i.e helpless and critical) thinking that are typical of individuals with depression:
They make a person become obsessed with negative thoughts
NEGATIVE
SELF SCHEMA
• Beck believed that depressed
individuals develop a negative self-schema.
• They possess a set of beliefs and
expectations about themselves that are essentially negative and pessimistic.
Beck
claimed that negative schemas may be acquired in childhood as a result of a
traumatic event such as:
- Death of a parent or
sibling.
- Parental rejection,
criticism, overprotection, neglect or abuse.
- Bullying at school or
exclusion from peer group.
COGNITIVE
DISTORTIONS
• Beck (1967) identifies a number
of illogical thinking processes (i.e. distortions of thought processes).
• These illogical thought patterns
are self-defeating, and can cause great anxiety or depression for the
individual.
EXAMPLES
OF COGNITIVE DISTORTIONS.
Arbitrary
Interference
Drawing
conclusions on the basis of sufficient or irrelevant evidence.
For example, thinking you are worthless
because you were not accepted into a prestigious University such as Mwenge
Catholic University
Selective
Abstraction
Focusing
on a single aspect of a situation and ignoring others.
For example, you feel responsible for your
team losing a football match even though you are just one of the players on the
field.
Magnification
Exaggerating
the importance of undesirable events.
For example, if you fail to obtain the
expected course work you see yourself as totally stupid.
Overgeneralization
Drawing
broad negative conclusions on the basis of a single insignificant event.
For example, you get a D for an exam when you
normally get straight As and you, therefore, think you are going to fail all
exams.
Personalization
Attributing
the negative feelings of others to yourself.
For
example, your teacher looks really upset when he comes into the room, so he
must be upset with you personally.
COUNSELLING GOALS
To
minimize client’s emotional disturbances and self-defeating behaviors by
acquiring a more realistic and workable philosophy (values) of life.
Cognitive
Goal
• Teach client to change their
dysfunctional emotions and behaviors into healthy ones.
• If the client accepts themselves,
they are more likely to unconditionally accept others.
COUNSELLING
ROLES
1.To
show clients that they have incorporated many irrational “shoulds,” “oughts,”
and “musts.”
2.
Demonstrate to the client that they are keeping their emotional disturbances
active by continuing to think illogically and unrealistically.
3.Help
the client modify their thinking and abandon their irrational ideas.
Assist
the client in understanding the vicious circle of the self-blaming process,
which also changes their self-defeating behaviors.
4.Challenge
clients to develop a rational philosophy of life so that they avoid irrational
beliefs in the future. Teach clients how to substitute rational beliefs
and behaviors for irrational ones.
Client’s
Experience in Counselling
• The client is a learner and a
doer. Counselling is viewed as a re-educative process whereby the client
learns how to apply logical thoughts for emotional change.
• Counselling emphasizes
here-and-now experiences (and no need to explore the past)
• The client learn that by working
hard and carrying out behavioral homework assignments they can minimize faulty
thinking, which leads to disturbances in feeling and behaving.
COUNSELLOR
–CLIENTS RELATIONSHIP
• An intense relationship between
counsellor and client is not required (but rapport is necessary)
• Counsellors show their full
acceptance by refusing to evaluate their clients but honestly confront clients’
faulty thinking and self-destructive behaviors.
• Open and direct disclosure of counsellor’s
own beliefs and values is vital
TECHNIQUES
Cognitive
methods:
• Disputing irrational belief
(teach the client how to challenge on thinking)
• Doing cognitive homework (track
down their “shoulds” and “musts” that are part of their internalized
self-messages)
Emotive
techniques
• Rational-emotive imagery (clients
imagine themselves thinking, feeling, and behaving exactly the way they would
like to think, feel and behave in real life)
• Role playing (rehearsing certain
behaviors to bring out what they feel in a situation)
• Shame attacking exercises
(increasing self-acceptance and mature responsibility)
Helps clients learn that they often have no reason
for continuing to let others’ reactions or possible disapproval stop them from
doing the things they would like to do.
Behavioral
techniques.
• Use of operant conditioning,
self-management principles, systematic desensitization, relaxation techniques, and
modeling.
• Use of the procedures such as
desensitization, skill training, and assertiveness training.
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