Models 1-4 Integration of CBT, SFBT, Systemic & Psychodynamic approaches to counselling

Unit 8: Models 1-4 Integration of CBT, SFBT, Systemic & Psychodynamic approaches to counselling

Weekly Learning Record #33

Elena Stavreva

Cognitive Behavioural Therapy

The need of knowledge about human soul has inspired psychology and its varieties (cognitive, forensic, social, etc) to develop and exist as such and some to dip in details and expand into the so called 'abnormal psychology' (Kring et al 2010). It is becoming obvious that as response to discoveries and the human search for meaning/answers, different therapies develop together with a pace faster than one can imagine; As Roth and Fonagy state (2005) 'Kazdin (1986) identified over 400 different therapies, a number that has certainly grown since that time.'

I was recently listening to a programme where someone was explaining how sometimes the 'I can't' thing, fear or toxic thought comes on the way of a change that one may decide to undertake. As a result, the mind can be blocked and the cognitive attitude/or state at the time of the client may appear unhelpful and resentful. The need to work with the 'I can't', for example, becomes crucial, the need to build on trust, equally.

I find CBT challenging for people experiencing cognitive distress and who are aware/or not of the low cognitive capacity they are operating with at that given period in their life. I feel CBT can be useful in integration with creative interventions and reflective questioning with same type of clients.

One of my core beliefs does stand for the idea that one can find the problem and change its essence (or find a thought that causes difficulty and replace that thought) while reaching for appropriate solution.

I can see also that the respect of client's autonomy remains important, the counsellor's use of interventions, I believe, needs to remain deeply respectful to where the client desires to 'lead'. It seems to me that the counsellor may 'guide'/'facilitate' the process as offering interventions, suggesting options but eventually, it is the client who 'leads' themselves. In this context if it is about clients finding their 'self' and reconstructing patterns of thoughts left behind and/or lost (perhaps in childhood or later on), it sounds to me like an acceptance and acceptable CBT. It seems important for the effective use of CBT to be able to offer assessment and realize how ready the client is to work for exploring and implementing changes and changes in behaviour. (8.2b)

I feel that a CBT treatment plan can be useful, though, if the CBT therapy is facilitated by a warm, positive, welcoming counsellor/therapist. I have the impression that the 'positive presence' the counsellor brings in the counselling room would facilitate a lot the process. Another important advantage, I believe it is the educational context of CBT which provides clients with open space, opportunities and choices to learn more about themselves and explore aspects of their way of thinking through shaping behaviour and using positive reinforcement or rewards. Therapist can operate as guides and facilitate a 'guided discovery'. Client is encouraged to share responsibilities in the setting of goals. (Nelson-Jones, 2000)

I observed quite useful to be talking about facts with a client that couldn't talk about her thoughts or feelings, instead she would often start crying.

Criteria 8.2b

Word count: 482 Date: 14.01.2019