“Cognitive Visualization”: Theoretical Construction and Pathway Exploration of Integrating CBT and Thinking Maps in Counselor–student Dialogues in Chinese Universities

Counselor-student dialogues are a vital component of psychological education in universities. However, in practice, these dialogues often lack structural and methodological support, leading to randomness, low efficiency, and limited cognitive change. From a theoretical construction perspective, this paper proposes “Cognitive Visualization” as a new paradigm that integrates the structural strengths of Cognitive Behavioral Therapy (CBT) with the visual and organizational features of Thinking Maps. Grounded in dual coding theory, constructivist learning theory, and the externalization principles of narrative therapy, the study develops a “Four-Stage, Eight-Step” operational model, systematically elaborating its core concepts, procedural framework, and practical essentials. Typical cases are presented to illustrate the model’s logical structure and feasibility. This theoretical framework aims to provide university counselors with a structured, interactive, and operable pathway for conducting effective psychological dialogues. The core contribution of this paper lies in developing the theoretical model and practical framework of Cognitive Visualization in counselor-student dialogue, while future research will further verify and refine the model through empirical testing and digital tool development.