Edps602munroefinalcounsellingpapergraded 1

1 Running head: PERSONAL COUNSELLING PHILOSOPHY IN CBT FRAMEWORK
Personal Counselling Philosophy Within a Cognitive Behavioural Perspective

Jacqueline Munroe
University of Calgary


Personal Counselling Philosophy Within A Cognitive Behavioural Framework
Nearly half a century ago, Gordon Paul (1967) concerned with the efficacy of
counselling, asked which treatment, by whom, is the most effective, for a particular individual,
with a particular problem and under what circumstances (Wedding & Corsini, 2014, p. 218).
While this question has yet to be answered, it demonstrates early understanding of the many
complex factors to be considered in the counselling process, to bring about positive and lasting
human change. Over the past century, the three dominant methods of initiating change have
involved psychodynamic, cognitive behavioural and existential-humanistic approaches to
psychotherapy (Ivey et al., 2011). Currently, more modern theories have been gaining popularity
and may include, but are not limited to, multicultural, family therapy, positive psychology,
interpersonal psychotherapy, as well as integrated psychotherapy.
Increasingly, research has been identifying the need for a more integrated approach to
counselling theories, to best account for the biological, psychological, and social factors
currently implicated in development and behavioural functioning (Ivey et al., 2011). It is only
through an integration of different systems of psychotherapy can the various biological,
psychological, and social factors even begin to become incorporated into a theoretical framework
of counselling. Echoing this belief, my own personal philosophy of counselling is one of
synthesis and assimilative integration (Wedding & Corsini, 2014). The predominant theoretical
grounding and treatment model is one of cognitive behavioural theory (CBT), which has been
described as a purposeful attempt to preserve the positive features of behavioural approaches
while incorporating into a model the cognitive activity and information processing factors of the
individual (Mash & Barkley, 2003, p. 47). In addition, I have selectively integrated relevant
views and practices from rational emotive behaviour therapy, existential therapy and Gestalt
Comment [JM1]: See APA format for Headings
(should be bolded)

therapy. Grounding my personal theory in CBT aligns with, and is supported by current research,
and the scientist practioner model of current psychology and psychotherapy is a theme
throughout (Wedding & Corsini, 2014). This paper will first explore the nature of human beings,
normal and abnormal functioning, along with individual change. Next, my definition and beliefs
of counselling will be examined, as will reasons supporting CBT theory, and interventions most
relevant for modern populations. Lastly, this paper will highlight inherent weaknesses in the
CBT framework along with why I am apt to maintain many of the grounding principles as my
own personal theory.
Philosophical Assumptions
Typically, the particular model of human development to which a therapist may align,
provides insight into both their worldviews and assumptions of human nature (Lewis, 1990). In
developing my own personal theory of counselling, careful consideration of the following
questions was required; exactly how should human psychopathology or dysfunction be perceived
and from where does it arise? Similarly, is human dysfunction a result of within individual
processes (psychoanalysis, cognitive theory, rational emotive behavioural theory, and
existentialist theory), dysfunctional relationships (family therapy theory, interpersonal theory),
environmental factors (behaviour theory) or a combination (integrative theory) (Mash & Barkley,
2003)? As is the nature of philosophy, scientific evidence is unable to support any one
assumptions of human development and dysfunction (individual processes, dysfunctional
relationships, environmental factors, combination), nevertheless, they lay the foundation upon
which theories of psychotherapy have been built.
Human Nature

Is human nature a result of nature (or internal processes), nurture (or external processes),
or a combination of the two? In keeping with the scientific model, neither nature nor nurture
operates in isolation of one another. Instead, it is believed that genetic influences appear and are
developed in particular environmental contexts (Rutter et al., 1997). Consistently, findings
implicate genetic effects in the following: human mental health, behaviour, traits of personality,
attitudes, accounting for 20-60% of population variance (Rutter et al., 1997). However, research
has found that influences of non-genetic nature actually contribute equally to population variance
(Rutter et al., 1997). Essentially, environmental influences operate on genetically diverse
individuals (Rutter et al., 1997). People possess the ability to act on their environment in a way
that influences cognitions, and both individual and environment actively contribute to adaptive
or maladaptive behaviour (Mash & Barkley, 2003). Ultimately, in keeping with the theme of
multiple influences on human development (nature and nurture); I believe that the nature of
humans cannot be accounted for in a single way. We are not exclusively products of nature or
nurture; likewise, we are neither good nor bad. Rather, we are dynamic and ever-changing, due
to constant interactions of internal and external forces.
The Nature of Healthy and Unhealthy Humans
Echoing my chosen view of human nature and development, I believe that human
behaviour is also best explained in terms of processes occurring within the individual (nature)
and within the environment (nurture). Over the course of the 20
th
century, attempts at explaining
human development and behaviour ranged from attachment, psychodynamic,
behavioural/reinforcement, social learning, cognitive, neurobiological, and affective theories
(Rutter et al., 1997). However, empirical research suggests no single model of human
development can account for the many complexities involved in normal versus abnormal

functioning. Healthy human development and functioning must, therefore, consider a wide
range of developmental processes and mechanisms. The integrated approach best accounts for
current developmental views (Mash &Barkley, 2003) and combines social (external),
developmental, and genetic influences (internal) into the discipline of developmental
psychopathology (Rutter et al., 1997). Similarly, the integrated or developmental systems view,
best relates to cognitive and behavioural approaches, in which internal (cognitions/genetic
influences) processes interact with external processes (environment/social context) to cause or
inhibit behavioural and affective maladaptation.
According to Cichetti (1989) the discipline of developmental psychopathology has
significantly improved our ability to understand, treat, and prevent mental disorders (Sameroff,
2000, p. 299). In this collaborative view, active individuals interact with active environments to
influence behaviour (Sameroff, 2000). Developmental pathways define the sequence and timing
of behavioural continuities and transformations (Mash & Barkley, 2003, p. 21) and can be
deviant or normal. My belief is that psychopathology can only be contextualized in terms of
understanding normal versus abnormal (Mash & Barkley, 2003). Maladaptive behaviours occur
when life stressors, combine with internal and external factors to cause deviation from normal
developmental pathways (Cicchetti, 1993). Ultimately, both typical (healthy) and atypical
(unhealthy) functioning can be viewed as resulting from peculiarities between client and their
individual situation (Mash & Barkley, 2003). In keeping with the developmental
psychopathology perspective of human behaviour, CBTs theory of causality best accounts for
the current view that many factors (internal, environmental, biological, and developmental)
interact to shape human functioning (Wedding & Corsini, 2014).
The Nature of Change

Development psychopathology involves active processing of ones experiences, in
combination with acting upon environment (Rutter et al., 1997). These processes may work to
shape and select experiences (for the better or worse) as well as change individual characteristics
over time (Rutter et al., 1997). Faulty information processing (processing of ones experiences)
has been implicated in many emotional and behavioural abnormalities (Mash & Barkley, 2003).
Specifically, maladaptive cognitions predispose an individual to psychopathology and work to
create or maintain dysfunctional patterns and developmental anomalies (Mash & Barkley,
2013). As scientific thinking revolves around this cause (maladaptive cognitions) and effect
(predisposition to psychopathology) view, both cognitive and behavioural theories conceptualize
human change in this scientific manner (Lyddon & Adamson, 2011). After having diverged from
the normal developmental pathways some individuals are able to course correct and resume more
healthful behaviours. A course correction (or the nature of human change) revolves around
modifying cognitions which are causing maladaptive behaviours and emotion. In terms of
reaching this course correction, I believe that the active processing implicated in developmental
psychopathology along with the influence of environmental variables, best aligns with cognitive
and behavioural theories to produce human change.
Counselling Experience and My Personal Definition of Counselling
Counselling involves documented positive change in different aspects of human life, in
which an individual begins to function at levels commensurate to comparable others in daily
functioning within emotional, behavioural, or physical domains (Hesternen & Ivey, 1990). These
changes may be reached in the following ways:

1) Identification, understanding, and reduction or cessation of maladaptive cognition, emotions,
and behaviours that are negatively affecting an individual in one or more areas of life.
2) Teaching and equipping clients with whatever skills they may be lacking (McLeod, 2009), in
order to more successfully and healthfully carry out the demands of life in the present and future.
3) Facilitating understanding and acceptance of current life problems (McLeod, 2009); planning
out, and eventually taking steps to evoke positive change.
Counselling Process Beliefs
Through which lens, is it best for a therapist to view the problems of a client? Due to firm
grounding in the theoretical orientation of CBT (and scientific framework), my counselling
processes will be clear reflections from a CBT lens. Central to CBT counselling is the
assumption that having the ability to process information is critical to survival (Wedding &
Corsini, 2014). Systems involved in survival include; cognitive, affective, behavioural and
motivational. Problems arise in these systems when cognitive biases impacts how the individual
incorporates novel information from their environment (Wedding & Corsini, 2014). As applied
to counselling, the belief is that cognitive distortions (created by internal and external processes)
play a central role in maladaptive behaviours (Simons, Garfield & Murphy, 1984). Changing the
way a client perceives the world (cognitions) will lead to a fundamental change in behaviours
and feelings (Simons et al., 1984). However, similar to what would occur in existential therapy,
the therapist does not make decisions for the client regarding what purpose their cognitions may
serve (Wedding & Corsini, 2014). I would also incorporate elements of REBT into my
counselling process beliefs. Like, CBT, REBT also considers the importance of mind, and body,
yet adds a more philosophical dimension to human existence in terms of striving for better
Comment [JM2]: Is this how you would define
the counselling process?
Comment [JM3]: What about the fit with your
beliefs regarding human nature etc.? How well do
they fit?

existence through unconditional acceptance of themselves, others, and the world (Wedding &
Corsini, 2014). REBT also strives to minimize emotional/behavioural dysfunction, while again
adding philosophical elements of becoming happier and striving towards growth (Wedding &
Corsini, 2014). Lastly, the nature of the change process involves both internal (cognitive
restructuring) and external (behavioural techniques) processes (Wedding & Corsini, 2014).
Counsellor Client Relationship
While not always considered essential in cognitive approaches, and even less so in
behavioural approaches, research supports the benefits of enhancing the therapeutic alliance
across a variety of psychotherapies (Wedding & Corsini, 2014). Once again, my own view of
counsellor-client relationship draws heavily from a CBT orientation, while incorporating
elements of REBT, Gestalt therapy, as well as existentialism. My approach to the client, therapist
relationship would emphasize a more Gestalt or existential equal human encounter, where both
therapist and client subjectivity is deeply valued (Wedding & Corsini, 2014). The philosophical
position of existentialism holds the position of viewing the world from the clients perspective,
as opposed to simply appreciating their world view (Wedding & Corsini, 2014). I would be
inclined to work towards true understanding (existential), not just an appreciation (CBT), of how
the client creates meaning in their life in order to best serve a wide range of clients (Ivey et al.,
2011). I would maintain the CBT and Gestalt approach which involves refraining from telling
the client what they are experiencing, in favor of acting predominantly as a guide or collaborator
(CBT) along an empirical path of discovery (Wedding & Corsini, 2014). Lastly, I agree with
removing the REBT all-knowing quality from the therapist in the therapeutic process, because
realistically, how can the therapist know exactly what the client perceives, and if the perceptions
are indeed distorted. My counsellor-client relationship would mirror the warmth and sincerity
Comment [JM4]: Is your emphasis on the
relationship then due to empirical findings?

that CBT therapists employ, yet would expand into demonstrating unconditional positive
acceptance (REBT), simply because the client exists as a fellow human (existentialism). While
both REBT and Gestalt therapy emphasize positive human growth, I would also incorporate the
REBT element of working towards the clients unconditional acceptance of themselves, their
ability, the world and others (Wedding & Corsni, 2014).
Counsellor/Client Roles
While my predominant view of a counsellor is to act as a guide, flexibility is still critical
to delivering the most effective services. For example, initial therapeutic sessions may require a
more active counsellor role, especially in certain instances in which clients present with anxiety
or depression (Wedding & Corsini, 2104). However, over the full course of therapy, the
counsellor may assume many roles. They may act as investigator, partner, diagnostician,
educator and guide, all with the underlying intent of identifying cognitive distortions (or
deficiencies) and ensuing dysfunctional patterns of cognition, affect, and behaviour (Kendall,
1985). Investigation may occur in the form detailed client history, in order to rule out any
organic causes of symptomology. Similarly, background information may be investigated to
facilitate diagnosis. Alternately, a counsellor may wish to focus initial sessions on fostering a
collaborative client-therapist relationship, in which both therapist and clients are equal partners
in identifying therapeutic goals (CBT). Again stemming from a CBT approach, the counsellor
may act as an educator, emphasizing the basic concepts involved in their theoretical orientation
as well as the processes which that will underlie client change. Education may further revolve
around client symptoms, possible therapeutic outcomes, and correcting misconceptions relating
to the therapeutic process (Wedding & Corsini, 2014). As mentioned, counsellors may lastly
Comment [JM5]: Do you see any conflict
amongst these approaches?

serve as guides (CBT), directing clients towards appropriate experimentation which will validate
or invalidate cognitions (Wedding & Corsini, 2014).
Although the counsellor plays many critical roles in the counselling process, so too does
the client; active participation is required in a variety of counselling tasks. Clients must be
motivated, willing to change and quickly take part in the cognitive processes of self-monitoring
thoughts and behaviours. Lastly, the client must be open and prepared towards immersion in the
study of experience (Gestalt), as it is in the present, that meaning (cognitions) is constructed
(Wedding & Corsini, 2014). Cognitive therapy requires that clients participate and internalize the
following learning processes: recognize and monitor cognitions, connect these cognitions to
behaviour and affect, collect evidence in support of contradictory or maladaptive thoughts,
replace maladaptive cognitions with ones more helpful, and lastly, recognize patterns of thinking
which are resulting in distorted perceptions (Wedding & Corsini, 2014).
Emphasis on Past, Present, and Future and Session Length and Duration
My view of psychotherapy aligns with the CBT model of psychopathology and
intervention and as such, would be most concerned with present and future, and less concerned
with early childhood experiences. Similarly, my philosophy would consider, but does not
overstress, the influence of neurological, biological or genetic influences in either pathology or
remediation (with the exception of cases with clear genetic or neurological origin) (Kendall,
1985). Similarly, while considered and at times integrated into CBT, priority is not attributed to
family influences, social context, or affective influences. While the developmental systems
theory is best represented in counselling by a CBT perspective, not all influences are covered
equally. In most cases, the more severe the client problem, the longer treatment lasts (Wedding

& Corsini, 2014). Sessions range from 45 minutes to an hour in length and occur weekly, over
the course of 15-25 weeks (Wedding & Corsini, 2014).
Emphasis on Beliefs, Emotions, and Behaviours as Being Related
Ones cognitive system is responsible for an individuals interpretation, perception, and
meaning of events, and works alongside affective, motivational, and physiological systems to
process information and respond accordingly (Wedding & Corsini, 2014, p. 231). As my
dominant view of counselling originates from CBT, so too does my belief regarding the
relationship between cognitions, affect, and behaviour. Although numerous factors relevant to
the internal and external environment of an individual are considered when analyzing
maladaptation from a cognitive-behavioural perspective (Kendall, 1985), two areas are
considered most influential. On one hand, information processing factors (cognitions) are
deemed to be critical to onset and maintenance of maladaptive behaviours (cognitive theory).
Likewise, the learning process and environmental contingencies are also emphasized in the onset
and maintenance of maladaptive behaviours (behavioural theory) (Kendall, 1985). The
theoretical synthesis of cognitive and behavioural models makes it clear that cognitive,
behavioural, and affective systems do not occur in isolation. Thoughts, emotions, behaviours are
all interrelated (Kendall, 1985). However, in terms of the relationship between cognitions, affect
and behaviours, cognitions are the ultimate beginning to any resulting affect or behaviour. The
significance of beliefs as being related to behaviour and affect are central to a CBT theory and
represent a linear relationship from cognitions (beliefs) towards emotions and behaviours;
cognitive activities surround both affect and behaviour events (Kendall, 1985).
Change Process

Some basic assumptions regarding healthy functioning in cognitive behavioural theory is
that human behaviour is a response to cognitive perceptions of environmental stimuli, rather than
to the actual environment itself (Kendall, 1985). Similarly, most human learning is based on
cognitive influences. The ultimate method of implementing change in CBT, and my chosen
philosophy of counselling, is for the client to be guided towards the correction of faulty
cognitions, in favour of more realistic perceptions, to decrease or eliminate maladaptive affect or
behaviour (Wedding & Corsini, 2014). Cognitive changes occur at 3 levels: voluntary thoughts,
automatic thoughts, and lastly core beliefs (CBT) (Wedding & Corsini, 2014). In order to
understand the relationship between cognitions, affect, and behaviours, automatic thoughts are
examined. Dysfunctional thoughts are analyzed to determine if their maintenance is beneficial or
harmful. Core beliefs reside in schemas or absolute beliefs, if the beliefs can be changed, the
client is more resilient against future stressors (Wedding & Corsini, 2014). Alternately, change
may revolve around cognitive distortions or cognitive deficiencies. For example, if the therapist
has identified cognitive distortions or dysfunctional thinking, therapy may be guided into a
direction of testing these distortions to prove them to be either accurate or false (Wedding &
Corsini, 2014). In performing behavioural experiments, the client is able to validate and solidify
their new perceptions. However, if the therapist identifies that cognitive deficiencies (lack of
cognitive processes) are causing problems in living for the client, therapy may take a more
educational path, with the aim of remediating deficiencies (Wedding & Corsini, 2014). To
document the change process, I would feel most comfortable utilizing developmentally
appropriate assessments along with ongoing methods to monitor change over the course of
treatment (Mash & Barkley, 2007).
Interventions

In my counselling process, I would employ interventions grounded in cognitive and
behavioural therapy. Cognitive intervention techniques are verbal in nature and may at first
revolve around the examination of client cognitions (Wedding & Corsini, 2014). Questioning
techniques may be employed to uncover client errors in thinking. Alternately, the therapist may
infer maladaptive client assumptions from information collected, and present them to the client
to be either corroborated or refuted (Wedding & Corsini, 2014). Once an incorrect assumption
has been correctly identified, therapeutic interventions can revolve around modifying it, based on
various cognitive techniques. One such example is decatastrophizing, in which the client
prepares in advance for feared consequences in order to learn strategies which can be applied
during future problem solving (Wedding & Corsini, 2014). Reality testing is another
intervention, in which all of the factors influencing a situation are examined and attributed
representative responsibility; the client comes to realize there is no single cause to any event
(Wedding & Corsini, 2014). Redefinition of problems in terms of clients behaviour may also
assist in modification of assumptions, as can decentering, where a more external focus is applied
and assumptions are tested through observation (Wedding & Corsini, 2014).
To test assumptions, cognitive techniques are combined with behavioural techniques to
modify cognitions, expand behavioural repertoire, and continuously self-monitor CBT systems
(Wedding & Corsini, 2014). Therapy may use hypothesis testing, in which specific assumptions
are tested through self-monitoring, and eliciting feedback from others (Wedding & Corsini,
2014). The behavioural technique of exposure therapy exposes the client to feared stimuli (while
self-monitoring cognitions, affect, and behaviours); in order to learn that the consequences of
exposure are not what they feared (Wedding & Corsini, 2014). Alternately, role playing may be
used to practice skills in which clients may be deficient (Wedding & Corsini, 2014). Activity

scheduling provides clients with new experiences and life involvement and the ability to form
new perceptions and beliefs (Wedding & Corsini, 2014). Lastly, each of the techniques can be
practiced as homework, which is a technique in and of itself, in which clients continually work
on skills acquired during therapy (Wedding & Corsini, 2014). For example, the client may
practice self-awareness in daily self-monitoring logs, and work to maintain contact with the
person-environment field (Gestalt) through a focus on the present (CBT).
Success
For healthy mental functioning, realistic, rational and flexible cognitive styles are
required, as well as having the cognitive ability to resolve problems (Kendall, 1985).
Improvement should include falling within a healthy range of functioning according to normative
comparisons, along with improvement of symptoms (Mash & Barkley, 2003).
Following a CBT approach, success can be determined by the following criteria:
1) As measured by a variety of standard and non-standard methods, the client has experienced
positive change in physical, emotional, or behavioural functioning.
2) As measured by a variety of standard and non-standard methods, the client has gained the
cognitive tools necessary to identify maladaptive cognitions in order to decrease or cease
resulting affect and behaviour.
3) As measured by a variety of standard and non-standard methods, the client has gained skills in
cognitively deficient areas, necessary for more healthful life functioning.
4) As measured by a variety of standard and non-standard methods the client has gained the
skills to problem solve future challenges in living.

Contextual Factors: Cultural Community
Society is becoming increasingly multicultural, and away from the European ancestry of
Canadas recent past (Ivey et al., 2011). Therefore, a critical component to current
psychotherapies is: To what extend do they consider the diverse nature of modern populations as
relating to client behaviour and the therapeutic process? Fortunately, CBT accounts for client
differences when combined with the existential use of empathy and truly understanding the
beliefs, values, and attitudes of all clients. The use of empathy provides the therapist with a
broad cultural context around which the clients experiences and maladaptive beliefs occur
(Wedding & Corsini, 2014). Similarly, clients of various cultures and ethnicities can benefit
from my theory of counselling because the subjective beliefs of each individual are valued, and
counsellors do not attempt to change them (Gestalt, CBT). Instead, they may act as guides and
facilitate in designing experiments in which clients may test beliefs, collect evidence of results,
and eventually reach the conclusion: Harmful or helpful (Wedding & Corsini, 2014)? Cognitive
behavioural grounded therapy may assist clients transitioning into Canada in gaining the
cognitive tools to employ more flexibility in thinking. In terms of isolating behavioural therapy
from CBT and testing applicability on culturally diverse clients, the behavioural approach also
seems to be generally appropriate (Wedding & Corsini, 2014). This is due to the fact that core
philosophies of behavioural therapy, such as classical conditioning, reinforcement, and
punishments principles are believed not only to apply across cultures, but across species
(Wedding & Corsini, 2014). Research has shown that CBT is effective for those of western and
non-western cultures; however, further research is needed (Wedding & Corsini, 2014).
Reflection

Weaknesses in My Theoretical Model
Problems can arise in the very name of a predominantly CBT model. Individuals may be
inclined to believe only cognitive and behavioural processes are considered, leaving affect and
social context out. However, this is not the case at all. In fact, the CBT model jointly considers a
relationship between cognitions and behaviours and applies this relationship to the emotional
state of the individual within a social context (Kendall, 1985). According to Kendall (1985),
cognition and affect are essentially the same, however, in dealing with psychopathology it is
most helpful separate the two; consider cognitions in certain maladaptations, and affect or
emotion in others. In terms of social context, ones behavioural patterns in the environment occur
as a result of internal (biological) processes, in relation to social context (Kendall, 1985).
Similarly, from a CBT model, the role of family in psychopathology may seem to lack valid
theoretical footing. However, family influences are considered, in that cognitive behavioural
theorists believe many behavioural patterns are set early on in a family context. Therefore, in
targeting environmental contingencies in behavioural therapy, family influences on
psychopathology have already been considered.
Further problems of subscribing to a predominant CBT model may revolve around
cultural beliefs on mental health. Cultural differences can impact client motivation and also
affect the therapeutic alliance (Wedding & Corsini, 2014). While the techniques may be
effective, therapy is not. Some cultures may only accept models which converge with their own
assumptions, such as higher powers (not cognitions) as being responsible for behaviour
(Wedding & Corsini, 2014). A main challenge of CBT rests in encouraging clients to subscribe
to models which may not fit their belief systems (Wedding & Corsini, 2014). Language
differences may also hugely impact treatment efficacy, as verbal techniques are a main

component in the cognitive aspect of therapy. Lastly, while I somewhat agree with a CBT
perspective that faulty cognitions, or distortions lead to psychopathology, I would be inclined to
exchange faulty, with simply maladaptive. I do not necessarily believe that cognitions which
that contribute to psychopathology are always faulty (Safran, 1996). For example, studies
targeting depression, found that depressed individuals may in fact be more accurate in their
perceptions than others (Safran, 1996). Lastly, it is hard to believe that normal functioning
revolves predominantly around an individuals ability to accurately perceive reality (Safran,
1996).
Drawn Towards CBT
Currently, psychology has evolved into a scientist-practitioner model. Meanwhile,
exerting a continuously greater force on counselling and psychotherapy are healthcare
organizations responsible for payment of healthcare services, if services meet specified criteria
(Ivey et al., 2011). Criteria for eligible counsellors/psychotherapists may include being an
evidence-based therapy for change, a medical model of diagnosis, individually tailored
treatment, and documentation of treatment efficacy (Ivey et al., 2011). Along the same scientific
lines, keeping abreast of the current research findings as they apply to ones personal approach to
counselling is necessary for maintaining best practice techniques (Ivey et al., 2011). In
consideration of the developmental systems approach to psychopathology, empirically driven
theoretical models are needed for most accurate understanding of normal versus abnormal
functioning. In keeping with the scientist practitioner model, best practice in counselling must be
grounded in empirically driven theoretical models of human development (developmental
systems), empirically driven psychotherapies (CBT), as well as empirically supported therapy
techniques in order for positive and lasting human change.
Comment [JM6]: And from a post-modern
critique, is there a reality?

Current research has been identifying a need for a more integrated approach to
counselling theories (Ivey et al., 2011) in order to provide a more comprehensive coverage of
techniques and theory that may be useful for individual clients (Wedding & Corsini, 2014).
While CBT may not give the appropriate amount of consideration to the many factors involved
in human development and change (genetics, family, social, biological), it does take into
consideration many of them in direct and indirect ways. I believe that future psychotherapies will
hold more information regarding each factor implicated in developmental psychopathology;
however, existing theories must be further developed and expanded in order to attempt this feat.
While I am drawn to this theory due to familiarity with the theory and techniques involved, I am
also aware of personal examples of its efficacy in the treatment of depression. Similarly, from a
teaching perspective, many behavioural techniques are repeatedly successful in any classroom
environment. Overall, given the many converging factors supporting CBT (most importantly is
empirical evidence surrounding treatment efficacy) grounding my own philosophy within this
framework makes the most sense, as I become increasingly more familiar with techniques and
theories of counselling.


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Formatted: Highlight

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date should be.
Title This rule works sometimes, not always look in the extreme upper, left-hand corner of your web
browser page. If you are using Internet Explorer, you should see the symbol for IE, the title of the
webpage, and then the words Internet Explorer. Sometimes the title is not here, and you will need to look
at the information on the page to find the title.
Retrieval Date - Include a retrieval date only with material that is expected to change over time (such
as wikis).
URL Be careful to get the correct URL (Uniform Resource Locator or web address).

Minds. (2013). What is mindfulness? Retrieved from http://mindsincorporated.org/mindfulness/


The evaluation components for the Personal Position Paper are described below. You must
address each section and pay close attention to the points allotted for each section. Refer to
the Overall Grading Taxonomy to review the expectations associated with the levels of learning
targeted through this assignment.
Evaluation
Component
Description
Weight
36/(40
marks)
Editorial Style See APA Style Guide Grading Criteria Above

4/5 marks
A. Outline
and opening
remarks
Maximum two brief paragraphs. 1/1 mark
B. Your
Philosophical
Assumptions
(as it relates to
your personal
theory)
The http://www.abcounsellored.net/courseware/caap601/60
1assignments.html - assignment1Nature of Theory Paper will be
a useful to you.
The nature of humans
The nature of healthy (or, well-adjusted functioning)
The major causes of problems (or, not functioning in a healthy
manner)
The nature of change (self- growth as well as corrective action
to obtain and/or return to a state of healthy level of
You explained your philosophical beliefs well. I would have
liked to have seen a little more elaboration about Human
Nature, but overall, thought this section was written well.

6.5/8 marks
C. The
Counselling
Experience

1. Your definition of counseling 1/1 mark
2. Counselling process beliefs, Counsellor-client relationship;
Roles of the client(s) and the counsellor; Session length,
duration & number of sessions; Emphasis on the past-present-
future
I thought you description of the relationship and
counselor/client roles was strong. I would have liked to have
seen a little more integration of the perspectives you were
drawing on.
5/6 marks
3. Emphasis on beliefs, emotions (body & affect) and
behaviors and their relationship to another
3/3 marks

Good job Jacqueline, I enjoyed reading your paper.

4. Change process including resistance 2/2 marks
5. Interventions 4.5/5 marks
6. Success (definition & criteria) 2/2 marks
7. Contextual factors (application to clients with diverse
backgrounds; different contexts)
2/2 marks
D. Reflection
1. Weaknesses of your personal theory 2/2 marks
2. Why are you drawn to this theory?
(relate to a personal and professional context)
2/2 marks
E. Closing Concluding remarks 1/1 mark

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1 Running head: PERSONAL COUNSELLING PHILOSOPHY IN CBT FRAMEWORK

Personal Counselling Philosophy Within a Cognitive Behavioural Perspective

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