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Cognitive Behavioral Approach to Counseling

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This research examines the development of the cognitive-behavioral approach to counseling. The research will establish a knowledge base for this approach by setting forth the historical and cultural context in which the discipline emerged as a counseling specialty and describe its evolution from metaphysical discourse to psychological praxis, showing the impact that its techniques and applications have had on the field of counseling. As well, the research will cite principal theoretical and practical features of cognitive-behavioral counseling, with a view toward clarifying how this particular mode of counseling fits into the larger picture of counseling and assessing its utility and value.

While undoubtedly every modern approach to counseling, including the cognitive-behavioral approach, owes a debt to Freudian theory, theories of cognitive and behavioral capacity have been present in pre-Freudian philosophical discourse and remain relevant to current practitioner discourse as well. Cognitive theory is linked to questions of the source of human consciousness, which has long been an issue of metaphysical discourse. Descartes is the source one of the most famous articulations of cognition (cogito ergo sum; I think, therefore I am/exist). The Cartesian view of human consciousness merges with his view of tangible reality, with existence being a property solely of the mind: I am therefore precisely nothing but a thinking thing; that is, a mind . . . or reason . . . a

. . .
based on the client's psychological situation and career attitudes, and an analysis of the client's values, which are then made career-congruent. At that point counselor and client confer with each other to explore career options and make decisions. Follow-up entails evaluating the client's learning performance in counseling and assisting with job searches (Zunker, 2002, pp. 114-117). Synthesis Ways in which cognitive-behavioral counseling has been applied show that one of its chief components is the rapport that develops, or ought to develop, between client and counselor. The cognitive-behavioral model anticipates a high level of cooperation between the expert system and its object of scrutiny, which tends to emphasize the mental process whereby client buy-in to expert suggestion may take place. That process, indeed, seems in the background of whatever content may emerge in the counseling setting. In a broad sense, the client can be said to learn from the counseling experience. Transformation of how one thinks becomes just as critical to making behavioral changes a part of the person's fundamental makeup as undertaking behavioral change based on (say) reward or punishment stimuli. Obviously the intent of a behaviorist interve
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Some common words found in the essay are:
Analysis Cognitive-behavioral, Rawlins Spencer, Martire Stephens, White-Means Hong, Davis Gimenez, Evaluation Zentall, Application Despite, Geriatrics Society, Teel Pendleton, Comprehension Cognitive-behavioral, aging parents, cognitive-behavioral counseling, caring aging, caring aging parents, cognitive theory, health care, support resources, rawlins spencer, cognitive-behavior counseling, aging parent, basic beliefs, martire stephens 2003, white-means hong 2001, external world hand, world hand ability,
Approximate Word count = 6346
Approximate Pages = 25 (250 words per page)

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