Cognitive Behavioural Therapy (CBT) in School Counselling: Addressing Adolescent "Shoulds"
Introduction to CBT in School Counselling
Cognitive Behavioural Therapy (CBT) is a widely accepted and effective approach in school counselling, particularly when working with adolescent students. CBT's focus on identifying and challenging unhelpful thought patterns and behaviours makes it an invaluable tool in supporting young people's brain health and wellbeing. As school counsellors, we recognise the unique challenges that adolescents face, from academic pressures to social dynamics and evolving sense of self. By incorporating CBT principles into our practice, we can empower students to develop healthier coping mechanisms and a more balanced perspective on the issues they encounter.
Addressing "Shoulds" in Adolescent Thinking
One of the key cognitive distortions that often arises in adolescent clients (also in adults!) is the tendency toward "shoulds" – rigid, perfectionistic beliefs about how they or others "should" behave. These "shoulds" can place immense pressure on young people, leading to feelings of inadequacy, anxiety, and frustration when reality fails to meet their standards.
Consider the example of a 16-year-old student, Olivia, who is struggling with her academic performance. Olivia may hold the belief that "I should be getting straight A's in all my subjects." This "should" statement reflects an unrealistic expectation that she is placing upon herself, which can quickly spiral into self-criticism and a sense of failure when she inevitably falls short of this unattainable goal.
As a school counsellor, our role is to gently challenge these "shoulds" and guide Olivia toward a more balanced and flexible perspective. We might ask her, "Where did this idea that you 'should' be getting straight A's come from? Is it a realistic expectation, or is it putting unnecessary pressure on you?" By encouraging Olivia to examine the origins and validity of her "shoulds," we can help her recognise the unhelpful nature of these rigid beliefs and explore alternative, more compassionate ways of thinking.
Strategies for Addressing "Shoulds"
1. Socratic Questioning:
What evidence do you have that you 'should' be getting straight A's?
How helpful is it to think in terms of 'shoulds' when it comes to your academic performance?
What would happen if you didn't get straight A's? How catastrophic would that be?
Are there any other ways you could think about your academic goals that might be more realistic and less pressurising?
2. Cognitive Restructuring:
Help Olivia identify the specific "should" statements she is telling herself and examine their validity.
Encourage her to reframe these thoughts in a more flexible and self-compassionate way, such as: "I would like to do my best in my studies, but it's unrealistic to expect perfection from myself."
3. Behavioural Experiments:
Suggest that Olivia experiments with setting more achievable academic goals and observes the impact on her stress levels and overall wellbeing.
Support her in creating a study plan that focuses on progress and effort, rather than solely on grades.
By incorporating these strategies into our school counselling sessions, we can empower adolescent clients like Olivia to navigate the "shoulds" that often plague their thinking, ultimately fostering greater resilience and wellbeing, which might translate to a healthier outlook on the future.