The study examined the effect of Cognitive Restructuring (CR) and Social Skills Training (SST) counselling Techniques on Avoidant Personality Disorder (APD) among Secondary School Students in Kano Metropolis. The study is a quasi experimental design involving pre-test-post-test-control group design. The population of the study consist of Senior Secondary School two Students in Kano Metropolis who exhibited APD. Three male and three female senior secondary schools, making six schools, were selected in Kano Metropolis. A sample of 72 respondents from the six schools, twelve from each school, were sampled and put into 3 experimental groups (CR, SST and control group). Each group consists of 12 male and 12 female students. APD test (DSM-5) was used for data collection in the study. Each treatment group, either CR or SST, received treatment for 12 consecutive weeks (3 minutes a week) counselling sessions. Seven research questions and seven null hypotheses were formulated and the hypotheses were tested at 0.05 alpha levels of significance while Standard Deviation and t-test for independent sample were used to analyze the data collected. Also ANOVA was used on the pre-test results to confirm that there is no difference in the level of APD among the groups. The results indicated that CR Counselling Technique has effects in the reduction of APD (t=8.086, p=0.000). SST Counselling Technique has effects in the reduction of APD (t=8.884, p=0.000). There is no differential effect base on the technique between CR and SST (t=0.617, p=0.540).There is a differential effect base on gender in the CR treatment in favor of male (t=014, p=0.006) while there is no differential effects base on gender in the SST (t=0.309, p=0.760). Base on the findings of the study this research recommend among others; a structured treatment package of the two techniques (CR and SST) used in this study should be used by the school counsellors in conjunction or isolation for the treatment of APD among students. CR and SST counselling techniques could be use in the treatment of APD in both school and clinical settings. CR and SST counseling techniques should be designed and incorporated into national curriculum of secondary schools. And lastly, gender differences of the clients should be considered when structuring and implementing CR counselling techniques in the treatment of APD.