The document provides a comprehensive overview of cognitive behavior therapy (CBT) and its applications in counseling, particularly within student affairs. Key concepts include the identification and restructuring of irrational beliefs, the connection between thoughts and emotions, and various therapeutic techniques such as rational emotive behavior therapy (REBT) and cognitive therapy (CT). It emphasizes the role of the student affairs professional in fostering a supportive and collaborative environment to enable students to develop rational thinking and coping skills for emotional and behavioral challenges.

1. Form
A
-­‐
Peter
‘Max’
Quinn
Critical
Evaluation
Format
CN528
Counseling
&
Development
Professor
Ciri
-­‐
November
21,
2011
Theory:
Cognitive
Behavior
Therapy
KEY
Concepts
of
Cognitive
Behavior
Therapy:
View
of
Human
Nature
/
Basic
Assumptions
Underlying
Approach
• REBT
-­‐
Rational
Emotive
Therapy
-­‐
Help
students
restructure
their
life
styles
• Irrational
beliefs
are
learned
from
childhood
on
to
adulthood
(lead
to
self-­‐defeat)
o “I
must
always
do
well
and
win
the
approval
of
others
for
my
performances
or
else
I
am
no
good;
o Other
people
must
treat
me
considerately
fairly,
kindly,
and
in
exactly
the
way
I
want
them
to
treat
me.
If
they
don’t,
they
are
no
good
and
they
deserve
to
be
condemned
and
punished;
o I
must
get
what
I
want,
when
I
want
it;
and
I
must
not
get
what
I
don’t
want.
If
I
don’t
get
what
I
want,
it’s
terrible,
and
I
can’t
stand
it;
o I
must
do
what
I
want;
People
must
like
me”
• Thinking
&
Feeling
are
connected
• People
are
creative
• A
reorganization
of
one’s
self-­‐statements
will
result
in
a
corresponding
reorganization
of
one’s
behavior
• Operant
conditioning,
modeling,
behavioral
rehearsal
techniques
are
commonly
used
• Human
beings
are
born
with
a
potential
for
both
rational
or
“straight”
thinking
and
irrational
or
“crooked”
thinking
• People
have
predispositions
for
self-­‐preservation,
happiness,
thinking
and
verbalizing,
loving,
communion
with
others,
and
growth
and
self-­‐actualization,
self-­‐destruction,
avoidance
of
thought,
procrastination,
endless
repetition
of
mistakes,
superstition,
intolerance,
perfectionism
and
self-­‐blame,
and
avoidance
of
actualizing
growth
potentials
• Humans
are
fallible,
REPT
attempts
to
help
them
accept
themselves
as
creatures
who
will
continue
to
make
mistakes
yet
at
the
same
time
learn
to
live
more
at
peace
with
themselves
MOST
Important
Concepts
• Humor
is
a
good
trait
to
have/use
• A-­‐B-­‐C
Framework
o Actual
event
(Activity,
Event
or
Adversity)
o Belief
system
(What
students
believes
about
A)
o Consequence
(emotional
or
behavioral
consequence
o Disputing
-­‐
Application
of
methods
to
help
students
challenge
their
irrational
beliefs
§ Detecting
-­‐
Detect
their
irrational
beliefs
§ Debating
-­‐
Debate
their
dysfunctional
beliefs
by
learning
how
to
logically
and
empirically
question
them
and
vigorously
argue
themselves
out
of
an
act
against
believing
them
§ Discriminating
-­‐
Discriminate
irrational
beliefs
from
rational
beliefs
o Effect
-­‐
A
new
and
effective
belief
system
consists
of
replacing
unhealthy
thoughts
with
healthy
ones
o F
(New
Feeling)
-­‐
If
we
are
successful,
we
create
a
new
set
of
feelings
• Philosophical
Restructuring
o Fully
acknowledge
that
we
are
largely
responsible
for
creating
our
own
emotional
problems
o Accept
the
notion
that
we
have
the
ability
to
change
these
disturbances
significantly
o Recognize
that
our
emotional
problems
largely
stem
from
irrational
beliefs
o Clearly
perceive
these
beliefs
/
See
the
value
of
disputing
such
self-­‐defeating
beliefs
o Accept
the
fact
that
if
we
expect
to
change
we
had
better
work
hard
in
emotive
and
behavioral
ways
to
counteract
our
beliefs
and
the
dysfunctional
feelings
and
actions
that
follow
o Practicing
REBT
methods
of
uprooting
or
changing
disturbed
consequences
for
the
rest
of
our
lives
• Cognitive
Restructuring
o Central
technique
that
teaches
people
how
to
improve
themselves
by
replacing
faulty
cognitions
with
constructive
beliefs
• Emotional
problems
are
the
result
of
one’s
beliefs,
which
need
to
be
challenges
by
SA
Professional
• Cognitive
restructuring
-­‐
Help
student
dispute
their
irrational
beliefs
• Help
student
to
become
aware
of
inaccurate
or
negative
thinking
• Allow
student
to
view
challenging
situations
more
clearly
and
respond
to
them
in
more
effective
ways
• Effective
for
treating
anxiety
&
depression
&
to
help
anyone
learn
how
to
better
manage
stressful
situations
• Operant
conditioning,
modeling,
behavioral
rehearsal
techniques
are
commonly
used

2. Therapeutic
Process:
Most
important
Therapeutic
Goals
• Students
must
choose
&
want
to
live
differently
• SA
Professionals
help
student
identify,
test,
&
evaluate
their
belief
systems
• Warm
relationship
between
students
and
SA
Professional
o but
not
too
warm,
we
want
them
to
be
independent
• Student
needs
to
feel
unconditional
&
positive
regard
• Collaborative
relationship
between
students
and
SA
Professional
• Psychological
distress
is
largely
a
function
of
disturbances
in
cognitive
processes
• Focus
on
changing
conditions
to
produce
desired
changes
in
affect
and
behavior
• Generally
time-­‐limited
and
educational
treatment
focusing
on
specific
and
structured
target
problems
• Structured
psychoeducational
model
• Emphasis
on
homework
• Draw
from
a
verity
of
cognitive
and
behavioral
strategies
to
bring
about
change
• Teach
students
how
to
separate
the
evaluation
of
their
behaviors
from
the
evaluation
of
themselves
o Their
essence
and
their
totality
o And
how
to
accept
themselves
in
spite
of
their
imperfections
• Collaborate
on
choosing
realistic
and
self-­‐enhancing
therapeutic
goals
• Assist
students
in
the
process
of
achieving
unconditional
self-­‐acceptance
and
unconditional
other
acceptance
and
to
see
how
these
are
interrelated
• The
more
a
student
can
accept
themselves,
the
more
likely
they
can
unconditionally
accept
others
Functions
and
Role
of
the
Student
Affairs
Professional
• Acts
as
a
teacher
• Needs
understanding
of
cultural
backgrounds
• Teach
students
how
to
feel
un-­‐depressed
even
when
they
are
unaccepted
and
unloved
by
significant
others
• Encourage
students
to
experiences
healthy
feelings
of
sadness
over
being
unaccepted
• It
attempts
to
help
them
find
ways
of
over-­‐coming
unhealthy
feelings:
o
depression,
anxiety,
hurt,
loss
of
self-­‐worth,
and
hatred
• Help
students
differentiate
between
realistic
and
unrealistic
goals
and
also
self-­‐defeating
and
self-­‐enhancing
goals
• Teach
students
how
to
change
their
dysfunctional
emotions
and
behaviors
into
healthy
ones
• Show
students
how
they
have
incorporated
may
irrational
“shoulds”,
“oughts”,
and
“musts”
• Demonstrate
how
students
are
keeping
their
emotional
disturbances
active
by
continuing
to
think
illogically
and
unrealistically
• Help
students
modify
their
thinking
and
minimize
their
irrational
ideas
• Challenge
students
to
develop
a
rational
philosophy
of
life
o so
that
in
the
future
they
can
avoid
becoming
the
victim
of
other
irrational
beliefs
• Teach
students
about
the
cognitive
hypothesis
of
disturbance
and
showing
how
faulty
beliefs
lead
to
negative
consequences
• Unconditionally
accept
students
and
teach
them
to
unconditionally
accept
others
and
themselves
• Open
and
direct
in
disclosing
their
own
beliefs
and
values
• Start
with
students
distorted
feelings
and
intensely
explore
these
feelings
in
connection
with
thoughts
and
behaviors
• Flexible
and
creative
when
using
methods,
making
sure
to
tailor
techniques
to
the
unique
needs
of
the
student
• Rely
on
thinking,
disputing,
debating,
challenging,
interpreting,
explaining,
and
teaching
• Unconditional
acceptance,
rational
emotive
role
playing,
modeling,
rational
emotive
imagery,
shame-­‐attacking
exercises
The
students’
role
in
the
Therapeutic
Process
• Needs
to
actively
practice
changing
their
self-­‐defeating
behavior
and
convert
it
into
rational
behavior
• Responsibility
on
student
to
assume
an
active
role
both
during
and
outside
of
sessions
• Participate
effectively
in
the
cognitive
restructuring
process
• Focus
on
the
students
experiences
in
the
present
• Emphasize
the
here-­‐and-­‐now
experiences
• Focus
on
students
present
ability
to
change
the
patterns
of
thinking
and
emoting
that
they
constructed
earlier
• Homework
is
designed
to
get
students
to
carry
out
positive
actions
that
induce
emotional
and
attitudinal
change

3. Applications:
Techniques
and
procedures
of
Cognitive
Behavior
Therapy-­‐
-­‐Techniques
and
Methods
of
Cognitive
Behavior
Therapy
incorporated
into
counseling
practice
in
Student
Affairs-­‐
• Albert
Ellis’s
Rational
Emotive
Behavior
Therapy
o Rational
Emotive
Behavior
(REBT)
and
its
Practice
in
Student
Affairs
§ Cognitive
Methods
• Disputing
irrational
beliefs;
Doing
cognitive
homework;
Changing
one’s
language;
Psychoeducational
methods
§ Emotive
Techniques
• Rational
emotive
imagery;
Using
humor;
Role
playing;
Shame-­‐attaching
exercises;
Use
of
force
and
vigor
§ Highly
directive
&
confrontational
(Not
Mean/Nasty)
§ Stresses
thinking,
judging,
deciding,
analyzing,
and
doing
§ People
contribute
to
their
own
psychological
problems
§ Cognitions,
emotions,
and
behaviors
interact
significantly
and
have
a
reciprocal
cause-­‐and-­‐effect
relationship
§ Encourage
students
to
do
the
very
things
they
are
afraid
of
§ “People
are
disturbed
not
by
events,
but
by
the
views
which
they
take
of
them”
-­‐
Epictetus
§ Our
emotions
stem
mainly
from
our
beliefs,
evaluations,
interpretations,
and
reactions
to
life
situations
§ Although
we
originally
learn
irrational
beliefs
from
significant
others
during
childhood,
we
create
irrational
dogmas
by
ourselves
• We
do
this
by
actively
reinforcing
self-­‐defeating
beliefs
by
the
process
of
autosuggestion
and
self-­‐repetition
and
by
behaving
as
if
they
are
useful
§ People
do
not
need
to
be
accepted
and
loved,
even
though
this
may
be
highly
desirable
§ Blame
is
at
the
core
of
most
emotional
disturbances
§ It
is
important
that
students
learn
to
fully
accept
ourselves
despite
our
imperfections
§ We
have
tendencies
to
escalate
our
desires
and
preferences
into
dogmatic
“shoulds”,
“musts”,
“oughts”,
demands
and
commands
§ We
have
a
strong
tendency
to
make
and
keep
ourselves
emotionally
disturbed
by
internalizing
self-­‐
defeating
beliefs
o Application
of
REBT
to
Students
§ Through
the
therapeutic
process,
students
learn
skills
that
give
them
tools
to
identify
and
dispute
irrational
beliefs
that
have
been
acquired
and
self-­‐constructed
and
are
now
maintained
by
self-­‐
indoctrination
§ Learn
how
to
replace
such
ineffective
ways
of
thinking
with
effective
and
rational
cognitions,
and
as
a
result
they
change
their
emotional
reactions
to
situations
§ Allow
students
to
apply
REBT
principles
of
change
not
only
to
a
particular
presenting
problem,
but
also
to
many
other
problems
in
life
or
future
problems
they
might
encounter
§ The
student
in
a
learner
who
practices
the
newly
learned
skills
in
everyday
life
§ Applied
to
treat:
Anxiety,
Hostility,
Character
Disorders,
Psychotic
Disorders,
Depression,
problems
of
Sex,
Love,
and
Marriage
o REBT
as
a
Brief
Therapy
§ The
focus
is
on
working
with
thinking
and
acting
rather
than
primarily
with
expressing
feelings
§ Educational
process
§ Collaborate
with
the
student
on
homework
and
in
teaching
strategies
for
straight
thinking
§ Learn
how
to
apply
REBT
techniques
their
present
as
well
as
future
problems
§ 1
-­‐
10
sessions
&
practiced
at
home
o Application
of
REBT
to
Group
Counseling
§ Active
role
in
getting
members
to
commit
themselves
to
practicing
in
everyday
situations
what
they
are
learning
in
the
group
§ Consistent
work
between
group
sessions
is
crucial
§ Group
provides
members
with
tools
they
can
use
to
become
self-­‐reliant
and
to
accept
themselves
unconditionally
as
they
encounter
new
problems
in
daily
living
§ Teach
members
to
apply
principles
to
one
another
in
the
group
§ Emphasis
placed
on
education
&
prevention

4. • Aaron
Beck’s
Cognitive
Therapy
(CT)
o Basic
Principles
§ Socratic
dialogue
§ Help
the
student
discover
their
misconceptions
for
themselves
§ We
have
the
capacity
significantly
change
our
cognitions,
emotions
and
behavior
§ Active,
directive,
time-­‐limited,
present-­‐centered,
problem-­‐oriented,
collaborative,
structured,
empirical,
make
use
of
homework,
require
explicit
identification
of
problems
and
the
situations
in
which
they
occur
§ Problems
stem
from
commonplace
processes
such
as
faulty
thinking,
making
incorrect
inferences
on
the
basis
of
inadequate
or
incorrect
information,
making
incorrect
inferences
between
fantasy
and
reality
§ Insight-­‐focused
therapy
that
emphasizes
recognizing
and
changing
negative
thoughts
and
maladaptive
beliefs
§ Theoretical
rationale
that
the
way
people
feel
and
behave
is
determined
by
how
they
perceive
and
structure
their
experience
• People’s
internal
communication
is
accessible
to
introspection
• Students’
beliefs
have
highly
personal
meanings
• These
meanings
can
be
discovered
by
the
students
rather
than
being
taught
or
interpreted
by
the
SA
Professional
§ Automatic
Thoughts
-­‐
Personalized
notions
that
are
triggered
by
particular
stimuli
that
lead
to
emotional
responses
§ Cognitive
Distortions
• Arbitrary
Inferences;
Selective
Abstraction;
Overgeneralization;
Magnification
and
Minimization;
Personalization;
Labeling
and
Mislabeling;
Dichotomous
Thinking
§ The
most
direct
way
to
change
dysfunctional
emotions
are
behaviors
is
to
modify
inaccurate
and
dysfunctional
thinking
§ After
they
have
gained
insight
into
how
their
unrealistically
negative
thoughts
are
affecting
them,
students
are
trained
to
test
these
automatic
thoughts
against
reality
by
examining
and
weighing
the
evidence
for
and
against
them.
They
can
begin
to
monitor
the
frequency
with
which
these
beliefs
intrude
in
situations
in
everyday
life
§ Critically
examining
core
beliefs
• Actively
engage
in
Socratic
dialogue
• Carry
out
homework
• Gather
data
on
assumptions
made
• Keep
record
of
activities
• Forming
alternative
interpretations
• Guided
discovery
about
insight
• Connection
their
thinking
and
the
way
they
act
and
feel
o Applications
§ Cognitive
Restructuring
• Student
observes
&
monitors
their
own
behavior
• Student
identifies
negative
thoughts
&
feelings
• Help
to
create
NEW
internal
dialogue
by
substituting
positive
self
statements
• Students
will
acquire
effective
coping
skills
that
they
can
practice
in
and
out
of
sessions
• Helping
students
learn
to
monitor
their
self-­‐talk,
identify
maladaptive
self-­‐talk,
and
substitute
adaptive
self-­‐talk
for
their
negative
self-­‐talk
§ Used
to
treat:
phobias,
psychosomatic
disorders,
eating
disorders,
anger,
panic
disorders,
and
generalized
anxiety
disorders,
posttraumatic
stress
disorder,
suicidal
behavior,
borderline
personality
disorders,
narcissistic
personality
disorders,
and
schizophrenic
disorders,
substance
abuse,
chronic
pain,
medical
illness,
crisis
intervention,
couples
and
families
therapy,
child
abusers,
divorce
counseling,
skills
training,
and
stress
management
§ Alternative
interpretations
-­‐
Help
students…
• Become
aware
of
the
distortions
in
thinking
patterns
by
examining
automatic
thoughts
• Learn
about
the
process
of
magnification
or
minimization
of
their
thinking
• Learning
how
to
disregard
important
aspects
of
a
situation;
engage
in
overly
simplified
and
rigid
thinking;
and
generalize
from
a
single
incident
of
failure
§ Treatment:
Cognitive
Triad
&
Selective
Abstraction
§ Emphasis
on
Schema
or
core
beliefs
§ Self-­‐criticism
-­‐
“If
I
were
to
make
a
mistake
the
way
you
do,
would
you
despise
me
as
much
you
do
yourself?”

5. • Donal
Meichenbaums’s
Cognitive
Behavior
Modification
(CBM)
(VERY
USEFUL
FOR
STUDENT
AFFAIRS)
o Eclectic
-­‐
“I
focus
on
using
a
variety
of
cognitive,
affective,
and
behavioral
techniques
to
help
students
grow”
o Disputing
irrational
statements;
homework;
changing
one’s
language;
role
playing;
humor;
self
management
strategies;
Social
Skills
Training;
Assertiveness
Training;
Relaxation
Techniques;
Behavior
Modification
Contracting
o Change
the
students’
self-­‐verbalizations
o Self-­‐statements
affect
a
person’s
behavior
in
much
the
same
way
as
statements
made
by
another
person
o Students,
as
a
prerequisite
to
behavior
change,
must
notice
how
they
think,
feel,
and
behave
and
the
impact
they
have
on
others
o Self-­‐instructional
Training
§ Focus
more
on
helping
students
become
aware
of
their
self-­‐talk
§ Teaching
students
to
make
self-­‐statements
§ Training
students
to
modify
the
instructions
they
give
to
themselves
so
that
they
can
cope
more
effectively
with
the
problems
they
encounter
§ Collaborate
on
in
practice
of
the
students
self-­‐instructions
and
the
desirable
behaviors
in
role-­‐play
situations
that
stimulate
problem
situations
that
stimulate
problem
situations
in
the
students’
daily
life
§ Emphasize
on
acquiring
practical
coping
skills
for
problematic
situations
• E.g.)
Impulsive
and
aggressive
behavior,
fear
of
taking
tests,
and
fear
of
public
speaking
§ Cognitive
Structure
• The
organizing
aspect
of
thinking,
which
seems
to
monitor
and
direct
the
choice
of
thoughts
• An
“executive
processor”
which
“holds
the
blueprints
of
thinking”
that
determine
when
to
continue,
interrupt,
or
change
thinking
o How
Behavior
Changes
§ Behavior
change
occurs
through
a
sequence
of
mediating
processes
involving
the
interaction
of
inner
speech,
cognitive
structures,
and
behaviors
and
their
resultant
outcomes
§ For
change
to
occur,
students
need
to
interpret
the
scripted
nature
of
their
behavior
so
that
they
can
evaluate
their
behavior
in
various
situations
§ Distressing
emotions
are
typically
the
result
of
maladaptive
thoughts
§ Three-­‐Interwoven-­‐Phase
processes
of
Change
• Self-­‐Observation
-­‐Students
must
learn
to
observe
their
own
behavior
o Students
must
develop
a
willingness
and
ability
to
listen
to
negative
self
-­‐
statements,
imagery,
and
internal
dialogue
o Increased
sensitivity
to
their
thoughts,
feelings,
actions,
physiological
reactions,
and
ways
of
reacting
to
others.
o Students
must
realize
that
they
are
not
“victims”
of
negative
thoughts
and
feelings
o They
contribute
to
their
depression
through
the
things
they
tell
themselves
• Starting
a
New
Internal
Dialogue
-­‐
Students
learn
to
notice
their
maladaptive
behaviors
and
begin
to
see
opportunities
for
adaptive
behavioral
alternatives
o New
behavioral
chain
emerges
through
wanting
to
change
and
becomes
incompatible
with
prior
maladaptive
behaviors
o Students
then
can
change
their
internal
dialogue
which
serves
as
a
guide
new
behavior
• Learning
New
Skills
-­‐
Teaching
students
more
effective
coping
skills
o Students
need
to
practice
new
skills
in
real-­‐life
situations
o Help
to
change
their
negative
view,
making
them
more
willing
to
engage
in
desired
activities
o Focus
on
telling
themselves
NEW
sentences
and
observing
and
assessing
the
outcomes
o As
they
behave
differently,
the
will
get
different
reactions
from
others
o The
stability
of
what
they
learn
is
greatly
influenced
by
what
they
say
to
themselves
about
their
newly
acquired
behavior
and
its
consequences
o Coping
Skills
Programs
§ Students
can
acquire
more
effective
strategies
in
dealing
with
stressful
situations
by
learning
how
to
modify
their
cognitive
“set”,
or
core
beliefs
§ Expose
students
to
anxiety-­‐provoking
situations
by
means
of
role-­‐playing
and
imagery
§ Requiring
students
to
evaluate
their
anxiety
level
§ Teach
students
to
become
aware
of
the
anxiety-­‐provoking
cognitions
they
experience
in
stressful
situations
§ Help
students
examine
these
thoughts
by
revealing
their
self-­‐statements
§ Have
students
note
the
level
of
anxiety
following
this
reevaluation

6. § Stress
Inoculation
Training
(SIT)
Procedures
• Individuals
are
given
opportunities
to
deal
with
relatively
mild
stress
stimuli
in
successful
ways,
so
that
they
gradually
develop
a
tolerance
for
stronger
stimuli
• We
can
affect
our
ability
to
cope
with
stress
by
modifying
our
beliefs
• Used
to
prepare
students
for
intervention
and
motivate
them
to
change
• Deals
with
issues
such
as
resistance
and
relapse
• Combination
of
information
giving,
Socratic
discussion,
cognitive
restructuring,
problem
solving,
relaxation
training,
behavioral
rehearsals,
self-­‐monitoring,
self-­‐instruction,
self-­‐
reinforcement,
and
modifying
environmental
situations
• Designed
to
teach
coping
skills
that
can
be
applied
to
both
present
problems
and
future
difficulties
• The
Conceptual
Education
Phase
-­‐
o Focus
on
creating
a
working
relationship
with
students
o Help
them
gain
a
better
understanding
of
the
nature
of
stress
and
re-­‐conceptualizing
it
in
social-­‐interactive
terms
o Rethink
the
nature
of
the
problem,
collaboratively
o Provide
student
with
conceptual
framework
in
simple
terms
that
educates
them
about
ways
of
responding
to
a
variety
of
stressful
situations
o Help
them
to
learn
the
role
that
cognitions
and
emotions
play
in
creating
and
maintaining
process
through
didactic
presentations,
Socratic
questioning,
and
by
a
process
of
self-­‐
discovery
o Help
students
learn
the
role
they
play
in
creating
their
own
stress
o Systematically
observe
the
statements
they
make
internally
and
monitor
the
maladaptive
behaviors
that
flow
from
this
inner
dialogue
o Keep
and
open-­‐ended
diary
to
systematically
record
their
specific
thoughts,
feelings,
and
behaviors
o Strive
to
be
flexible
when
using
techniques
and
be
sensitive
to
the
individual,
cultural,
and
situational
circumstances
of
each
student
• Skills
Acquisition,
Consolidation,
and
Rehearsal
Phase
-­‐
o Give
students
a
variety
of
behavioral
and
cognitive
coping
techniques
to
apply
to
stressful
situations
o Direct
actions;
gathering
information
about
their
fears;
learning
specifically
what
situations
bring
about
stress,
arranging
for
ways
to
lessen
the
stress
by
doing
something
different’
and
learning
methods
of
physical
and
psychological
relaxation
o Cognitive
coping;
students
are
taught
adaptive
and
maladaptive
behaviors
are
linked
to
their
inner
dialogue
o Students
acquire
and
rehearse
a
new
set
of
self-­‐statements
(See
pg.
299)
o Students
must
make
lifestyle
changes:
Re-­‐evaluating
priorities,
developing
support
systems,
and
taking
direct
action
to
alter
stressful
situations
o Teach
students
variety
of
methods
of
relaxation
to
gain
skills
to
decrease
arousal
due
to
stress
• The
Application
and
follow-­‐through
Phase
-­‐
o Focus
on
carefully
arranging
for
transfer
and
maintenance
of
change
from
the
session
to
everyday
life
o Practice
self-­‐statements
and
apply
their
new
skills
in
real-­‐life
situations
o Imagery,
behavior
rehearsal,
role
playing,
modeling,
and
in
vivo
practice
o Practice
behavioral
assignments,
which
should
become
increasingly
demanding
o Write
down
homework
assignments,
if
homework
is
not
completed,
collaborate
consider
the
reasons
for
the
failure
o The
Constructivist
Approach
to
CBT
§ Constructivist
Narrative
Perspective
(CNP)
-­‐
Focuses
on
the
stories
students
tell
about
themselves
and
others
regarding
significant
events
in
their
lives
§ There
are
multiple
realities
-­‐
Help
students
appreciate
how
they
construct
their
realities
and
how
they
author
their
own
stories
§ The
Constructivist
Approach
-­‐
Discovery-­‐oriented
-­‐
More
emphasis
to
past
development
-­‐
Targets
deeper
core
beliefs
-­‐
Explores
the
behavioral
impact
and
emotional
toll
a
student
pays
for
clinging
to
certain
root
metaphors
• Are
students
able
to
tell
a
new
story
about
themselves
and
the
world?
• Do
students
use
more
positive
metaphors
to
describe
themselves?
• Are
students
able
to
predict
high-­‐risk
situations
and
employ
coping
skills
in
dealing
with
emerging
problems?
• Are
students
able
to
take
credit
for
the
changes
they
have
been
able
to
bring
about?

7. -­‐Major
strengths
of
Cognitive
Behavior
Therapy
from
a
diversity
perspective-­‐
• Culturally
sensitive
because
it
uses
the
student’s
belief
system
or
worldview
• Ideal
for
working
with
students
from
diverse
backgrounds
• Short
term
approach
• Addresses
the
role
of
environment
(where
the
students
‘lives’)
• Strive
to
be
flexible
when
using
techniques
and
be
sensitive
to
the
individual,
cultural,
and
situational
circumstances
of
each
student
• Seek
to
understand
the
core
values
of
their
culturally
diverse
students,
SA
Practitioners
can
help
students
explore
these
values
and
gain
a
full
awareness
of
their
conflicting
feelings,
they
can
work
collaboratively
to
modify
these
feelings
• Group
living
and
the
students
happiness
depends
largely
on
the
quality
of
their
functioning
within
their
community
• Stresses
the
relationship
of
individuals
to
the
family,
community,
and
other
systems
• Values
diversity
and
the
interdependence
of
being
an
individual
and
a
productive
member
of
the
community
• Collaborative
nature
of
the
approach
allows
students
to
structure
the
relationship
the
way
they
want,
as
the
SA
Practitioner
enlists
students’
active
cooperation
and
participation
• Inherently
suited
to
treat
diverse
students
-­‐
Individualized
treatment,
focusing
on
the
external
environment,
active
nature,
emphasis
on
learning,
reliance
on
empirical
evidence,
focus
on
present
behavior,
and
brevity
-­‐Evaluation
as
applied
to
Student
Affairs
Practice-­‐
• Empirically
valid
• REBT
is
aimed
at
inducing
students
to
examine
and
change
some
of
their
most
basic
values
• Modifications
in
the
SA
Practitioners
style
need
to
be
made
depending
on
the
students
culture
• Comprehensive
and
integrative
approach
the
emphasizes
thinking,
judging,
and
doing
• The
interconnectedness
of
thinking,
behaving,
feeling
are
endemic
to
the
work
done
in
Student
Affairs
• Active
and
directive
techniques
-­‐
Teaching;
suggestion;
Persuasion;
“homework”
assignments;
Challenging
students
to
substitute
a
rational
belief
system
for
an
internal
one
is
a
major
aspect
of
the
daily
interaction
a
SA
Professional
has
with
students
• SA
Professionals
demonstrate
how
and
why
dysfunctional
beliefs
lead
to
negative
emotional
and
behavioral
results
• SA
Professionals
teach
students
how
to
dispute
self-­‐defeating
beliefs
and
behaviors
that
might
occur
in
the
future
• SA
Professionals
explain
to
students
how
change
comes
about
mainly
by
a
commitment
to
consistently
practice
new
behaviors
that
replace
old
and
ineffective
ones
• Personal
style
plays
a
major
positive
role
• Creativity
is
a
must!
• Integrative
approach,
using
many
methods
to
assist
students
in
modifying
their
self-­‐talk
• Collaborative-­‐partnership
is
crucial
for
student
growth
• Cognitive
processes
are
determinants
of
behavior,
once
students
learn
this,
the
possibilities
are
endless
-­‐The
most
significant
contributions
of
Cognitive
Behavior
Therapy
applied
to
Student
Affairs-­‐
• Individualized
treatment,
focusing
on
the
external
environment,
active
nature,
emphasis
on
learning,
reliance
on
empirical
evidence,
focus
on
present
behavior,
and
brevity
• Aim
to
change
students’
subjective
views
of
themselves
and
the
world
• Undermining
faulty
assumptions
and
beliefs
and
teaching
students
the
coping
skills
needed
to
deal
with
their
problems
• We
are
responsible
for
maintaining
self-­‐destructive
ideas
and
attitudes
that
influences
our
daily
transactions
• Confronting
students
with
questions
such
as
“What
are
your
assumptions
and
basic
beliefs”
• Interpretation
of
events
is
crucial
• Human
disturbances
can
occur,
but
problematic
behavior
can
be
changed
(A-­‐B-­‐C
Framework)
• Emphasis
on
putting
newly
required
insights
into
action
• Homework
assignments
are
well
suited
to
enable
students
to
practice
new
behaviors
and
can
assist
them
in
the
process
of
their
re-­‐conditioning
-­‐
A
natural
outgrowth
of
what
is
taking
place
• Collaboration
is
stressed
• Emphasis
on
a
comprehensive
and
integrative
practice
• Present-­‐centered
and
problem-­‐oriented
• Focus
on
a
detailed
case
conceptualization
as
a
way
to
understand
how
students
view
their
world
• Effective,
focused,
and
practical
treatments
for
specific
problems
• Not
complicated,
it
simply
facilitates
the
transfer
of
knowledge
from
SA
Professional
to
the
student(s)
• Students
are
active,
informed,
and
responsible
for
the
direction
of
therapy
because
they
are
partners
in
the
enterprise
• Encouragement
of
self-­‐help
provides
for
continuous
feedback
from
students
on
how
well
treatment
strategies
are
working,
and
provide
a
structure
and
direction
to
the
therapy
process
that
allows
for
evaluation
of
outcomes

8.
-­‐The
most
significant
limitation(s)
of
Cognitive
Behavior
Therapy-­‐
• Negative
view
of
dependency
(REBT
-­‐
Diversity)
-­‐
Many
cultures
view
interdependence
as
necessary
to
good
mental
health
-­‐
Students
with
certain
long-­‐cherished
cultural
values
pertaining
to
interdependence
are
not
likely
to
respond
favorly
to
forceful
methods
of
persuasion
toward
interdependence
• SA
Professionals
level
of
training
will
have
an
impact
on
their
knowledge,
skill,
and
perceptiveness
• Misuse
of
SA
Professionals
power
by
imposing
ideas
of
what
constitutes
irrational
thinking
• Students
may
feel
pressured
to
adapt
goals
and
values
the
SA
Professional
sells
rather
than
acting
within
the
framework
of
their
own
value
system
• SA
Professionals
must
have
a
high
emotional
intelligence
so
that
they
avoid
imposing
their
own
philosophy
of
life
on
students
• Some
students
may
have
trouble
with
a
confrontational
style