Theories Paper II

Running head: A CRITIQUE OF COGNITIVE THEORY 1
Cognitive Theory and its Application in the School Setting:

A Critique from a Multicultural and Social Justice Paradigm
Lyndsey G. Hepworth
Seattle University

A CRITIQUE OF COGNITIVE THEORY

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Abstract
This paper discusses cognitive theory (CT), its application in the school setting, and its deficits
when looking at traditional CT through a multicultural and social justice lens. Specifically, it
will discuss a) the nature of people, b) key concepts of CT, c) the goals of CT, d) the ideal
therapeutic relationship, e) the techniques used in CT and f) an overall critique from a traditional
CT lens, multicultural lens, and social justice advocacy lens. It concludes that a theory that
perfectly aligns with my philosophy of counseling emphasizes social context (multiculturalism),
takes an advocacy stance (social justice), and includes the traditional cognitive theory, as
thoughts are our stream of consciousness and are embedded in all that we feel and do.
Keywords: cognitive theory, multicultural counseling, social justice counseling


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Cognitive Theory and its Application in the School Setting:
A Critique from a Multicultural and Social Justice Paradigm
After Freuds classic psychoanalysis theory, or the first force in counseling, came
cognitive-behavioral approaches in the second force. Albert Ellis established the foundation of
cognitive therapy with his rational emotive behavior therapy (REBT), and in the 1960s Aaron
Beck enhanced the model of cognitive theory with his research and writing. Beck stated that, in
the broadest sense, cognitive therapy consists of all the approaches that alleviate psychological
distress through the medium of correcting faulty conceptions and self-signals (Beck, 1976, p.
214). I have chosen to orient myself with Becks cognitive theory because of its strong, well-
established structure, broad application, and because I believe that all types of psychological
dysfunctions include maladaptive thought processes. It is our thoughts that change our feelings,
which produce our behavior. This model traditionally focuses solely on the clients internal
thought process and lacks inclusion of multicultural and social justice aspects. External forces
such as culture and environment can play a role in dysfunction, and in that dysfunction, cognitive
theory assumes there will be faulty thought processes that, when addressed, can help alleviate
some of the distress caused by these external forces. As the fourth and fifth forces in
counseling, respectively, multiculturalism and social justice stand as counseling theories on their
own. Both of these theories include biological components, psychological components, social
components, and the fifth force includes advocacy components. Cognitive theory traditionally
lacks inclusion of social and advocacy components, but this paper seeks to understand the
relationship these three theories can have together, while critiquing cognitive theory as a stand-
alone theory.

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This paper will discuss cognitive theory (CT) in more depth, its application in the school
setting, and its deficits when looking at traditional CT through a multicultural and social justice
lens. Specifically, it will discuss a) the nature of people, b) key concepts of CT, c) the goals of
CT, d) the ideal therapeutic relationship, and e) the techniques used in CT. Each of these
sections will include the traditional way of practicing CT and also a critique of each section from
a multicultural and social justice paradigm. In conclusion, I will discuss f) the overall strengths
and limitations of CT, g) strengths and limitations of CT through a multicultural perspective, and
h) strengths and weaknesses in the context of counseling for social justice.
Assumptions of the Nature of People
Traditional Paradigm
All thought-focused treatment systems believe that thoughts come first and then feelings
and behaviors. As humans we have a constant flow of thoughts that cannot be turned off; this
has been termed our stream of consciousness (Seligman & Reichenberg, 2010). Through our
stream of consciousness people can develop adaptive or maladaptive thought processes.
Counselors assume that most people entering into counseling are seeking to improve their mood
and want to be self-accepting. Cognitive theorists believe this can happen through correcting
faulty thought processes. As a theory that is a phenomenological in nature, counselors consider
each client to be an individual and have their own worldview. Rather than discussing how
clients feel about a situation, counselors focus on the meaning that people give to experiences
through the way they think about them (Seligman & Reichenberg, 2010, p. 272). In addition to
thoughts, counselors take a holistic view of the nature of people and seek to understand their
clients feelings, behaviors, and background when appropriate (Seligman & Reichenberg, 2010).
Multicultural Paradigm

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Cognitive theorists assumptions about the nature of people fits closely with the
multicultural perspective on the nature of people. From this perspective people are treated as
unique individuals whom have their own worldview. Clients worldviews are created by two
independent psychological orientations, locus of control and locus of responsibility. Each
orientation has an internal and external dimension; either putting the locus of control and
responsibility on the individual or the system (Sue & Sue, 2008). This formation of a worldview
fits nicely with the social justice paradigm, as it recognizes the impact the greater system can put
on the individual.
Social Justice Paradigm
The nature of people and the formation of their worldview puts emphasis on social
systems, letting the client know that their problems may not originate from something in
themselves, but from other forces. The social justice paradigm recognizes that the nature of all
people is to be interdependent and be a part of a greater system. While individuals come from
their own worldview, they are unknowingly or knowingly coming from the micro, individual
perspective with inevitabilities and pressures from the greater community and public forces.
While I am focusing on the nature of people within greater systems, Ponzo (1974) brings
light to the nature of systems. He found it useful to use one-on-one counseling techniques and
apply them to larger systems to create greater change. Basic principles such as warmth,
congruence, and empathic understanding can be used when advocating at the larger system as
systems are usually unafraid of forces that help them feel good (Ponzo, 1974, p. 31). With
these strategies there will be less push back and open the door for greater change. This
observation on the nature of systems can help restore individuals mood quicker and their
definition of the nature of self.

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Key Concepts of Cognitive Theory
Three key concepts of traditional cognitive theory include 1) psychological dysfunction
stems from maladaptive cognitions 2) there are four different levels of cognitions, and 3) that
realistically evaluating and modifying maladaptive thinking will lead to an improvement in mood
and behavior.
The concept that psychological dysfunction stems from faulty thought processes is the
foundation of cognitive theory. Cognitive theorists believe that all problems stem from or are
perpetuated from faulty thinking about the situation. Whether a problem is created solely
because of internal thought processes or because something in the environment has turned on
irrational ways of thinking, there is undoubtedly a process of thought occurring.
There are four levels of thoughts, also known as cognitions. These levels of cognition
include automatic thoughts, intermediate beliefs, core beliefs, and schemas. In developmentally
appropriate terms, useful when working with younger students, automatic thoughts are thoughts
that constantly flow through our minds, such as the thought, I wish recess was longer. For this
student the situation may be that her spelling test is nearing so she thinks to herself I wish recess
was longer to prolong taking the test. This automatic thought mediates between her given
situation and the emotions she feels. Intermediate beliefs show extreme attitudes that shape your
automatic thoughts, such as I hate spelling. Her attitude of hate towards spelling shows itself
in her automatic thoughts. Core beliefs are main ideas about ourselves, such as I am a bad
speller. This is a negative core belief that can be termed a helpless core belief. Schemas are
cognitive structures within the mind that encompass the core beliefs (Seligman &
Reichenberg, 2010, p. 276). The way she views herself, the world, and her future have specific

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schemas that can be activated by certain events and stimuli. Maladaptive schemas lead to faulty
automatic thoughts, intermediate beliefs, and core beliefs, which ultimately lead to psychological
dysfunction.
The third concept is that maladaptive cognitions, at all levels, can be changed. The basic
process of change for anyone in CT is cognitive restructuring, or identifying faulty cognitions
and changing them to adaptive, more realistic thoughts. Cognition is defined as that function
that involves inferences about ones experiences and about the occurrence and control of future
events (Alford & Beck, 1997, p. 14). The key to this definition is control of future events;
helping your client to identify, evaluate, and modify their dysfunctional thoughts and beliefs can
stop future dysfunctional emotions and behaviors. Cognitive restructuring is possible, but when
working with younger children in the school setting they will require a more simplified
explanation of cognitive restructuring. Clinicians usually begin by introducing the rationale of
CT, the basic techniques of CT, and provide many simplified examples and terminology for
children. The steps can be learned by rote and then applied in everyday situations so that the
child is able to handle her anxiety without the aid of the therapist (Rapee, Wignall, Hudson, &
Schniering, 2000, p. 61). For example instead of realistic thinking I could use calm thinking
and explain that when you are faced with a situation you can have different types of thoughts.
The key to this concept is that the counselor works closely with the client to help identify and
restructure their cognitions through a wealth of techniques and strategies.
The three key concepts listed above can easily be incorporated with multicultural
counseling. Instead of solely thinking about changing the individuals thoughts you should also
consider their worldview, including their culture and ethnic background. Perhaps a client is

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presenting depressive symptoms because they are torn between their wants and their familys
wants for post secondary plans. In this scenario changing the clients thought system to align
with one want so their depressive symptoms are lessened is unethical and will only work in the
present. When working with a client from a collectivistic culture it would be important to take a
holistic approach to understanding your client before helping change only their thought system.
Traditional cognitive theory is phenomenologically based and the counselor should
consider all aspects of the individuals life. It is important to note a view of multicultural
counseling that does not direct attention toward the racial/ethnic minority groups within that
culture is but an attempt to eliminate any focus on the pluralistic nature of that culture
(Pederson, 1991, p. 70). This individual approach is helpful when working with diverse
clientele; the client and counselor work together to identify cognitive distortions at the four
levels and the counselor will not impose the stereotypical behaviors of that clients culture onto
them. This system views differences within a culture simply as individual differences (Pederson,
1991). Traditional cognitive theory is incomplete when viewed through a multicultural lens,
because it does not explore how the clients culture affects their thought process, but this can be
incorporated seamlessly by employing individual multicultural counseling.
All of our clients needs cannot be met through direct one-on-one counseling and
individual multicultural counseling; advocating on behalf of clients and with clients is necessary.
The key concepts can be shifted from an internal perspective of 1) you need to change the
maladaptive thoughts you have developed, 2) you need to address your faulty thought process at
all four levels and 3) your mood can improve by changing your thought process to an external
perspective of 1) my thoughts have developed because my environment, 2) my schemas are

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rooted in societal pressures and oppression, and 3) I can improve my mood by viewing the world
as a system and that there are multiple forces acting on me. Clients reap benefits when their
counselors are willing to recognize both their strengths and their environmentally rooted
vulnerabilities (Ratts, Toporek, & Lewis, 2010, p. 242). Even if clients become strong from
one-on-one counseling, they still need advocates to break down environmental barriers. The
concept of individual multicultural counseling and advocating can be aligned nicely with the
traditional cognitive theorys key concepts and will prove more beneficial to students than using
CT as a stand alone therapeutic approach.
Goals of Cognitive Theory
In cognitive theory there are basic goals of the theory and also goals that the client and
counselor determine. The overall goal of cognitive therapy is to help people recognize and
correct errors in their information-processing systems (Seligman & Reichenberg, 2010, p. 277).
The specific goals for the student depends on their presenting issue, but in general goals are
realistic, attainable, and measurable. Clinicians will generally start a goal list with students as
early as their first session since patients must have a clear idea of what they are working toward
in therapy in order to keep their treatment on track and improve their motivation (Beck, 2005, p.
128). Two ways to set a goal, among many others, are through questioning and imagery. The
counselor may ask, What changes would you like to make? or use imagery, similar to the
solution-focused miracle question, and ask the client to describe a scene where they are feeling
significantly better. How the client and counselor set goals is based off the client and how they
are reacting in session. In this theory it is essential for the client to have clear goals and it is also
essential for the counselor to implement the essential goal of cognitive therapy.

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In multicultural counseling there are three specific goals the counselor should strive for.
The first is becoming aware of your own values, biases, beliefs, worldview and so on. Secondly,
the counselor strives to understand the worldview of his or her client, as every persons
worldview is different and complex. Lastly, the counselor must always be developing new
culturally sensitive strategies and practicing them (Sue, Arredondo, & McDavis, 1992). It is
important to realize these three goals stress the fact that becoming culturally skilled is an active
practice, that is ongoing, and that it is a process that never reaches an end point (Sue et al.,
1992, p. 481). Traditional CT goals are attainable and measurable while these goals are on going
and cannot be measured. As a team, counselor and student can come up with goals that model
traditional CT and individually every counselor should employ these multicultural goals when
working with students.
Goals at the advocacy level include reaching all of your students, helping them establish
adaptive thought processes whether they are due to internal or external reasons, and helping to
break down the root of the injustices at the macro level. These items will be something I am
constantly working on and towards for all of my students. A goal that is often overlooked is to
resist letting harsh comments affect your work, as advocacy at all levels requires working to
change something that is generally attached to the status quo (Ratts et al., 2010, p. 115). In the
school counseling profession we are often the first people in the school to see kids hurting
because of injustices and it is our job to become a change agent and advocate for them. Being
the first person to see it and act on it will create pushback from administration and teachers. It is

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a personal advocacy goal to resist letting their comments affect me and to help them realize the
necessity of my work.
It is important to follow the ACA Advocacy Competencies and the ASCA National
Model when working in the school setting (ASCA, 2005). The Advocacy Competencies closely
align with the ASCAs themes of leadership, advocacy, collaboration and teaming, and
systemic change (Ratts, DeKruyf, & Chen-Hayes, 2007, p. 91). Following the ASCA National
Model and implementing school guidance curriculum and system support will help prevent
repetition in one-on-one counseling and interventions. It is a goal and duty to follow these
models and not fall into administrative duties or solely direct counseling with students. To
incorporate all of these concepts into cognitive theory I could provide a guidance unit on
bullying and discuss the way they think of others, the thought process behind why some bully,
and work to change the misconceptions they had. This would be a process that would reach
many, hopefully improve school climate and break down some school level barriers, while
building rapport with the students.
Therapeutic Relationship in Cognitive Theory
Similar to many counseling theories the therapeutic alliance in CT is a collaborative one
where clinician and client work as partners. When working in the school setting I can talk to
younger students about being teammates in their treatment and discuss the therapeutic
relationship in terms of teamwork (Friedberg & McClure, 2002, p. 34). For treatment outcome
it is extremely important to develop a strong therapeutic alliance. In the beginning your client is
a stranger who willingly shares their pains and life problems with you. They will most likely
stop coming to counseling sessions if they do not feel there is trust or a connection established.

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It is essential to gain their trust and create a safe environment for collaborative exploration.
Cognitive therapy embraces the notion that the therapy relationship reflects a collaborative
balance between therapist and clients, as do I (Friedberg & McClure, 2002, p. 34).
The role of the counselor is to be warm, empathetic, a role model, and teacher.
Cognitive therapists strive to be nonjudgmental; they do not tell people that their thinking is
irrational or argue with them about the merits of their thoughts (Seligman & Reichenberg, 2010,
p. 278). I think that being nonjudgmental is very important and can help achieve a stronger
therapeutic relationship. If the client thinks their therapist is judging them, he or she will most
likely not return to counseling. In addition to these traits the therapist applying cognitive
therapy is continuously active and deliberately interacting with the patient (Friedberg &
McClure, 2002, p. 34). Cognitive therapy is a guided discovery where both client and counselor
are active. The client plays a key role in their treatment success; they have to be active and
participate in homework between sessions if they expect to see change. Each student is unique
and tailoring your techniques is essential for client progress.
A cognitive culturally skilled therapist would be all of the above characteristics and
possess knowledge and specific information about the culture of the client. If they client is a part
of a minority group it would be useful to understand minority identity development models such
as The Racial/Cultural Identity Development model (R/CID) or the Minority Identity
Development model (MID) (Sue & Sue, 2008). The counselor would also understand how race,
culture, ethnicity, and so forth may affect personality formation, vocational choices, and
manifestation of psychological disorders (Sue et al., 1992, p. 482). The counselor should lastly
have an understanding of sociopolitical barriers their client or student may be facing. These

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items resemble skills that counselors should possess rather than the relationship a counselor
should have with a client.
The relationship between counselor and client can look different ways when advocating
depending on what is the best way to serve your client. The ACA Advocacy Competencies
(2010) provides a grid that identifies different ways and levels that counselors and anyone can
use when advocating. There are two dimensions, acting on behalf of the client or acting with the
client and the level of intervention, including the microlevel, mesolevel, and macrolevel. The
advocacy therapeutic relationship can be either working with the client or working on behalf of
the client. Some examples and domains on this grid when working with the client include
client/student empowerment, community collaboration, and public information. When acting on
behalf of the student this includes client/student advocacy, systems advocacy, and social/political
advocacy (Ratts et al., 2010). In the school setting it is important to recognize the close
environment and what ways of advocating are appropriate. It is also important to realize
instances where you have dual relationships with students; it will be impossible to never have a
dual relationship in the school, but it is important to recognize this and only allow it if it wont
impede your counseling relationship and their improvement.
Techniques of Counseling
Cognitive therapy is a structured approach that utilizes many inventories, including the
Beck Depression Inventory (BDI) and the Beck Anxiety Inventory (BAI). This theory relies
heavily on the Diagnostic and Statistical Manual of Mental Disorders (DSM) and uses several
specific techniques for intervention (Seligman & Reichenberg, 2010). Most techniques are

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aimed at changing cognitions. Cognitive restructuring teaches students how to identify,
evaluate, and change self-defeating, irrational thoughts that can negatively influence behavior
(Stone & Dahir, 2012, p. 45). Some of these techniques include thought-stopping, self-talk,
mental and emotional imagery, and cognitive rehearsal (Seligman & Reichenberg, 2010).
In the school setting common techniques include collaborative problem solving, thought
records, thought bubbles, guided discovery, the Three Cs, coping cards, and the reverse role
play (Creed, Reisweber, & Beck, 2011, p. 57). Drawing thought bubbles is an effective way for
younger children to understand and see how thoughts work. Often times when the clinician is
describing CT and cognitive restructuring, they will draw a stick figure with a thought bubble,
describe a scenario, and then ask the client what they may be thinking and to record it in the
thought bubble. This simplifies the thought process and is very useful when describing CT and
when looking to find your clients automatic thoughts. The Three Cs is an approach used to
help students work through their maladaptive thinking patterns. When using the Three Cs you
will be asking [the student] to identify the thought that came before [his or her] emotion
(catching), reflect on how accurate and useful the thought is (checking), and then change the
thought to a more helpful or accurate one as needed (changing) (Creed et al., 2011, p. 71).
Once the student understands the Three Cs, catching, checking, and changing, you can assign
homework to practice this technique out of session. Homework or activities to be completed in-
between sessions is a necessary component of CT that promotes skills acquisition and its
application in real-world contexts. Homework should be developed together and used
strategically. The closer the assignment is to the presenting issue, the more likely the assignment
will be completed and the more meaningful it will be to the student.

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Similar to homework in traditional CT, a counselor can give clients or students the
ADDRESSING model presented by Hays (2008) to complete either by themselves or in session.
This exercise would allow the client to understand more fully their privilege or their lack there
of. ADDRESSING stands for Age and generational influences, Developmental disabilities,
Disabilities acquired later in life, Religious and spiritual orientation, Ethnic and racial identity,
Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender
(Hays, 2008). I would only give this to a client after we have been seeing each other for a while
and if I think some of their presenting issues are due to society and being oppressed. Prior to this
assignment I would consider where they would be on an identity model and determine if this
assignment would be beneficial to the client or detrimental.
A technique that is not as emotional pressing as completing the ADDRESSING model is
the reattribution technique. This technique is from traditional cognitive theory but can be a way
of practicing social justice counseling. Reattribution helps people recognize that factors outside
of themselves might be the cause of their difficulties, thereby reducing their self-blame
(Seligman & Reichenberg, 2010, p. 244). This technique would be used when working with the
student at the microlevel. Another helpful approach to advocacy counseling in the school setting
is conducting a needs assessment and figuring out where the deepest problem areas lie and where
your efforts need to be. For example after a needs assessment you notice multiple students feel
uncomfortable or unsafe at the school because of their sexual identity and school climate, so you
decide to take action. You could provide guidance units, staff trainings, and start a Gay Straight
Alliance Club with a student advocate. These efforts of advocating with and on behalf of the

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students will hopefully improve school climate and make students feel more comfortable and
safe at school.
Critique of Cognitive Theory
Strengths and Limitations of the Traditional Cognitive Theory
One reason I have chosen to orient myself with this theory is because of its applicability
in the school setting. This approach is time-limited, empowering, is phenomenological in nature,
and elicits rapid symptom reduction. It uses straightforward, concrete tools that produce
measurable results (K. Lee, personal communication, February 13
th
, 2012). Having a maximum
of 20-30 minutes with a student is not enough time to use classic psychoanalysis or any other
theory that emphasizes background. As a future school counselor I need a method that is direct,
fast, and produces positive change. Although sessions run short, practicing CT in the school
setting offers some immediate advantages even before the first session with your client. School
clinicians can observe a students interactions with peers and staff, and they can get valuable
information about grades, homework, classroom behavior, and other important academic issues
(Creed et al., 2011, p. 122). This information can provide some context and save time, but
should be explored more thoroughly with the student for accuracy.
At first I thought one limitation of this theory would be its application to all students,
especially students with learning disabilities that may have maladaptive thinking out of their
control. After reviewing an article entitled Assessment of Cognitive Therapy Skills for People
with Learning Disabilities, I found that people with learning disabilities are able to report
thoughts that accurately mediate between the scenario and the stated emotion (Dagnan, Mellor,
& Jefferson, 2009, p. 30). This article provides some evidence that some students with learning
disabilities are appropriate candidates for CT and can benefit from its use. It is however always

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important to question does the problem that this person presents with and their willingness and
interests in engaging in therapy fit with the opportunities offered by cognitive therapy? (Dagnan
et al., 2009, p. 25).
Overall, some limitations of this theory include being too direct, an unbalanced power
differential between client and counselor, appropriateness for certain presenting problems, and
the band-aid effect, or failing to address the real underlying problem. People seeking
unstructured, long-term treatment that focuses on development of insight and exploration of
background may view this therapy as ill suited to their needs (Seligman & Reichenberg, 2010,
p. 288). The counselor is focused in the present and moving forward, so there may be a weak
therapeutic alliance and the counselor may come off as being critical and holding the power.
Becks CT is however less harsh than Ellis REBT concerning power differentials and
determining if the clients thoughts are irrational or rational and labeling them as so. Cognitive
theory is well received by most people because it is clear and logical and not intrusive
(Seligman & Reichenberg, 2010, p. 289).
Strengths and Limitations from a Multicultural Paradigm
This theory has many strengths when working with multicultural populations. It is a
phenomenological approach that considers the client to be the expert of his or her own life,
ultimately allowing the counselor to gain insight to their worldview. It focuses on present
thoughts so there is not a high need for disclosure of past or feelings. For cultures that generally
do not have high disclosure of emotions this approach may be suitable for them. The strong
structure also appeals to certain populations. Cognitive therapy is appropriate for people
throughout the developmental lifespan since it has shown to be an effective treatment with
children, adolescents, and adults and for most of the major Axis I disorders, particularly

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depression, PTSD, and anxiety disorders (Seligman & Reichenberg, 2010, p. 284). The most
common concerns presented for treatment in counseling are depression and anxiety and many
people can alleviate their symptoms with CT.
A multicultural limitation is that the counselor may have a strong Western worldview of
the nature of people and may unknowingly be culturally encapsulated, ignoring how the clients
culture may be affecting them. Since CT traditionally does not include multicultural counseling
this item may never have to be addressed which can be impeding or detrimental to client
progress. The techniques and interventions used in CT ignore the socio-cultural context of the
client (M. Ratts, personal communication, March 5
th
, 2012). Historically marginalized groups
have disproportionately been affected by difficulties, and discounting their experiences,
environment, and culture is of no benefit to the client. In fact, ignoring cultural values and
imposing on the client the Western ideal is inappropriate and can be even more detrimental to the
clients health and dysfunction. An effective counselor will be aware of this tendency and guard
against letting it negatively impact our work and the clients progress. Being aware of this and
incorporating multicultural counseling techniques such as the ADDRESSING model, following
the goals of multicultural counseling, and employing individual multicultural counseling can
help reduce the limitations of traditional cognitive theory.
Strengths and Limitations from a Social Justice Advocacy Paradigm
Cognitive therapy is a Eurocentric theory based on individualism, and historically has
disregarded how culture and environment can affect the client. While there isnt much strength
for the social justice component in traditional CT there are many limitations. The biggest
problem I have with the traditional CT and its fit with social justice is that it focuses only on

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individual change, not systemic change. While it yields measurable, positive results it doesnt
stop the injustices from happening.
Cognitive therapies as well as many other intrapsychic models deemphasize affect,
culture, context, and history (M. Ratts, personal communication, March 5
th
, 2012). In CT
thought processes are disconnected from any sociohistorical context. By helping clients to
develop more adaptive thought processes we may promote conformity to the status quo (K. Lee,
personal communication, February 13
th
, 2012). Also by helping clients develop more adaptive
thoughts we can be victim blaming or unintentionally blaming their internal deficits to explain
maladaptive thoughts, completely disregarding external environmental factors. Prilleltensky
(1994) stated, personal cognitive causation, in the explanation of human behavior, is the
primacy given to individual thought processes that have been conceptually disconnected from the
sociohistorical context (p. 90). Most aspects of our environment are not in our control and by
focusing solely on the clients internal locus of control we are discounting other reasons for
dysfunction. Emotions and behavior are not only the product of internal thought processes, but
of external conditions as well.
Using the ACA Advocacy Competencies and the ASCA National Model to guide practice
will prove helpful for students and when advocating. Using techniques such as the reattribution
technique and helping your client understand that they are interdependent with other systems
including the school, community, and state will help alleviate some of the pressures put on them.
Following the ASCA National Model, conducting needs assessments and adding guidance units
to the curriculum will reach more students and is a way to advocate on the mesolevel. While I
believe CT is a great theory to practice in the school setting, adding multicultural and social
justice perspectives will make CT more powerful, have fewer limitations, and be helpful to

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historically marginalized clientele. Examining how your thoughts were formed and taking into
account the internal and external reasons for such thoughts can help lessen this limitation of the
traditional cognitive theory.
Reflection and Conclusion
While I initially thought I would solely provide a harsh critique of cognitive theory
through a multicultural and social justice lens, while I was writing this paper I thought that it
would be more beneficial if I figured out how these three counseling theories could be
incorporated. Professionals can practice each theory alone, but I think that incorporating all
three will be of more help to my clients. Aaron Beck has created a strong foundational basis of
CT that I will use in future practice, but as a stand-alone theory it is lacking. To make this theory
more useful when working with diverse clientele I think that incorporating Multicultural
counseling is a necessity. This would make clinicians consider each clients culture and how it
may affect their clients thinking. Another component that should be included is counseling for
social justice. Again the biggest social justice problem I have with CT is that it doesnt work to
help stop or help clients recognize the injustices that society imposes on our students. In no way
am I discounting the need for, and helpfulness of, working closely with individual students in
session, but I can see great benefits from advocating for our students with or on their behalf. A
cognitive theory approach that considers how culture and external factors affect your thinking is
a well rounded model that will be of benefit to the client in a bio-psycho-social-advocacy way.
In conclusion, a theory that emphasizes social context (multiculturalism), takes an
advocacy stance (social justice), and includes the traditional cognitive theory will make for a
theory that perfectly aligns with my philosophy of a counseling theory. I believe that any issue
presented in counseling includes some sort of maladaptive thought process, as thoughts are our

21
stream of consciousness and are embedded in all that we feel and do. Whether created because
of internal or external factors, it is our thoughts that elicit our emotions, which change our
behavior. Although I acknowledge that extending CT to include multiculturalism and social
justice will be challenging, I feel the additional benefits to both counselor and client justify the
extra effort.


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Running head: A CRITIQUE OF COGNITIVE THEORY 1

Cognitive Theory and its Application in the School Setting:

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