Post about Behavior and Cognitive Behavior theory related to one or more of these prompts:
-Aspects that I like about this theory.
-Aspects that I do not like about this theory.
-Something that I do not understand about this theory.
– Similarities and Differences
Textbook: Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Belmont,
CA: Brooks/Cole. ISBN: 13-978-1-305-26372-7
Points to keep in mind (Cognitive):
Cognitive Therapy is a theory, a system of strategies, and a series of techniques
Cognitive Therapy is considered a therapy under the umbrella term of cognitive-behavioral therapies (second force in psychotherapy)
One of the most empirically validated approaches to counseling
Phenomenological approach with emphasis on thoughts
Thoughts, based on underlying assumptions and beliefs, primarily determine emotions and behaviors
Focused on the present, does not focus on the unconscious
Therapy is active, structured, short-term, goal-oriented, and problem-focused
Emphasis on assessment in therapy
Points to keep in mind (Behavior/Cognitive Behavioral):
Behavior Therapy focuses on observable behaviors
BT and CBT are theories, system of strategies, and a series of techniques
Behavior Therapy can be used alone or integrated with cognitive therapy to create cognitive-behavior therapy (CBT)
Both have goal of behavior change
Present focused, does not focus on the unconscious
Personality is shaped through learning and maturation
Therapy based on the scientific method
Is an active and directive therapy
cognitive Behavior Theory indicates that people’s emotions, thoughts, behavior and body sensations, are linked to each other and that whatever people do and whatever they think, affects how they feel. Also, changes in one of these will cause changes in the others. When a person feels distressed or worried, they can fall into thinking patterns and emotional responses that can exacerbate any negative feelings. This theory outlines how an individual’s mental processes play a critical role in the development of their emotional state. From a therapist’s perspective, if we can change the way a person thinks, then we can change the way they interpret the world around them. This type of approach can help address unhelpful thinking styles and form an initial approach for the treatment of neurotic symptoms. Unhelpful thinking styles are mental blocks that prevent us from achieving our goals. They’re often unconscious and hard to recognize because we’ve been conditioned to believe them over time. Examples of this type of thinking include beliefs such as “People who fail at things must be lazy.” “I’m not smart enough to succeed.” “I’m too young/old/different/unqualified to succeed.” “I won’t ever find a job.” These thoughts are called cognitive distortions because they distort reality. If we can acknowledge and begin to transform unhelpful thinking styles, we have a good chance of changing our behavior. These types of metacognitive beliefs provide us with a more significant Locus of Control, equipping us with a greater capacity for positive change.
regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pi