Behavioural and Cognitive Counselling Theory - Essay Example

Running head; Cognitive-behavioural therapy Behavioural and Cognitive Counselling Theory (school) Behavioural and Cognitive Counselling Theory Development and cognitive traditions of counselling Cognitive and behavioural therapy is considered to be a classification of psychotherapy and within this classification fall other types of psychotherapy, including Rational Emotive Behaviour Therapy (REBT), Cognitive Therapy, Rational Therapy, and Dialectical Behaviour Therapy (National Association of Cognitive-Behavioural Therapists, 2008). Each type of therapy has its own history and development, but the following account portrays a general history of cognitive and behavioural therapy. First and foremost, the first therapeutic approach to CBT was the REBT, which was originated by Albert Ellis in the 1950s. He developed his approach because he did not agree with the widely popular psychoanalytic approach to therapy (NACBT, 2008). Before the 18th century studies and conceptualizations in mental and psychiatric health was still interpreted in terms of the supernatural and the moral notions of human ills (McGuire, n.d). The Rationalist theory, introduced in the 18th century, was later able to establish patterns of thinking; conceptualizations of the social contrast; and other concepts of criminal behaviour, motivation, and morality. Other more scientific rationalizations soon followed. Cognitive psychology was very much rooted in the rationalist theory through Wudt and his colleagues’ studies on sensation and perception (McGuire, n.d). In this instance, the understanding of psychology was very much a cognitive one – later to be known as structuralism because it focused on sensory and perceptual events related to it (McGuire, n.d). More introspections and innovations among psychologists led to behaviourism. Behaviourism was founded through the writings of John Watson who collected data on behaviour itself and how the organism acted. According to Watson, it is not enough to observe the mind (McGuire, n.d). It is important however to see human behaviour as a result of learning and he points out the teachings and the lessons learned by Ivan Pavlov in his experimentations. More studies on the infra-human species and the concepts of stimulus, response reinforcement, and extinction were also developed. This saw the introduction of BF Skinner’s work on operant conditioning (McGuire, n.d). The introduction of the behaviourist patterns of therapy did not stop the work of the cognitive therapists. Moreover, their work also focused on memory, perception, and related areas. Their analysis was not in any way related to behaviourists; and their research progressed well in relation to children. Jean Piaget’s studies focused on learning and progressing problem-solving among children in the very early stages of their life (McGuire, n.d). More studies in relation to cognitive therapy were seen in the 1960s and progressed to the deeper and interlinked concepts of neurophysiology. As cognitive theories were developing, behaviourism was also developing well. Wolpe’s work in behaviour therapy was one of these developments. His concepts were based on the premise that since human behaviour is learned, other problems, like irrational fears and phobias are also learned. He then introduced the concept of systematic desensitisation as a means of behaviour therapy (McGuire, n.d). Bandura’s social learning therapy was also developing at this point and his theory focused mainly on observational learning. His theories introduced new theories in relation to the origins of abnormal, maladaptive, and anti-social behaviour, and the establishment of social skills training (McGuire, n.d). These developments presented a shift from the behavioural-based concepts applied to learning and change processes. These also prompted therapists to use patient self-reports and desensitisation as tools of their trade. There was also a realization of a need to apply cognitive processes for learning to take place in the therapeutic process (McGuire, n.d). This led to the possible combination of cognitive and behavioural approaches to therapy and learning. Psychotherapists also eventually came to realize the importance of cognitive processes, including self-beliefs and other internal self-referential thinking patterns in the maintenance and eventual remediation of psychological problems (McGuire, n.d). George Kelly, Albert Ellis, and Aaron Beck’s works were able to set forth a better understanding of the application of cognitive principles and eventually, cognitive and behavioural integration. By the mid-1970s, new books and articles were published and these combined the behavioural and cognitive traditions within psychological research (McGuire, n.d). These CBT approaches laid out the importance of the “environment in learning; the idea of breaking complex behaviour into simple, more comprehensive units; the possibility of behaviour change in gradual, clearly defined steps; and the universal importance of monitoring and evaluation from outset to completion of the process, including follow-up to examine maintenance of change (McGuire, n.d). Based on cognitive research, concepts on self-reports, language and self-referent speech, reduction of disorder were included. These concepts were able to help in understanding complex relationships and feelings (McGuire, n.d). The cognitive and behavioural therapies helped to cover a series of therapies which draw on formal conceptual statements in relation to thoughts and feelings. Through such understanding, a deeper understanding of a person’s behaviour was conceptualized (McGuire, n.d). Explain the main theoretical concepts of the Behavioural and Cognitive Approaches to Counselling There are varying theoretical concepts which are now currently being used in the cognitive behavioural therapy. One such theory is the behavioural theory by Eysenck. According to Eysenck, personality is often determined by a person’s genes (Weiten, et.al., 2008). Heredity is linked to personality in Eysenck’s model through the conditioning concepts related to the behavioural theory. In effect, Eysenck’s theory proclaims that some people are more likely to be conditioned as compared to others because of inherited characteristics in their physiological processes (Weiten, et.al, 2008). Eysenck’s theory of temperamental traits basically discusses the individual temperamental traits which affect individual preferences and characteristics among adults and children (Boyle, et.al., 2008). According to Eysenck, temperamental traits affect a person’s choice of job, how he spends his leisure time, sports activities, and even children’s school and job achievements. The REBT-ABCDE model emphasizes on attaining measurable goals through the manipulation of internal and external reinforcers (Moore, 2001). This was conceptualized by Albert Ellis who believed that people are born with the predilection for either rationality or irrationality; and mental disorders are caused by faulty learning (Moore, 2001). REBT also sets forth that psychological problems are caused by maladaptive and irrational thoughts which have been learned and these are in turn caused by emotions (Moore, 2001). This theory uses the ABCDE model, which help clients understand how their thoughts and feelings are linked with each other. “A” stands for activating events; “B” for beliefs; beliefs involves “C” or consequences; “D” represents disputing; and “E” for effective way of thinking (Moore, 2001). We cite an example of a student who is about to take an exam. Poor grade on the exams may be the activating event; the student’s belief (irrational) because of such grade is that he is worthless or unintelligent; and this leads to the consequence of depression and possible anxiety. For the REBT therapist, his task is to negate the student’s belief that his poor grade is indicative of his worthlessness. The REBT therapist is now prompted to carry out efficient behaviours and beliefs which would help prepare the student for adequate conceptualizations about himself and other activating events in his life. The multi-modal theory is psychoeducational and eclectic in approach (Cubic, 2008). According to this theory, humans are a product of genetic endowment, their environment, and their social learning; and humans respond to perceptions – not so much on reality (Cubic, 2008). This model also sets forth that different individuals manifest their reactions to the demands of the environment according to individualized personal response pattern. Consequently, psychopathology manifests when there are unexpected responses which become conditioned in a maladaptive behaviour (Cubic, 2008). This theory was developed by Arnold Lazarus in the 1950s and 1960s and his theory expanded the views of Bandura that of humans being producers and products of their environments (Gregoire & Jungers, 2007). It expanded in ideas covering the cognitive realms of “traditionalist and determinist behavioural methods for follow-up with clients after the end of therapy” (Gregoire & Jungers, 2007, p. 672). This method has been useful in application for cases of anxiety, phobias, and behaviour disorders. The reality therapy was conceptualized by William Glasser in the 1960s and his therapy is based on the choice theory (William Glasser Institute, 2010). The aim of this therapy is to help people connect with each other and. In so doing, the teacher or manager would focus on the present; and would avoid lingering discussions about the past and the problems because these do not help the current state of the person’s relationship with other people (Williams Glasser Institute, 2010). It also aims to avoid discussing symptoms and complaints. This therapy also understands total behaviour, which means focus is given on what counselees can do directly – what they can act and think (Williams Glasser Institute, 2010). Finally, this theory ensures that the patients avoid criticizing and complaining; instead, they would be enticed to help themselves and their relationship paths. The personal construct theory was originally laid out by George Kelly in 1955 and this theory was focused on the study of families, individuals, and social groups with a focus on how people organize their views of self and the world (Neimeyer & Bridges, 2004). His theory is anchored on the image of the person as scientist where there is an emphasis on a person’s “capacity for meaning making, agency, and ongoing revision or personal systems of knowing across time” (Neimeyer & Bridges, 2004). In effect, people are said to be formulating constructs about their lives in order to make them more understandable and more predictable. This predictability is being sought in order to guide a person’s actions and relationships. Individuals also make adjustments in their constructs based on the challenges they meet, thereby, helping to ensure that their personal theories are effective in resolving their issues. Works Cited Boyle, G. Matthews, G., & Saklofske, D. (2008) The SAGE Handbook of Personality Theory and Assessment: Personality Theories and Models. London: Sage Publications Cubic, B. (2008) Multimodal Therapy. Thomson Brooks/Cole. Retrieved 17 October 2010 from http://www.tamu-commerce.edu/counseling/Faculty/salazar/610/Multimodal.ppt Glasser, W. (2010) Reality Therapy. Williams Glasser Institute. Retrieved 17 October 2010 from http://www.wglasser.com/index.php?option=com_content&task=view&id=13&Itemid=28 Gregoire, J. & Jungers, C. (2007) The counselors companion: what every beginning counselor needs to know. London: Lawrence Erlbaum Associates History of Cognitive-Behavioral Therapy (2008) National Association of Cognitive-Behavioral Therapists. Retrieved 17 October 2010 from http://www.nacbt.org/historyofcbt.htm McGuire, J. (n.d) Cognitive-Behavioral Approaches. Retrieved 17 October 2010 from http://www.justice.gov.uk/inspectorates/hmi-probation/docs/cogbeh1-rps.pdf Moore, T. (2001) Rational-emotive behavior therapy. Encyclopedia of Psychology. Retrieved 17 October 2010 from http://findarticles.com/p/articles/mi_g2699/is_0005/ai_2699000599/ Neimeyer, R. & Bridges, S. (2004) Personal Construct Theory. The Internet Encyclopedia of Personal Construct Psychology. Retrieved 17 October 2010 from http://www.pcp-net.org/encyclopaedia/pc-theory.html Weiten, W., Lloyd, M., Dunn, D., & Hammer, E. (2008) Psychology Applied to Modern Life: Adjustment in the 21st Century. London: Cengage Learning Read More