Running head: PERSONAL POSITION PAPER

Personal Position Paper France Goulard University of Calgary

Running head: PERSONAL POSITION PAPER Table of Contents

Page Number Introduction.....3 Part One- Philosophical Assumptions.....3 Nature of humans.3 Nature of healthy functioning..5 Major causes of problems6 Nature of change.....7 Part Two- Counseling Experience...8 Definition of Counseling.....8 Counselor-client relationship..........9 Roles of the client-counselor...10 Session length, duration & number of sessions...11 Emphasis on the past-present-future12 Emphasis on beliefs, emotions and behaviors and their interaction12 Change process including resistance...13 Interventions14 Success....16 Contextual factors17 Part Three- Reflection.....18 Weaknesses/Strengths.....18 Reason for Alignment.....19 Conclusion..........19 References...21

Running head: PERSONAL POSITION PAPER Personal Position Paper Introduction

My personal theory of counseling aligns most with Becks cognitive therapy (CT). I have enjoyed learning about the variety of psychotherapy methods during this course and am impressed on how some of them are so different, yet seem to blend well together during therapy (eg. existential and cognitive therapy). My educational background is in science and education, and that is probably why I feel drawn to CT. In this paper, I will outline the reasons why I have selected CT by looking at my own personal experiences and values. I will first examine the theory underlying the cognitive framework, and then apply it to my own personal view of counseling. I will use the Nature of Theory (2010) categories to outline a broad view of human nature, the constitution of healthy and poor functioning, and the notion of change according to this theory. CT is a comprehensive system of psychotherapy, which has been found efficacious for a wide range of psychiatric disorders (Beck, 2011). It is based on the scientifically supported assumption that most emotional and behavioral reactions are learned. Therefore, the goal of therapy is to help clients unlearn their unwanted reactions and to learn a new way of reacting (Corey, 2009). Philosophical Assumptions Nature of Humans Human nature refers to the distinguishing characteristics, including ways of thinking, feeling, and acting, that humans tend to have naturally (Nature of Theory, 2010). Freud, founder of psychoanalysis, popularized his notion of the id, ego, and super-ego to describe the theoretical constructs in terms of whose activity and interaction mental life is described and the desires associated with each supposed aspect of personality (Corsini & Wedding, 2011). His structural

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model of the mind was partly conscious and partly unconscious and achieved a systematic classification of mental disorder (Corsini & Wedding, 2011). Freuds concept of the hierarchical structuring of cognition into primary and secondary processes had a major influence on Becks theory of CT (Beck & Weishaar, 2011). CT is based on a theory or personality that maintains that people respond (based in human evolution and individual learning history) to life events through a combination of cognitive, affective, motivational, and behavioral responses (Beck & Weishaar, 2011). It deals with the way individuals interpret, perceive, and assign meaning to events and is based on the idea that the processing of information is crucial for the survival of any organism (Beck & Weishaar, 2011). According to Beck & Weishaar, if we did not have a functional apparatus for taking in relevant information form the environment, synthesizing it, and being able to formulate a plan of action based on the synthesis, we would be killed or on the verge to be killed. Survival systems such as cognitive, behavioral, affective, and motivational are composed of structures known as schemas (Beck & Weishaar, 2011). Cognitive schemas contain peoples perceptions of themselves and others and of their goals and expectations, fantasies, memories, and previous learning, which control the processing of information (Beck & Weishaar, 2011). Previously, CT viewed cognition as largely determining emotions and behaviours, while current thinking views all aspects of human functioning as acting simultaneously as a mode (Beck & Weishaar, 2011). It also views personality as shaped by the interaction between innate disposition and environment (Beck, Freeman, & Davis, 2003). Developed in response to the environment, personality attributes are seen as reflecting basic schemas, or interpersonal strategies (Beck & Weishaar, 2011). The Nature of Healthy

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Psychology is one of the traditional disciplines that influenced the nature on the health and well-being of individuals and groups (Corsini & Wedding, 2011). In CT, strategies utilized to help promote healthy minds in human beings involve a collaborative enterprise between the client and the therapist to explore dysfunctional interpretations and to try and modify them in order to return to a healthy state of mind (Beck & Weishaar, 2011). Other strategies Collaborative empiricism. This strategy helps view the patient as a practical scientist who lives by interpreting stimuli but who has been temporarily disillusioned by his or her own information-gathered and integrating apparatus (Kelly, 1995). Guided discovery. This strategy is directed toward discovering what threads run through the patients present misperceptions and beliefs by linking them to analogous experiences in the past (Beck & Weishaar, 2011). Here, the therapist and patient collaboratively weave a tapestry that tells the story of the development of the patients disorder (Beck & Weishaar, 2011). Socratic dialogue. Both of the above mentioned strategies are implemented using Socratic dialogue, where a style of questioning is utilized to help uncover clients views and examines their adaptive and maladaptive features (Beck & Weishaar, 2011). Through continuous evaluation of personal conclusions, the therapy attempts to improve reality testing, where the immediate goal is to shift the information-processing apparatus to a more neutral condition so that events will be evaluated in a more balanced way (Beck & Weishaar, 2011). CT sees individuals as active participants in their environments, judging and evaluation stimuli, interpreting events and sensations, and judging their own responses (Beck & Weishaar,

Running head: PERSONAL POSITION PAPER 2011). The Major Causes of Problems

Ultimately, psychological distress is caused by many innate, biological, developmental, and environmental factors interacting with one another; therefore, there is no single cause of psychopathology (Beck & Weishaar, 2011). Beck (1967) discussed that systematic errors in reasoning called cognitive distortions are evident during psychological distress. Beck & Weishaar explains these cognitive distortions by the following 6 types: Arbitrary inference. This type of inference means that an individual is drawing a specific conclusion without supporting evidence or even in the face of contradictory evidence. Selective abstraction. Conceptualizing a situation on the basis of a detail taken out of context and by ignoring other information. Overgeneralization. This refers to abstracting a general rule from one or a few isolated incidents and applying it too broadly and to unrelated situations. Magnification and minimization. This is when seeing something as far more significant or less significant than it actually is. Personalization. Without evidence supporting a causal connection, an individual attributes external events to himself. Dichotomous thinking. This is where an individual categorizes experiences in one of two extremes.

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The Nature of Change There are three mechanisms of change common to all successful forms of psychotherapy: a comprehensible framework, the patients emotional engagement in the problem situation, and reality testing in that situation (Beck & Weishaar, 2011). CT focuses on the modification of dysfunctional assumptions that leads to effective cognition, emotional, and behavioral change (Corey, 2009). Clients change by recognizing automatic thoughts, questioning the evidence used to support them, and modifying cognitions. Afterwards, the client behaves in ways congruent with new, more adaptive ways of thinking (Corey, 2009). Change occurs only if the client experiences a problematic situation that he or she perceives as a real threat (Beck & Weishaar, 2011). According to CT, core beliefs are linked to emotions and they can become accessible and modifiable with affective arousal (Beck & Weishaar, 2011). Then, one mechanism of change focuses on making accessible those cognitive constellations that produced the maladaptive behavior and is analogous to what psychoanalysts call making the unconscious conscious (Beck & Weishaar, 2011). To cause lasting change, arousing emotions and accompanying cognitions are not sufficient enough (Corey, 2009). Amongst many different types of psychotherapies, therapy is the clients ability to be engaged in a problem situation and yet respond to it adaptively (Beck & Weishaar, 2011). In terms of CT, this means to experience the cognitions and to test them within the therapeutic framework (Beck & Weishaar, 2011). Counseling Experience Personal Definition of Counseling

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In my opinion, counseling is for individuals that are in need of help, support, and/or comfort in a time in their lives that they feel overwhelmed or hopeless, and need a neutral person (the counselor) to view their problems or issues in an unbiased way. A counselors role is to listen to a client talk about their feeling and thoughts, and attempt to understand their issues by helping them become cognizant of why they are feeling the way they are at that specific time. It is important for the counselor to gain and maintain a trusting relationship with the client and make sure that the client is comfortable at all times. As a counselor, I want to help clients feel better about their lives, live to their fullest potential, and focus on what is important to them, by helping them pave them way to a better quality of life. Counseling Process beliefs Counselor-client relationship. Ideally, the relationship between a counselor and a client should be genuine and pure. It should not be where the counselor is the know all, tell all person and the client acts as the follower. CT does not adopt the role of a passive expert (Beck & Weishaar, 2011). It employs a learning model of psychotherapy where the counselor has expertise in examining and modifying beliefs and behaviour, and the counselor-client relationship is collaborative in nature (Beck & Weishaar, 2011). When I saw a counselor for the first time, I felt overwhelmed by the room, all the books that surrounded me, and the sense of empowerment that the counselor portrayed. She was cold and not very collaborative. Our first and last session ended by her telling me that what I was going through was normal and that I shouldnt worry about it. That experience, turned me completely off, and it took me some time to seek help from another counselor. The second counselor that I saw was much nicer and was portrayed a less overpowering environment. I immediately felt more calm, relaxed, and at ease with myself. The environment itself, warm and

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inviting, made me feel more willing and able to talk about my problems. I hadnt even started talking yet, and I felt as thought my relationship with that counselor was already being created. That is why I feel it is so important to welcome clients in a warm, friendly manner to initiate that first time relationship and to discuss the clients expectations by gathering essential information from them. Roles of the client and the counselor. The quality of the counseling relationship depends upon an understanding of the roles that the counselor and client play. Clients usually turn to a counselor when they are experiencing some kind of distress (Corsini & Wedding, 2011). The role of a counselor should be to act as a guide in order to understand the clients wants and needs. It is important for the counselor to build a caring and safe relationship before expecting a client to share their personal feelings and be cognizant of the fact that only the client is in charge of what they are willing to share and choose to change. Beck & Weishaar (2011) believes that the counselor is there to help clients understand how beliefs and attitudes interact with affect and behaviour focuses on assessing sources of distress and dysfunction and helps the patient clarify goals. Also, the counselor acts as a catalyst by promoting corrective experiences that lead to cognitive change and skills acquisition (Beck & Weishaar, 2011). The role of the client should focus on providing the thoughts, images and beliefs that occur in various situations, as well as the emotions and behaviours that accompany the thoughts (Corey, 2009). I feel that it is important for clients to do their part in therapy. They cant assume that the counselor will cure all of their problems without being actively involved. It takes more than just talking and listening to the counselors suggestions. They need to realize that they are in control of the recovery process and that their participation has a major impact on the length of time it will

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take to feel and be in a better state of mind. In CT, the client shares responsibility by helping set the agenda for each session and by doing homework between sessions (Beck & Weishaar, 2011). Of course there are some exceptions to every rule, as in some cases of extreme depression or anxiety, clients may need the therapist to take on a more directive role, whereas in other cases, clients may take the lead in determining goals for therapy (Corey, 2009). Session length, duration, and number of sessions. The length of treatment depends primarily on the severity of the clients problems (Beck & Weishaar, 2011). As a counselor, I would probably keep my sessions between 45 minutes to an hour long at an interval of once or twice a week. I would then adjust the length of the session according to the clients needs. Beck & Weishaar explain that therapy session becomes less frequent as the client develops self-reliance, but usually lasts between 12-15 sessions. As a CT counselor, the number of session would depend on the type of problem. For instance, some clients may take several months due to high anxiety (Beck & Weishaar, 2011) and clients being treated for unipolar depression is 15-25 sessions at weekly intervals (Beck, Rush, Shaw, & Emery, 1979). In some cases, clients experience early symptom relief and leave therapy before they reach 12 sessions (Corey, 2009). Although, in this case, it is important to note that the little structural change that occurred may not be enough and the problems are likely to recur (Beck & Weishaar, 2011). In CT, the therapy is time limited and it is an expectation that both the counselor and client share (Beck & Weishaar, 2011). There tends to be fewer problems with termination of CT compared to longer forms of therapy because it is present centered and time limited (Beck & Weishaar, 2011). The termination of therapy is planned from the first session in CT as the goal if this type of therapy is for the clients to become their own therapists. I really like this aspect of CT,

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as I am a person that needs closure and a form of control, I also like finding solutions to problems. Emphasis on past-present-future. CT is a present-centered approach and therefore is best suited for cases in which problems can be delineated and cognitive distortions are apparent (Beck & Weishaar, 2011). It is focused on present problems, regardless of a clients diagnosis (Corey, 2009). The past may be brought into therapy when the counselor considers it essential to understand how and when certain core dysfunctional beliefs originated and how these ideas have a current impact on the clients specific schema (Dattilio, 2002). CTs goal is to provide symptom relief, assist clients in resolving their most pressing problems, and teach clients relapse prevention strategies (Corey, 2009). I especially like the relapse prevention strategies as some people experience anxiety attacks or suicidal thoughts when there are alone. I myself am a victim of anxiety and I have learned through the years to change my train of thought, with the help of CT, when overwhelming thoughts or feelings come about. Emphasis on beliefs, emotions, and behaviours and their interaction. According to Corsini (2011), every psychotherapy method focuses on changes in thinking, feeling and behaving. From my readings in the CT method, increasing attention has been placed on the unconscious, the emotional dimensions, and even existential components of CT treatment (Dattilio, 2002; Safran, 1998). CT perceives psychological problems as stemming form commonplace processes such as faulty thinking, making incorrect inferences on the basis of inadequate or incorrect information, and failing to distinguish between fantasy and reality (Corey, 2009). It is a psychological education model of therapy that puts insight on emphasizing, recognizing and changing negative thoughts and maladaptive beliefs (Corey, 2009). CT is based on the theoretical rationale that the way people feel and behave is determined by how they perceive

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and structure their experience (Corey, 2009). Weishaar (1993) gives three theoretical assumptions in regards to CT: internal communication is accessible to introspection; beliefs have highly personal meaning; and, these meanings can be discovered by the client rather than being taught or interpreted by the counselor. CTs basic theory holds that to understand the nature of an emotional episode or disturbance, it is essential to focus on the cognitive content of an individuals reaction to the upsetting event or stream of thoughts (DeRubeis & Beck, 1988). The ultimate goal is to change the way clients think by using their automatic thoughts to reach the core schemata and begin to introduce the idea of schema restructuring by encouraging clients to gather and weigh the evidence in support of their beliefs (Corey, 2009). Change process including resistance. Awareness is the first necessary step for change. Changing the way clients think can only be done by themselves. If a person resists, the next steps could target problematic beliefs before any action is chosen (Wong, 2010). Changing the way you think is not done easily. I thought that I would never change the way I felt and thought about. I didnt really believe that I was able to change before I went to therapy and I felt strongly on the notion that people cant change. After going to a series of therapy to treat my anxiety, I realized that change could occur after all; all I needed was a little push from my counselor. She helped me figure out what my beliefs were at the time and it was up to me if I wanted to change them or not. CT fosters change in clients beliefs by treating beliefs as testable hypotheses to be examined through behavioural experiments jointly agreed upon by the client and therapist (Beck & Weishaar, 2011). The client ultimately decides whether to reject, modify, or maintain all personal beliefs, being well aware of their emotional and behavioral consequences (Beck & Weishaar,

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2011). Emotions play a big role in CT, because learning is enhanced when emotions are triggered (Corey, 2009). Cognitive change occurs at several levels: voluntary thoughts, automatic thoughts, underlying assumptions, and core beliefs. These thoughts at different levels intercede between an event or stimulus and the individuals emotional and behavioral reactions (Beck & Weishaar 2011). I find it imperative to consider all the above-mentioned levels of change because in order to fully change, a client needs to go through these levels and accept them for what they are. By denying one of them, this could lead to resistance in change. With my own experience as it pertains to anxiety, I knew deep down that my thoughts would not go away on their own, but I kept hoping that they would. I ignored the fact I needed help, even thought I knew I needed it. In retrospect, I was not committed to getting better. It was more like practice, until I was ready to fully commit to the game, for I soon found out that without fully committing, there would be no change. Interventions. One of the primary interventions with CT is to address the clients dysfunctional cognitive interpretations and to modify them (Leahy, 2002). Throughout the therapeutic process the faulty cognitions are identified, challenged and modified. According to Beck, Rush, et al. (1979) CT is designed to teach clients to monitor their negative, automatic thoughts; to recognize the connections among cognition, affect, and behavior; to examine the evidence for and against distorted automatic thoughts; to substitute more reality-oriented interpretations for these biased cognitions; and, to learn to identify and alter the beliefs that predispose them to distort their experiences. The main techniques used in CT focus on establishment of the therapeutic relationship, behavioral change strategies, cognitive restructuring, the modification of core beliefs

Running head: PERSONAL POSITION PAPER and schemas, and the prevention of relapse and recurrence (Beck & Dozois, 2011).

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Cognitive and behavioral techniques are both used in CT as a means for intervention to reach the desired goal (Beck & Weishaar 2011). Techniques are chosen in regards to the clients level of functioning and on the particular symptoms and problems presented (Beck & Weishaar 2011). An interesting technique used for intervention in CT is called decatastrophizing, also known as the what if technique (Beck & Emery, 1995), which helps patients prepare for feared consequences. This technique helps decrease avoidance and help to identify problem-solving strategies (Beck & Weishaar 2011). Reattribution is another technique that test automatic thoughts and assumptions by considering alternative causes of events (Beck & Weishaar 2011). With the help of reality testing and appropriate assignment, this technique becomes very helpful in times where clients feel like they are the major cause of the event. (Leahy, 2002). Redefining is a technique used to mobilize a patient who believes a problem to be beyond personal control. It may include making it more concrete and specific and stating it in terms of the patients own behavior (Beck & Weishaar 2011). For example, Burns (1985) recommend that lonely people who think that no one pays attention to them need to redefine the problem as lonely people need to reach out to other people and be caring. Another intervention method in CT is decentering. It is used foremost in the treatment of anxious patients who wrongly believe they are the focus of everyones attention. It works by doing some behavioral experiments designed to test the clients beliefs by examining the logic behind the conviction that others would stare at them and be able to read their minds (Beck & Weishaar 2011).

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Behavioral techniques are another aspect of CT that help modify automatic thoughts and assumptions by employing behavioral experiments designed to challenge specific maladaptive beliefs and promote new learning (Beck & Weishaar 2011). They are used to encourage cognitive change by expanding clients response repertories, by relaxing them, by making them active, by preparing them to avoid situations, or by exposing them to feared stimuli (Corey, 2009). The above mentioned CT interventions are some techniques that I feel will be very useful to me as a school psychologist to address students with anxiety, depression, or other types of disorders. As a teacher for the past 8 years and current vice principal, most students that I have worked with that were experiencing emotional, behavioral, or social problems were often associated with depression, anxiety disorder, or eating disorder. This is why I feel that CT will be a great added benefit to my skills as a school psychologist, as it is known as a empirically supported evidence-based practice and it has wide-ranging techniques and interventions to a variety of clinical and nonclinical problems (Beck & Weishaar 2011). Success. To me, success is wanting to better yourself by learning new things at any age. It is being able to face your problems and seek the best ways to deal with them. It is about always trying and never giving up. Furthermore, success is an end goal that makes you happy and proud of who you are. In the usual course of CT, clients experience both successes and setbacks (Beck & Weishaar 2011). Clients are reminded that setbacks are normal and give them the opportunity to practice new skills (Corey, 2009). In my life, I have had many successes due to the fact that I would not give up when faced with a problem. After giving preterm birth to my second child, Luke, at 26 weeks gestation,

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something inside me changed. I became very anxious all of the time and worried a lot about the what ifs. I had a hard time going to the store or going for a walk without thinking about worstcase scenarios. For example, what if I get in an accident? or what if someone tries to take one of my children? CT has helped me overcome those fears and made my life more enjoyable. As a resource teacher and vice principal, I work with a lot of children with internalizing problems. I feel that, as a future school psychologist, CT is a great therapy to learn and utilize with those students, as it is very focus based and straightforward. Also, the fact that it is time limited is also an added bonus in a school setting, as I feel that it makes it meaningful for the students being treated, as the ultimate goal if for them to become their own therapists. Contextual Factors CTs success is not only through its strong empirical support for its theoretical framework and efficacy for a range of clinical disorders (Beck & Weishaar, 2011). It is also very effective for clients with different levels of income, education, and background (Persons, Burns, & Perloff, 1988). What I really like and appreciate about CT is its understanding of the clients beliefs, values, and attitudes (Beck & Weishaar, 2011). Cognitive therapist are trained to understand different types of cultural contexts, as they focus on whether these beliefs are adaptive for the client, and whether they pose difficulties or lead to dysfunctional behavior (Beck & Weishaar, 2011). In cases where a persons belief may be changing due to cultural assimilation, CT may help these types of clients to think flexibly in order to reconcile their beliefs with constraints in the environment or empower them to find solutions (Beck & Weishaar, 2011). Another great aspect of CT is that it has been translated into more than a dozen languages with organizations worldwide. For me this is very important, as my first language is French and

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there are many times where services are not offered in my native tongue, due to lack of funding, which makes things more difficult. The fact that I can learn this theory in the comfort of my first language is very appealing. Lastly, CT is used for individuals, couples, family, and groups. It can be applied alone or in combination with pharmacotherapy in different types of setting for inpatients and outpatients (Beck & Weishaar, 2011). I really like having these options, as some clients would benefit more from family therapy or group, depending on the persons beliefs and problem at hand. Reflection Weaknesses of my personal theory In looking at CT and researching all of its aspects, I noticed some limitations or weaknesses to this theory. In some extreme cases of anxiety, depression, and panic attacks cognitive deficits produce perceptual errors as well as faulty interpretations; therefore, inadequate cognitive processing may interfere with the clients use of coping abilities and interpersonal skills (Beck & Weishaar, 2011). Furthermore, lasting change is unlikely to work without the modification of a persons underlying core beliefs (Beck & Weishaar, 2011). Work with depressed clients demonstrated that desired cognitive changes do not always follow changes in behavior, so it is important that cognitive changes are demonstrated and not assumed (Corey, 2009). In some cases, like bipolar affective disorder, psychotic depression, and the treatment of other psychoses, CT is not recommended. Good use of CT requires adequate reality testing, good concentration and sufficient memory functions (Corsini & Wedding, 2011, p. 295) and therefore is not as ideal for individuals that do not present with these strengths. But overall, I think that in most psychotherapy cases, CT offers a pretty good guide to understanding and treating a wide variety of phenomena. Why am I Drawn to This Theory?

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I am drawn to this theory for many reasons. It has helped my youngest sister deal with her generalized anxiety disorder, and it has helped me cope with the preterm birth of my second child and the anxiety that comes with raising four children. Furthermore, it has made me see life in a different way, and made me strong minded enough to help me balance a full-time job, four children, and a Masters degree. I love how this theory helps clients become their own therapist! That is such a great feature, as most people with anxiety disorders, depression, and others dont always have access to their counselor when needed. Moreover, it is cost effective and therapy is not ongoing. Im the kind of person that likes to know where things are headed and how long it will take; therefore, CT is in line with my natural way of thinking and my lack of patience. As a vice principal and resource teacher, I see CT as being a great therapy to utilize in a school setting. The length of the sessions is reasonable and the homework implication is agreed upon with the client (student). I also find that CT allows the counselor a sense of security, by knowing the approach is valid and dependable. Furthermore, CT is a learning theory that is specific and goal orientated and stands a great chance of being the most popular or widely used form of therapy in the near future (Beck & Weishaar, 2011). As a future school psychologist, I feel that this type of therapy will be very beneficial to students. Most of them that I have worked with for the past 8 years have suffered from some form of anxiety, depression, and eating disorder and CT is known to be very effective in those types of disorders (Freeman & Dattilio, 1992). Closing In this personal position paper, I have attempted to outline a view of human nature, the healthy and unhealthy types of functioning, and a view of change that can occur in nature in CT. I have also expressed the reasons why I feel drawn to this theory and how I plan to utilize it as an

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effective therapy. There are benefits and disadvantages to CT, but overall, there is sound, reliable empirical research supporting its theoretical framework (Beck & Weishaar, 2011). It is an affordable therapy that can truly make a difference in a persons life. CT is essentially committed to understanding individuals in the most dignified, respectful and validating way possible (Corey, 2009). CT works with individuals, families and groups. The approach can be used to help anyone irrespective of ability, culture, race, gender or sexual preference (Beck & Weishaar, 2011). As a future school psychologist, I will not want to just give a diagnosis to students, I will also want be able to utilize or recommend proper treatment in order to truly make a difference in their lives. I feel that CT will allow me to be effective in treating clients with diverse psychological disorders and be successful at it since I will have had the opportunity to experience both sides of the therapy: as a client and as a counselor.

References Alford, B. A. & Beck, A. T. (1997). The integrative power of cognitive therapy. New York: Guilford Press. Beck, A.T. (2005). The current state of cognitive therapy: A 40-year retrospective. Archives of General Psychiatry. 62(9), 953-959. Beck, A. T. & Dozois, D. J. A. (2011). Cognitive therapy: Current status and future directions. Annual Review of Medicine, 62, 397-409. Beck, A. T., Rush, A. J. Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression. New York: Guilford Press. Beck, A. T. & Emery, G. (1985). Anxiety disorders and phobias: A cognitive perspective. New

Running head: PERSONAL POSITION PAPER York: Basic Books.

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Beck, A.T. & Weishaar, M.E. (2011). Cognitive therapy. In Corsini, R.J., & Wedding, D. (Eds.), Current Psychotherapies, 9th Ed. (pp. 276-309). Belmont, CA: Brooks/Cole. Beck, J., & Tompkins, M. (2007). Cognitive therapy. In Kazantzis, N., & LLAbate, L. (Eds.), Handbook of Homework Assignments in Psychotherapy: Research, Practice and Prevention. (pp. 51-63). doi: 10.1007/978-0-387-29681-4 Clark, D.A., Beck, A.T., & Alford, B.A. (1999) Scientific Foundations of Cognitive Theory and Therapy of Depression. Retrieved from http://books.google.ca/books Corey, G. (2009). Theory and practice of counseling and psychotherapy. Belmont, CA: Brooks/Cole. Corsini, R. J. (2008). Introduction. In R. J. Corsini & D. Wedding (Eds.), Current Psychotherapies. Reading, MA: Addison-Wesley. Dattilio, F. M. (2002). Cognitive-behaviorism comes of age: Grounding symptomatic treatment in an existential approach. The Psychotherapy Networker, 26(1), 75-78. DeRubeis, R. J. & Beck, A. T. (1988). Cognitive therapy.In K. S. Dobson (Ed.), Handbook of cognitive therapies (pp. 273-306). New York: Guilford Press. Freeman, A., & Dattilio, R. M. (1992). Comprehensive casebook of cognitive therapy. New York: Plenum Press. Leahy, R. L. (2002) Cognitive therapy: Current problems and future directions. In Leahy, R. L., & Dowd, E. T (Eds.), Clinical advances in cognitive psychotherapy: Theory and application (pp. 418-434). New York: Springer. Kelly, G. (1955). The psychology of personal constructs. New York: Morton. Nature of Theory. (2010). Lesson 1 Resource, CAAP 601, University of Calgary.

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Persons, J. B., Burns, D. D. & Perloff, J. M. (1988). Predictors of dropout and outcome in cognitive therapy for depression in a private practice setting. Cognitive Therapy and Research, 12, 557-575. Safran, J. D. (1998). Widening the scope of cognitive therapy. Northvale, N.J.: Jason Aronson.