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DAVID BURNS’ TEAM CBT THERAPY AS A TOOL FOR EDUCATIONAL COUNSELORS

13 Bar Shalom & Specter, 2021 Volume 5 Issue 3, pp. 13-20 Received: 02nd March 2021 Revised: 18th July 2021, 23rd August 2021 Accepted: 28th September 2021 Date of Publication: 15th November 2021 DOIhttps://doi.org/10.20319/pijtel.2021.53.1320 This paper can be cited as: Bar Shalom, Y. & Specter, A. (2021). David Burns’ TEAM CBT Therapy as A Tool for Educational Counselors. PUPIL: International Journal of Teaching, Education and Learning, 5 (3), 13-20. This work is licensed under the CreativeCommons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.


Introduction
We live in an age in which the evidence on the effectiveness of CBT in treating disorders such as depression, anxiety, and addictions is abundant. Many would argue that the effectiveness of CBT treatments compares with the effectiveness of drug therapy. (Cuijpers, et al., 2013;David, et al., 2008). Taking into account the fact that many children and adolescents have no access to mental health services in the community, it would seem logical to have mental health providers in schools, such as educational counsellors and educational psychologists, learn to use effective CBT protocols for effective interventions. (Joyce-Beaulieu & Sulkowski, 2019). After all, CBT teaches the consultee, the student, that if he or she makes changes in the way that she/he thinks about a certain situation/problem, then meaningful positive behavioural and emotional changes can occur (Graham, 2005). CBT School interventions have also been shown to be effective with minorities and at-risk youth. (Miranda, et al., 2007;Sapp, 1994;Sapp & Farrell, 1995). In a way, the school counsellor utilizing CBT techniques can be seen as a coach who helps the student develop a positive "problem-solving thinking mode" (See Braswell & Kendall 2001).
In this paper, we would like to recommend David Burns' TEAM CBT as an effective tool for School-based interventions that would be carried out by School Educational Counsellors. Dr. David Burns, who is perhaps Aaron Beck's most famous student, helped popularize Cognitive Behavioural Therapy with the publication of Feeling Good, an effective self-help book with many millions of copies being sold internationally in many languages, which has helped many individuals overcome depression and other mood problems and habits. (Burns, 1991) As counsellors' trainers, we have found out that this book and the new "Feeling Great" book (Burns, 2020) can be used as an effective manual for educational counsellors. Both offer the basic theory behind CBT, with "Feeling Great" further introducing TEAM concepts. Educational Counsellors can adapt the techniques to work with children, adolescents, and staff members in the school who encounter problems in diverse life situations. The books are useful because as part of learning, the Counsellors can practice resolving their problems using the books and have a feel on how the techniques would work with their school clients. In addition, educational counsellors can work with CBT manuals designed specifically to work with children (See for example Stallard, 2009).
It is also important to mention, that effective, short-term techniques such as CBT appear as part of the expected competencies that school counsellors should be able to manifest in the training standards of the American School Counsellors Association, which serves as an important reference point for many educational counsellors training programs around the world (ASCA, 2021).

TEAM CBT and Educational/School Counseling
As stated in the previous section, CBT seems to be very effective as a tool to be used by educational counsellors and other therapists in educational settings. However, we would like to propose the idea that TEAM CBT, or TEAM therapy, developed by David Burns at Stanford in the last two decades, is a welcome new addition to the world of psychotherapy in general, and would be also a very efficient addition to the educational counselling profession. What does the TEAM in TEAM CBT stand for?

M -Methods
The TEAM therapy approach, which we had the opportunity of studying directly with Dr.
Burns and other TEAM masters such as Daniel Mintie, Matthew May, Maor Katz, Angela Krumm, Jill Levitt, Rhonda Barovksy, Heather Clague, and many more, is an integrative approach to mental health which increases the therapist's accountability by very accurate measurement (Testing).
Testing in Team uses very accurate scales to measure the client's moods before and after each session. The measurement strongly increases the effectiveness of the therapy, as the therapist can become aware of what exactly changed and did not change during the session, and between sessions. Another scale that we use in TEAM after each session is an evaluation of the session.
In simple words, the client evaluates the therapist on his empathy (or lack of), the helpfulness of the session, and more. Again, in the TEAM model, the therapist takes it upon himself to increase his empathy skills, having the clients being his best teacher.
Empathy scores in the evaluation form are very important for the counsellor/therapist. In TEAM we find it very difficult to advance into agenda-setting or offering the client changes in thinking/feeling/behaviour without first establishing a perfect empathy with the client. The quality of empathy, as Carl Rogers stated, (Rogers, 1975) is a very strong predictor of the success of the therapy.
But empathy can be improved! In TEAM training, the therapists practice the five secrets of effective communication which are: • The Disarming Technique.
• Thought and feeling empathy.
The Disarming Technique is based on a paradoxical law of opposites. Usually, when we are attacked in any relationship (Including in a therapeutic relationship) we tend to defend ourselves. In the disarming technique, we make a strong effort to find the truth in the attack. When this happens, the attacker immediately ceases to believe in the attack. Many therapists find this paradoxical technique the most difficult to grasp, as they must let go of their ego.
Thought and feeling empathy means that the therapist tries to accurately paraphrase the client's words and tries to reflect the feelings that he picks up from the client. ("You are telling me that your uncle took you out of the family business and I imagine that you may be feeling frustrated and angry, am I getting you right?) I feel statements are simply statements that describe the listener's feelings when he hears the other person talk. In TEAM we believe that I feel statements have the potential of making any relationship, including the therapeutic relationship, deeper and more genuine. Affirmations mean all that we find about the other person that is positive and wonderful.
These techniques are very well explained in David Burns' book Feeling Good Together (Burns, 2008). In TEAM therapy training, therapists practice with each other using these techniques, To strengthen their empathy muscles.
In a school counselling setting, empathy skills are very important, as it is useful for the clients in the school setting to have the counsellor create a fast and accurate empathic relationship, to allow brief, yet meaningful, therapeutic interventions.

Agenda Setting in TEAM therapy
Agenda setting is a paradoxical process, done in TEAM therapy after the client feels understood by the therapist (perfect empathywhich is also measured by the therapist). In paradoxical agenda setting, the therapist joins in with the patient in finding all the good reasons not to change. This paradoxical agenda-setting process connects very well to one of the biggest hindrances to the therapeutic processes, which is trying to help. David Burns' position on the importance of having the client ask for help after we explored with him/her all the good reasons not to change, resonates well with Miller and Rollnik's warning on the need to avoid the "righting reflex", the attempt to convince the client that the change is favourable and necessary, which immediately puts the client in an oppositional attitude, arguing against the therapist, who takes the position in favour of the change, for all the good reasons not to change (Burns, 2020, Miller & Rollnick , 2013Mintie & Staples, 2018.

Yehuda's Example
More than a decade ago, I switched from being a researcher of excellent schools in Israel

Summary and Conclusions
To sum up this short article, it seems that the TEAM therapy model, is a humanistic, integrative approach, with a very common-sense design, which may help educational counsellors in providing effective short-term therapy in school settings. It overcomes one of the major problems of CBT in the past, which is not dealing with the patient's resistance. It seems that accurate Testing, Empathy, and especially Agenda Setting (Paradoxical melting away of resistance) are the elements that make the more than 50 methods and techniques effective to help the client in the school setting, whatever his problem may be. School Counselors tend to have a very heavy workload, and these effective techniques can be a useful additional tool to their set of advanced tools. We recommend School Counselors and other therapists in related fields explore and try these techniques in their practice and setting.