Cognitive Behavioral Theory/Therapy

PP8010 Cognitive Behavioral Theory/Therapy 2008 Spring

INSTRUCTOR: Robin Dorman, PsyD

PHONE: (773) 383-9946

EMAIL: [email protected] REQUIRED TEXTS:

Title Cognitive Theory: Basics & Beyond Author(s) Beck, J.S. Copyright (1995) Publisher New York: Guilford ISBN 0-89862-847-4 Edition

Title Clinical Behavior Therapy Author(s) Goldfried, M.R. & Davidson, G.C Copyright (1994) Publisher Wiley & Sons ISBN Edition 0-471-07633-3

Title Skills Training Manual for Treating Borderline Personality Disorder Author(s) Linehan, M. Copyright (1993) Publisher New York: Guilford Press ISBN 0-89862-034-1. Edition This Course Requires the Purchase of a Course Packet: YES NO Argosy University COURSE SYLLABUS PP8010 Cognitive Behavioral Theory/Therapy 2008 Spring Session I, Mondays 6:00 to 8:45pm

Faculty Information Faculty: Robin Dorman, PsyD Campus: Chicago Contact Information: [email protected] (773) 383-9946 Office Hours: By appointment

Course description This course is a basic theory and intervention course that presents the major concepts and applications of cognitive behavior theories. The curriculum will focus on mastering behavioral and cognitive theory, learning to apply the theory to clinical cases, and introduce interventions. After taking this course, students should feel competent to conduct a CBT focused assessment and conceptualize a clinical case from a CBT perspective.

Course Pre-requisites: None

Required Textbooks Beck, J.S. (1995). Cognitive Theory: Basics & Beyond. New York: Guilford. ISBN: 0- 89862-847-4. Goldfried, M.R. & Davidson, G.C. (1994). Clinical Behavior Therapy. New York. Wiley & Sons. ISBN: 0-471-07633-3. Linehan, M. (1993). Skills Training Manual for Treating Borderline Personality Disorder. New York: Guilford Press. ISBN: 0-89862-034-1.

Recommended Reading Beck, A.T.& Freeman, A. (1990). Cognitive Therapy of Personality Disorders. (2nd Edition). New York: Guilford Press. ISBN: 1-57230-856-7 Beck, A.T., Rush, A.J., Shaw, B.F., & Emery, G (1979). Cognitive Therapy of Depression. New York: Guilford. ISBN: 0-89862-919-5 Burns, D.D. (1999). The Feeling Good Handbook (Revised edition). New York: The Penguin Group. ISBN: 0-45228-132-6 Davis, M., Eshelman, E.R., & McKay, M. (2000). The Relaxation & Stress Reduction Workbook (5th Edition). Oakland: New Harbinger Publications, Inc. ISBN: 1-57224-214-0

CBT Spring 2008 Page 2 Dobson, K.S. (2001). Handbook of Cognitive-Behavioral Therapies (2nd Edition). New York: Guilford Press. ISBN: 1-57230-863-X Dryden, W., DiGiuseppe, R. & Neenan, M. (2003). A Primer on Rational Emotive Behavior Therapy, 2nd Edition. Champaign, Illinois: Research Press. ISBN: 0- 87822-478-5 Friedberg, R.D. & McClure, J.M. (2002). Clinical Practice of Cognitive Therapy with Children and Adolescents: The Nuts and Bolts. New York: Guilford Press. ISBN: 1-57230-723-4 Hays, P.A. & Iwamasa, G.Y. (2006). Culturally Responsive Cognitive-Behavioral Therapy: Assessment, Practice, and Supervision. Washington, DC: American Psychological Association. ISBN: 1-59147-360-8. Mc Goldrick, Giordano & Pearce (2005). Ethnicity and family therapy (3rd Edition). New York: Guilford Press. ISBN: 1-59385-020-4 Miller, W.R., Rollnick, S. & Conforti, K. (2002). Motivational Interviewing: Preparing People for Change (2nd Edition). New York: Guilford Press. ISBN: 1-57230-563-0 Padesky, C. & Greenberger, D. (1995). Mind Over Mood. New York: Guilford Press. ISBN: 0-89862-128-3 Prochaska, J.O., Norcross, J.C. & DiClemente, C.C. (1994). Changing for Good.New York: Avon. ISBN: 0-380-72572-X Segal, Z.V., Williams, J.M.G. & Teasdale, J.D. (2002). Mindfulness Based Cognitive Therapy for Depression. New York: Guilford Press. ISBN: 1-57230-706-4

Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office; Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length: 15 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the

CBT Spring 2008 Page 3 ethical provision of quality services. Specific objectives of the program include the following:  Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients. o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments. o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally. o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.  Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients. o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications. o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients. o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.  Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.  Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.  Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

CBT Spring 2008 Page 4 Course Objectives a. Gain the ability to write a clear, effective behavioral contract. This entails specifying appropriate target behaviors and effective steps to achieve the target behavior. b. Develop an understanding of basic behavioral concepts including schedules of reinforcement as well as reinforcement and punishment paradigms. c. Gain the ability to conduct a behavioral assessment interview including the use of Arnold Lazarus’s BASIC-ID model. d. Develop an understanding of the behavioral approach to the therapeutic relationship. e. Learn the cognitive-behavioral theories of Aaron T. Beck and Albert Ellis. Understand the concept of depressogenic and anxiogenic thoughts. Know the typical thought schemas underlying some personality disorders. f. Understand how gender and cultural factors relate to cognitive-behavioral therapy and be able to integrate at least one culture's (e.g. African American, Asian, disability) behavioral tendencies into a behavioral assessment and treatment plan.

Class Outline Please have all readings done by the day for which they are assigned. The class is designed such that we will be having extended discussions that assume the completion of the readings. This schedule is a guideline and the lecture content will modified as needed to accommodate discussion time.

CBT Spring 2008 Page 5 Date Topics Readings/Assignments 1. 1/7/08 Overview of the course, introduction to CBT, assessment, BASIC ID, stages of change, motivational interviewing 2. 1/14/08 Functional analysis, Goldfried & Davidson 1-4 behavioral contracts, therapeutic relationship 3. 1/21/08 MLK, JR HOLIDAY NO CLASS

4. 1/28/08 Conditioning G&D 10, Beck 1-3

5. 2/4/08 Beck’s CBT, Ellis’ REBT Assigned article (Freeman)

6. 2/11/08 Relaxation training, CBT Beck 13, G&D 5,6 with anxiety disorders Relaxation tape/CD assigned 7. 2/18/08 Continue anxiety disorders, G&D 11, Beck 6,7 Prepare for midterm Relaxation tape/CD due Midterm exam assigned 8. 2/25/08 CBT with depressive Beck 8-10 disorders Midterm exam due Presentation chapter assigned 9. 3/3/08 CBT and depression Beck 11, assigned articles treatment video 10 3/10/08 Cognitive interventions, Beck 12, G&D 7,8 . behavioral interventions, MBCT 11 3/17/08 Culturally responsive CBT In class presentation on . assigned chapter from Hays & Iwamasa 12 3/24/08 Interface issues, treatment Beck 14, 16-17 . planning, homework, obstacles to treatment, relapse prevention, termination 13 3/31/08 Personality disorders Linehan 1, 4-5 .

14 4/7/08 Dialectical Behavior Linehan 7,8 . Therapy

CBT Spring 2008 Page 6 15 4/14/08 Conclusion Final project due .

CBT Spring 2008 Page 7 Grading Criteria Attendance Class attendance is required. Having more than one unexcused absence is ground for an incomplete or course failure. More than one excused absence (planned absence discussed ahead of time with the instructor) or frequent tardiness will negatively affect your participation grade.

Grading There will be a relaxation tape/CD (5%), one midterm exam (30%), a short class presentation on a book chapter (10%), final project (40%), a short in-class application of CBT in the real world (5%), and class participation (10%). Your participation grade will include attendance and quality of participation. Papers must be turned in on time or points will be deducted per late day. Grading of your written work will include writing style, APA style, grammar, and editing. If you are uncertain about APA style or would like assistance to strengthen your writing skills, contact the Argosy Academic Resource Center.

Grading Scale Grading requirements A 100 – 93 A- 92 – 90 B+ 89 – 88 B 87 – 83 B- 82 – 80 C+ 79 – 78 C 77 – 73 Attendance/participation 10% C- 72 – 70 CBT in the Real World 5% D+ 69 – 68 Relaxation tape/CD 5% D 67 – 63 Midterm Exam 30% D- 62 – 60 In class presentation 10% 59 and Final Project 40% F below TOTAL 100%

CBT In The Real World Each student will sign up to present in class an example of cognitive behavioral theory or learning principles in action in the real world. This short presentation will occur at the beginning of each class period.

CBT Spring 2008 Page 8 Midterm Exam The midterm will consist of a clinical case that you will conceptualize from a cognitive behavioral perspective. Details will be discussed when assigned. This is worth 30% of your final grade. Please limit your papers to a maximum of 8 pages, double spaced.

Class Presentation In 2006, Hays and Iwamasa published a book on conducting culturally responsive cognitive behavioral therapy. Each student will be assigned a chapter from the text to summarize in a brief class presentation. Details will be discussed when assigned. This is worth 10% of your final grade.

Final Project The final project for this class will be a treatment project on yourself and a written report about your experience, both as therapist and client. The goal of this project is to deepen your understanding of cognitive behavioral techniques by applying them to yourself. Several kinds of projects are possible. For example: a stress management program, self- control projects in which you try to modify test anxiety, eating, smoking, exercise, nail- biting behavior; an assertiveness training project, contingency management project where others (children or adults that you may contract with) are involved. Choose something manageable given the scope of this project. As part of your approach, you must use a behavioral contract and examine your beliefs. You need to concentrate on all aspects of this project so do not select a behavior that is so emotionally charged that you are distracted. You may use a manual created for your type of behavior modification or you may create the intervention. The intervention should have some basis in clinical literature. Please see me if you have questions about an appropriate topic. You are encouraged to review your topic choice with the instructor before beginning. You must get permission from an instructor to use a client other than yourself (though this is not recommended). This project is worth 40% of your grade and should not be longer than 15 pages of double-spaced text (graphs and references excluded). One purpose of this paper is to help you to get in touch with the complex issues of “resistance to change.” Did you implement your program immediately and diligently? Why or why not? What were the motivational issues involved? How did you work to overcome any problems you had with your initial treatment plan? Your program should involve a serious effort—a minimum of 1 to 1 1/2 hours of homework per week. Measurement techniques may include formal assessment (e.g., the Beck Depression Inventory), SUDS scales (subjective units of distress), or behavioral measures (e.g. counting the number of times an event occurs). Although there is a quantitative element to the paper (i.e. graphing an outcome), we are more interested in the subjective aspect of your experience. What was it like being the client? The therapist to a client like the one you were treating (i.e. you)? How did your gender and cultural background impact the treatment? Did you experience any surprises? How did your experience inform you about the reactions of a typical client? Optionally, you may wish to share the feelings you had towards the person who assigned the original assignment (i.e. the instructor), which is another layer of interface issues.

CBT Spring 2008 Page 9 Library All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,”

CBT Spring 2008 Page 10 (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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