Content Area I: Psychological Therapies
Topic: Which Treatment is Best? Myers Module: 52 Activity Type: Handout sheet and answers from website Description: This is an activity from John Sular’s website. The instructions are below on the handout. When “I” is used Dr. Sular is referring to himself: http://www- usr.rider.edu/~suler/whichtx.html.
The activity can be modified to an online discussion in which students choose or are assigned a certain number of scenarios, give their answer and use information from the textbook to back up HOW they came up with their answers.
Assessment: The activity is the assessment. Notes: f2f, can be modified to an online discussion. TICE Goals: 1b, 1c, 3b, 4b
Which Treatment is Best? For this exercise, I divide students up into small groups and give them the following two handouts. For each of the people described in the first handout, the group is to discuss and choose which mental health treatment from the second handout would probably be best for that person and his/her particular problem.
(handout 1)
The People and Their Problems Joan can't understand why she feels down and despondent. Just last week she was feeling so wonderful that she decided to quit her job so she could leave for the Himalayas. She just knew she could climb Mt. Everest.
Tom's friends say he has a drinking problem. He said he can stop whenever he wants, but secretly he doubts it. Is booze slowly destroying his life?
Melissa is unable to sleep, has lost 15 lbs, and cannot concentrate on her studies. She is beginning to feel worthless and suicidal.
Barry believes everyone in the hospital is plotting to kill him. He has already punched two nurses, stabbed his psychiatrist in the leg with a fork, and tried to jump out the window. Despite his many drug treatments, he is getting more psychotic and violent. Everyone is afraid of him. Archie is such a perfectionist that it drives others and himself crazy. He always hears himself thinking, "It has to be perfect or it is no good! YOU should always be the best or you are no good!"
Anna has this recurring dream about a prince who is searching for her, but she is being held captive by an evil witch. Sometimes it is so scary it wakes her up. The dream started on the anniversary of her father's death. What does it mean? Does it have something to do with her feeling anxious lately?
Susan realizes she just has to get over this fear of flying as soon as possible! When she gets the promotion, she will have to travel often.
Lyle is bored and unsatisfied with his life. He has his health, a good job, friends, and a happy family - so why does he feel so unfulfilled? Why does he feel something is missing?
Martha says, "Joe is a lazy slob! All is does is lay around, drink beer, and watch the games. He doesn't pay any attention to me or help around the house." Joe says, "Martha is such a bitch! Nag, nag, nag!"
Sharon has problems relating to other people. She really wants to know what she does wrong. She really wants to know what other people think of her.
Willy says he feels so nervous and "hyped-up" that he can't even sit still to talk about what's bothering him - in fact it's sometimes even difficult to talk at all without blocking or stumbling over his words.
Harry believes he is the Emperor of Rome because a voice in his lawnmower told him so.
Mr. and Mrs. Smith can't stop complaining about their little Johnny. "He won't listen to us, he fights at school, and he's wetting his bed. Why can't he be a good kid like his big brother?"
Sam keeps sinking deeper and deeper into depression. He won't take his pills. He doesn't talk or respond to anything. He just lies there all day and stares off into space.
(handout 2)
The Treatments I. Somatic (biological) Treatments
A. Drugs ("psychopharmacology")
1. Antipsychotic drugs ..... (major tranquilizers - e.g., the phenothiazines, such as thorazine) 2. Antidepressant drugs ..... (e.g., tricyclics like elavil; MAO inhibitors) 3. Anti-anxiety drugs ..... (minor tranquilizers: benzodiazipines like valium; barbiturates 4. Mood swing drugs (e.g., lithium)
B. Psychosurgery, e.g., the frontal lobotomy C. Electro-convulsive treatment ("ECT")
II. Individual Psychotherapy
A. Psychoanalytic therapy B. Humanistic/Existential Therapy C. Cognitve Therapy D. Behavioral Therapy E. Child therapy
Note: the distinction between "insight" and "action" therapies Note: most therapists describe themselves as "eclectic"
III. Couples/Marital Therapy
(couples/marital may be based on psychoanalytic, humanistic, cognitive, or behavioral theories, or combinations thereof)
IV. Group Approaches
A. Group therapy B. Family therapy C. Self help groups
* For the exercise: When you select a treatment, specify whether it is A, B, C, etc. If you select drugs as a treatment, specify 1, 2, 3, or 4.
Suggested answers:
Joan (mood swing drug) Tom (self help group, AA) Melissa (anti-depressant, perhaps ECT) Barry (psychosurgery?) Archie (cognitive therapy) Anna (psychoanalysis) Susan (behavior therapy) Lyle (humanistic/existential therapy) Martha and Joe (marital therapy) Sharon (group therapy) Willy (anti-anxiety drug) Harry (anti-psychotic drug) The Smiths (family therapy & child therapy) Sam (ECT)
Topic: Therapy and Treatment lecture slides (Eric Amsel) Myers Module: 52 Activity Type: Powerpoint slides (must be added in Canvas). Description: Powerpoint slides (titled, “Eric Treatment,” found on the Therapy page on Canvas) can be used in conjunction with activities or in lecture Assessment: Quiz/Examination (using Myers’ test bank or other questions): Make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f and online. Source, Eric Amsel (WSU) TICE Goals: 1b, 1c, 3b, 4b
Topic: John Suler’s website Myers Module: 52 Activity Type: Website Description: There are many activities on this website. Any of the activities can be modified to an online discussion by having students choose or assign them a certain number of scenarios and discuss HOW they came up with their answers. John Suler’s website: http://www- usr.rider.edu/~suler/inclassex.html#psychotherapy Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f, can be modified to an online discussion. Source: John Suler http://www- usr.rider.edu/~suler/inclassex.html#psychotherapy TICE Goals: 1b, 1c, 3b, 4b
Topic: Psychoanalysis Myers Module: 52 Activity Type: Website Description: Website has descriptions of different psychotherapy approaches http://www.apa.org/topics/therapy/psychotherapy-approaches.aspx f2f lecture or individual assignment with accompanying online discussion: Choose one psychotherapy approach to explain and discuss why you chose this one. What did you like/dislike about the approach? How can learning about this approach help you in your day to day life? Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f, can be modified to an online discussion. Source: Karen Kwan (SLCC). TICE Goals: 1b, 1c, 3b, 4b
Topic: Freud’s Psychoanalysis. Myers Module: 52 Activity Type: Small group in class activity Description: Break the class into groups and have them come up with an example of what Freud would have to say during his treatment of the following individual in each of the following: psychoanalysis, free association, interpretation, dream analysis, transference, and resistance.
Cheryl has been overly anxious for the past few months. She has had four boyfriends and has had a sexual relationship with all of them. She became extremely upset with the breakup of each boyfriend. Her parents have become very worried about her and have sent her to see Dr. Freud for therapy.
Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f, Source: Source: From Instructor Resources for King, L. A. (2010). Experience Psychology. McGraw Hill: New York. TICE Goals: 1b, 1c, 3a, 4b
Topic: Rogerian Therapy Myers Module: 52 Activity Type: video Description: Students to watch a video (7 minutes)of Carl Rogers explaining his approach to therapy at the following site: http://www.viddler.com/explore/digizen/videos/14/ Ask student’s opinions concerning Rogerian therapy and if they could offer unconditional positive regard to a client – why or why not? Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f, can be modified to an online discussion. Source: Lauren Fowler (WSU). TICE Goals: 1b, 1c, 4b, 6a
Topic: Behavior Therapies. Myers Module: 52 Activity Type: in class discussion Description: Ask the students to choose a phobia and then explain how systematic desensitization would be used in treating that phobia. The students will learn through experience how the steps in systematic desensitization work. Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f, can be modified to an online discussion. Source: Lauren Fowler (WSU). TICE Goals: 1b, 1c, 4b
Topic: Cognitive Therapies Myers Module: 52 Activity Type: Activity handout Description: Use “Activity Handout 13.2: Using REBT and Beck’s Cognitive Therapy” as a way for students to figure out for themselves how they would treat an individual having a poor self-image because of an anxiety-provoking situation in their lives. The students will read various scenarios of individuals being upset with themselves over something they did. The students are to pretend that they are the therapist and treat the individual using either REBT or Beck’s Cognitive Therapy.
Activity Handout 13.2
Using REBT and Beck’s Cognitive Therapy Read the scenarios below of individuals who are upset about something that has happened in their life. After reading each scenario, describe how you would treat the individual with either REBT or Beck’s Cognitive Therapy.
1. Susan is upset because she got a B in her physics class. She is planning to go to medical school and now thinks that with this B she won’t gain acceptance into any medical schools. Treatment:
2. Mrs. Lohman had a very busy day and came home a little later than she had planned. Her husband and children will be home in 45 minutes, and they want a hot three-course dinner every night. She knows she doesn’t have time to prepare everything for dinner and is now afraid her husband will be irate with her and be in danger of divorcing her. Treatment:
3. Christine was driving home from school when a car ran a stop sign and slammed right into her. The front of her car was completely smashed in. The other driver got out and apologized and took full responsibility. Christine was still extremely upset, because she thought her parents were going to be very angry with her and never let her drive again, even though it wasn’t her fault. Treatment: 4. Justin and his very serious girlfriend just broke up. He is very distraught and can’t find the energy to get out of bed. He has missed four days of work so far and hasn’t showered or shaved or even gotten dressed. He loved her so much and knows he will never find another girl like her again. He is determined to remain alone for the rest of his life. Treatment:
Activity Handout 13.2 Answers
Using REBT and Beck’s Cognitive Therapy
Read the scenarios below of individuals who are upset about something that has happened in their life. After reading each scenario, describe how you would treat the individual with either REBT or Beck’s Cognitive Therapy.
1. Susan is upset because she got a B in her physics class. She is planning to go to medical school and now thinks that because she got a B she won’t get accepted into any medical schools. TREATMENT: REBT: rationally examine the self-defeating beliefs
Beck’s Cognitive Therapy: make connections between patterns of thinking and emotional responses and keep records of thoughts
2. Mrs. Lohman had a very busy day and got home a little later that she had planned. Her husband and children will be home in 45 minutes and they want a hot 3-course dinner every night. She knows she doesn’t have time to get everything prepared for dinner and is now afraid her husband will be irate with her and will probably divorce her. TREATMENT: REBT: rationally examine the self-defeating beliefs
Beck’s Cognitive Therapy: make connections between patterns of thinking and emotional responses and keep records of thoughts
3. Christine was driving home from school when a car ran a stop sign and slammed right into her. The front of her car was completing smashed in. The other driver got out and apologized and took full responsibility. Christine was so upset, because she thought her parents were going to be very angry with her and never let her drive again, even though it wasn’t her fault. TREATMENT: REBT: rationally examine the self-defeating beliefs
Beck’s Cognitive Therapy: make connections between patterns of thinking and emotional responses and keep records of thoughts
4. Justin and his very serious girlfriend just broke up. He is very distraught and can’t find the energy to get out of bed. He has missed four days of work so far and hasn’t showered or shaved or even gotten dressed. He loved her so much and knows he will never find another girl like her again. He is determined to be alone for the rest of his life. TREATMENT: REBT: rationally examine the self-defeating beliefs
Beck’s Cognitive Therapy: make connections between patterns of thinking and emotional responses and keep records of thoughts
Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f, can be modified to an online discussion. Source: From Instructor Resources for King, L. A. (2010). Experience Psychology. McGraw Hill: New York. TICE Goals: 1b, 1c, 4b
Topic: Cognitive Therapies Myers Module: 52 Activity Type: In class activity Description: Instruct students to write down the last circumstance that upset them. Next, have them list the kinds of thoughts they were thinking concerning the incident. If the thoughts were negative, ask them to change them to make them more realistic or positive. Finally, ask students to determine if they believe their thoughts can make them miserable and why or why not. Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: Source, Lauren Fowler (WSU) TICE Goals: 1b, 1c, 3b, 4b, 6a, 6b Notes: f2f, can be modified to an online discussion
Topic: Group and Family Therapies
Myers Module: 52 Activity Type: Website Description: There are many activities on this website. Any of the activities can be modified to an online discussion by having students choose or assign them a certain number of scenarios and discuss HOW they came up with their answers. Several activities/exercises from John Sular’s website: http://www- usr.rider.edu/~suler/inclassex.html#groupdynamics Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f, can be modified to an online discussion. Source: John Sular http://www- usr.rider.edu/~suler/inclassex.html#groupdynamics TICE Goals: 1b, 1c, 3b, 4b
Topic: Group and Family Therapies Myers Module: 52 Activity Type: Activity handout Description: Use “Activity Handout 13.3: Which Family Therapy Technique Is It?” The goal of this activity is for students to identify the various family therapy techniques discussed in this chapter. Have the students follow the directions: Read the scenarios below and identify which form of family therapy would be most appropriate. Say how you as the therapist would treat the individuals. Activity Handout 13.3
Which Family Therapy Technique Is It? Read the scenarios below and identify which form of family therapy would be most appropriate. Say how you as the therapist would treat the individuals.
Mr. and Mrs. Smith have been having trouble with their teenage daughter. The daughter never seems to do her chores and throws a tantrum when she isn’t allowed to go out with her friends to an unsupervised party. The daughter is constantly yelling at her parents and telling them they aren’t fair and that she hates them. The therapist listens to the daughter’s complaints and says he understands what she is saying. The therapist tells the daughter that it must be difficult not to be allowed to go over to her friends’ house for a party.
Family Therapy:
Mrs. Johnson is tired of her son threatening her when he doesn’t want to listen to her ask him to do something. She is frustrated because he sleeps until noon and then gets up and makes breakfast, leaving a mess in the kitchen, then just sits around most of the afternoon watching TV and snacking on junk food. She repeatedly asks him to clean up his messes and to help out around the house. He just yells at her, says cleaning up is her job, and if she doesn’t stop nagging him he is going to knock her around. She finally resorts to taking the family to a therapist. The therapist asks Mr. Johnson if he does any disciplining toward the son, but he answers that he is away at work all day and doesn’t want to deal with it when he gets home. The therapist suggests that Mr. Johnson help with the son. She also suggests that maybe one or two nights a weekMr. and Mrs. Johnson go out to dinner by themselves and maybe to a movie to spend some quality time together.
Family Therapy:
Mr. and Mrs. Gomez, who have three small children, find that lately they have been arguing over everything concerning their children. They argue about when the children should go to bed, what foods they should eat, and what TV shows they should watch. They finally break down and go see a therapist. The children argue that their parents are too rigid and just invoke the rules. The therapist asks the parents about their relationship with each other. Mr. and Mrs. Gomez insist that their relationship is fine, that the children are the problem.
Family Therapy:
James has been missing a lot of school in the past two months. Both his mother and father work full-time jobs and leave the house before he does in the morning and get home after him in the evening. They weren’t even aware of his delinquency until the school called the father at work to say that if James missed any more classes he wouldn’t pass the school year and would have to repeat his grade again next year. The parents feel James is out of control and are at their wit’s end. They all go into family therapy. The therapist tries to explain that what is occurring is not only James’s fault but is a family problem. He asks each parent if there is anything that could have been done differently in their parenting to change the problem.
Family Therapy:
Activity Handout 13.3 Answers
Which Family Therapy Technique Is It?
Read the scenarios below and identify which family therapy would be most appropriate and how you as the therapist would treat the individuals.
Mr. and Mrs. Smith have been having trouble with their teenage daughter. The daughter never seems to do her chores and throws a tantrum when she isn’t allowed to go out with her friends to an unsupervised party. The daughter is constantly yelling at her parents and telling them they aren’t fair and that she hates them. The therapist listens to the daughter’s complaints and says he understands what she is saying. The therapist tells the daughter that it sure must be difficult not to be allowed to go over to her friend’s house for a party.
FAMILY THERAPY: validation
Mrs. Johnson is tired of her son threatening her when he doesn’t want to listen to her ask him to do something. She gets so frustrated because he sleeps until noon and then gets up and makes breakfast and leaves a mess in the kitchen and then sits around most of the afternoon watching TV and snacking on junk food. She repeatedly asks him to clean up his messes and to help out around the house. He just yells at her and says it is her job and that if she doesn’t stop nagging him he is going to knock her around. She is so fed that the family goes to a therapist. The therapist asks Mr. Johnson if he does any disciplining toward the son and he answers that he is away at work all day and doesn’t want to deal with it when he gets home. The therapist suggests that Mr. Johnson help with the son. She also suggests that maybe one or two nights a week, they (Mr. and Mrs. Johnson) could go out to dinner by themselves and maybe to a movie to spend some quality time together.
FAMILY THERAPY: structural
Mr. and Mrs. Gomez have three small children and find that lately they are arguing over everything concerning their children. They argue about when the children should go to bed, what foods they should eat, and what TV shows they should watch. They finally break down and go to see a therapist. The children argue that their parents are accommodating and just instill the rules. The therapist asks the parents about their relationship with each other. Mr. and Mrs. Gomez insist their relationship is fine, but they argue about the children and the children are the problem.
FAMILY THERAPY: detriangulation
James has been missing a lot of school in the past two months. Both his mother and father work full-time jobs and leave the house before he does in the morning and get home after him in the evening. They weren’t even aware of his delinquency until the school called the father at work the other day to say that if James missed any more classes he wouldn’t pass the school year and would have to repeat the same grade again next year. The parents feel as though James is out of control and are at their wit’s end. They all go into family therapy. The therapist tries to explain that what is occurring is not only James’ fault, but it is a “family” problem. She asks each parent if there is anything they could have done differently in their parenting to change the problem.
FAMILY THERAPY: reframing
Assessment: The activity itself can be the assessment, but if using quiz/Examination (using Myers’ test bank or other questions), make sure to ask content. Notes: f2f, can be completed online. Source: From Instructor Resources for King, L. A. (2010). Experience Psychology. McGraw Hill: New York. TICE Goals: 1b, 1c
Topic: Group Therapy. Myers Module: 52 Activity Type: Small group activity Description: Ask each group to imagine that they are sitting in the eating-disorder ward conference room of a hospital. They are there to take part in group therapy for anorexia nervosa. They should discuss as a group how the six attractive features about group therapy that this chapter discusses would come into play in their therapy group. Assessment: Quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Break the class into groups. Notes: f2f. Source: Lauren Fowler (WSU). TICE Goals: 1b, 1c, 3b, 4b
Topic: Self-Help Support Groups. Myers Module: 52 Activity Type: Out of class activity Description: Have the students go to a local self-help support group such as AA, NA, or another. The students should see if they can ask some questions or interview the leader after the meeting. After the meeting, the students should write a one- to two-page paper summarizing the meeting and say how it ties into the information discussed in this chapter on self-help support groups. The students should gain more knowledge about self-help support groups by actually going to a meeting to see how it is run and what information is covered at the meetings. Assessment: Quiz/Examination (using Myers’ test bank or other questions), make sure to ask content, methodology, critical thinking, application, values, and personal application questions. Notes: f2f or online. Source: Lauren Fowler (WSU). TICE Goals: 1b, 1c, 4b, 4c