Research in Cognitive Theory has demonstrated that there is a relationship between how we think about an external "event" or problem and how we feel and react to that problem. For example, if an individual thinks that failure is a sign of personal inadequacy, they will likely become sad, angry, and depressed when they fail. If, on the other hand, this same person were to look at (think about) failure as necessary to learn what's needed to become ultimately successful, they will likely feel no more than temporary frustration. Certainly, the latter perception of failure makes failure much easier to manage.
Likewise, a student can interpret disrespect from a bully as a legitimate sign of their personal worth (take it personally) or think about it as a random insult coming from someone who, on a 1-10 scale of importance, has no importance to their life and therefore should be ignored. Again, the latter perception of disrespect makes disrespect much easier to manage.
Basically, Cognitive Theory tells us that we are what we think, and that reality is a matter of personal perception. If you want to change your reality, and your feelings about it, then change the way you think, change the way you talk to yourself, and change your self-talk. There is substantial research to support this contention and much has been written on specific self-talk intervention techniques (see Appendix A).
Cognitive Theory is especially appropriate for use in educational settings because its emphasis is on developing and changing behavior rather than etiology; the "why" of behavior is less important than "how" it can be changed or modified to result in greater effectiveness and happiness. It's also the easiest for children and young people to understand and practice. Cognitive Theory is based in research, proven effective and simple to understand, and that is why it was chosen as the theoretical model for developing the intervention strategies presented in BeCool: Losing It!