Thinking and acting like a cognitive school counselor.

Parsons, R.D. (2009). Thinking and acting like a cognitive school counselor. New York: Corwin.

Step #1: “Helping students to understand and embrace the thought-feeling connection.”

It can give students hope to realize that by modifying their thoughts they can change their feelings and behaviors. It’s difficult to convince students that thoughts cause feelings. Some strategies.

1. Monsters in the Room: Imagine your little brother in bed at night, it’s dark, and he hears a noise (A) >> he thinks there’s a monster in the closet (B) >> he gets really scare, screams. Now imagine the same situation—it’s dark, your brother’s in bed he hears a noise >> only this time it’s Christmas Eve (A) >> he thinks Santa is on the roof (B) >> How does he feel? (34-37).
2. Charting out A-B-C Model and applying student’s situation
1. Ex: I’m taking the ACT on Saturday (A), I’m anxious, can’t sleep (C), I need to get a good score, if I don’t get a good score I won’t get into college and my life will be horrible (B) >> Chart and then evaluate B--e.g., Would your life really be horrible (38-39).

Step #3: Disputing Dysfunctional Thoughts

1. Catastrophizing >> “Begin to identify the real—the most probable--worst-case scenario. What is the worst thing likely to happen? With this definition of outcome, ways of reducing negative outcome and/or developing a tolerance can be targeted.”
2. Dichotomous Thinking (he’s either all good or all bad) >> have student view situation from the other person’s perspective.
3. Asserting Shoulds and Musts >> invite student to “analyze the impact of replacing shoulds and musts w/ ‘wishes,’ ‘wants,’ and preferences.” Also have them reframe beliefs that others should act in certain ways to “If I made the rules for the world, then others would…” (69)
4. Have student keep thought log
5. Mini-experiment: e.g., Student afraid to ask others to join basketball game, believes they will say no and call him a loser. Counselor: That might happen, but it might not. Experiment: Ask student to play. Make sure experiment is manageable so worst-case scenario is predictable and manageable (77-79).
6. Acting “As If”: encourage students to act “as if,” or “try on” “a new way of thinking, and with it, experience outcomes that support the ‘validity’ of this new, alternative persepctive on self, and/or the world” (83).