Different counselors use diverse counseling theories when handling their clients. This paper discuses the use of Cognitive behavior theory (CBT), reality theory, and result based focus theory and their application to different clients especially to adolescents. The first theory of counseling used in the provided video is the solution-focused theory. The method of counseling relies on the belief that clients need to have counseling approaches that help them solve future problems. According to Mathew (1997), solution based therapy aims to aid the client to develop effective solutions to future problems. The theory also uses the premise that small changes will eventually lead to better and bigger changes that will help the clients solve future problems as they arise. During solution-focused therapy process, the client chooses the results that they would like to achieve while the counselor acts as the collaborator and the moderator of the session. The method also works by clearly defining the problem and working on the future occurrence of this problem. In the process of the therapy, the solution focused theory aims to help the clients achieve the desired results through behavior change (Franklin, Biever, Moore, Clemons, & Scamardo, 2015) .
On the other hand, cognitive behavior therapy (CBT) relies on the creation of effective mental health through managing different behaviors. Olasove, Elizabeth, Patricia, and David (2000) state that cognitive behavior therapy utilizes different techniques to help the clients manage their behaviors. According to this study, the counselor can rely on techniques of CBT such as exposure therapy (EX), systematic desensitization, stress inoculation training, cognitive processing therapy, cognitive therapy, assertiveness training, biofeedback and relaxation training, as well as combination approaches. The study indicates that of all these approaches, the most effective technique is the exposure therapy. Similarly, the authors report that counselor can use CBT technique with clients of different age groups. On the same note, the therapy provides the counselor with the opportunity to use smaller groups, families, and individuals during the counseling session with the aim of getting better results.
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Studies report that William Glasser developed the reality therapy . On the same note, Robert Wubbolding has provided an extensive discussion of the approach in counseling. Studies reveal that the process is also referred to as choice or control theory. Reality therapy relies on the assumption that behavior is an adjustment that people acquire when there is conflict between the desired outcomes and their current states of being. In this way, the clients or the person will have to make a choice and take a direction that they think will get them to their desired goal. A research study by Fedewa and Prout (2015) states that the essence of reality therapy is to make it possible for the individual to accept responsibility for their chosen behavior; hence, generating happiness and success in their quest to find answers.
The author states that the most important aspect about reality therapy is the involvement of the client during the sessions. On the same note, Glasser proposed that it takes effective control of one’s life, emotions, and behaviors to lead a happy and fulfilled life. One important technique of reality therapy is control theory. In this case, the author expects the clients to take control of their behavior hence determine the outcome of the reality therapy session. The reality therapy assumes four basic needs that children must satisfy to achieve fulfillment. The book states that if these needs are not fulfilled, then the children will develop stress, tensions, and suffering. The author states that these needs include food, shelter, safety, and psychological needs.
The ability of the child to fulfill these needs makes it possible for them to develop effective behaviors that will help them in facing the realities in life. Reality therapy also requires the person or the client to face real life situations such as diseases and other factors that affect people in real life. While at it, the person should be able to develop effective behaviors that will help the overcome any negative effects brought about by the realistic situation. Reality therapy is shown to work well with students of school going age as well as with family members; it helps them develop effective and lasting solutions to their problems.
The similarities between CBT, solution-focused and reality therapies are that the three methods rely on modifying the behaviors of the client to help them achieve their desired goals. On the same note, the three approaches use different techniques that fit the needs of individual clients. Studies show that CBT is important because it gives counselors the opportunity to use group, family, or individual therapy in helping the clients. On the other hand, solution bade theory helps the person to focus on future results unlike reality and CBT theories that enable clients to focus on current and future outcomes (Glasser, 1964) . Unlike reality and solution-focused therapies, cognitive behavioral therapy considers the mental health of the client. This is an important factor because mental health directly affects the chosen behavior as well as the outcome of the counseling session. Another relationship that the three therapies share in common is that they are client centered. In all the three therapies, studies show that the involvement of the client is vital.
Solution focused therapy has a weakness of focusing on the future while avoiding current conditions that might have an impact on the future behavior (Franklin, Biever, Moore, Clemons, & Scamardo, 2015) . Reality therapy is important because it focuses on solutions, building from the problem at hand. It is also an effective method for helping families, individuals, and groups to find better solution to their current problems. One weakness of the approach is that in relies heavily on the choices made by the client. Therefore, if the client does not make a choice, then the counselor will find it difficult to move on with the session. Solution focused therapy is desirable in that it is client centered. However, this approach poses a weakness in the therapist wince they have to listen to the client. This means that the client’s decision is final and the therapist has no major say on the choices and decisions made by the client.
The best method to use in handling adolescents with substance use problem is cognitive behavior therapy. Studies show that adolescents who engage in substance use also suffer from other conditions such as stress anxiety depression, social and other psychological issues (Osalove, Elizabeth, Patricia, & David, 2000) . Therefore, using cognitive behavioral therapy as a psychotherapy approach will enable the counselor to identify additional problems that the adolescent suffer from. The counselor will be able to help the adolescent to deal with these issues effectively as they aim to find solution to the issue of drug problem.
Similarly, CBT is important because it makes it possible for the therapist to choose one or a combination of techniques to help the adolescent solve his or her drug addiction problem. Similarly, cognitive behavioral therapy will enable the adolescent to find appropriate methods of dealing with his or her behavior to live a better life (William & Kevin, 1986) . Using CBT is important because studies have shown that is effective in providing solutions to family group and individual problems. On the same note, the method is shown to work well when clients go through the exposure therapy that exposes them to the kinds of lives they will live after the session is over. Exposure therapy is important in providing the client with the true type of outcomes they should expect. Therefore, CBT will be effective in helping the adolescent because it targets the mental health and helps the client to adopt new behavioral changes that will help in eradicating dependence on substances.
Another effective approach for helping the adolescent would be reality therapy. Reality therapy would be appropriate in helping the adolescent to overcome substance use because it makes it possible for the client to make a choice for his or her desired behavior (Grant, 1967) . By making the client to focus on the actions, thoughts, and behavior that led to the development of the current problem, the therapy helps the client to choose the right path that leads to an effective solution. On the same note, reality therapy would be important because it will provide room for the client to come up with the expected solutions to these problems. In so doing the client will, not feel obliged to take any solutions recommended by the counselor (Fedewa & Prout, 2015) .
Another important aspect about reality therapy is that it makes it possible for the client to understand that they will take responsibility for their choices and actions (Glasser, 1964) . The therapy will give the client a chance to develop effective solutions to their problems. Similarly, during the session, the adolescent will understand that she is responsible for the path she chooses and will not have to blame anyone for failures should they occur. The knowledge of the fact that they will take responsibility for their choices will enable adolescent to make the best choices that will help them develop the desired behaviors (Fedewa & Prout, 2015) .
References
Fedewa, A., & Prout, H. T. (2015). Counseling and Psychotherapy with Children and Adolescents: Theory and Practice for School and Clinical Settings. New York: John Wiley & Sons.
Franklin, C., Biever, J., Moore, K., Clemons, D., & Scamardo, M. (2015). he Effectiveness of Solution-Focused Therapy With Children in a School Setting. Journal os Social Work. Vol 8.Issue No 3 , 8-14.
Glasser, W. (1964). Reality Therapy A Realistic Approach to the Young Offender. Journal od Crime and Delinquency. Vol 10, Issue No. 2 , 135-144.
Grant, S. (1967). Reality Therapy. Journal of psychology , p1-6.
Mathew, S. (1997). Solution-focused therapy with children: Harnessing family strengths for systemic change. New York : Guilford Press.
Osalove, R., Elizabeth, M., Patricia, R., & David, F. (2000). Cognitive-behavioral therapy. New York: Guilford Press.
William, R., & Kevin, C. (1986). A comparison of cognitive-behavioral therapy and relaxation training for the treatment of depression in adolescents. Journal of Consulting and Clinical Psychology. Vol 54. issue No. 5 , 653-660.
