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Course: Psych 339, SF1 Cognitive-Behavioral and Short-Term Models of Counseling

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Course: Psych 339, SF1 Cognitive-Behavioral and Short-Term Models of Counseling Course: Psych 339, SF1 Cognitive-Behavioral and Short-Term Models of Counseling Trimester: Summer 2016 Instructor: Koke Saavedra, Psy.D. Ageno School of Business GOLDEN GATE UNIVERSITY Contact Information Email: [email protected] Telephone: 510-684-9100 Office Hours: Please contact instructor to schedule appointment Class Meets on: Thursdays, from 4:00 – 6:40 PM Important Dates Course start date: Thursday, May 5 Course end date: Thursday, August 11 Instructor Biography Dr. Koke Saavedra is a Chile-born, Berkeley-based practicing licensed clinical psychologist who specializes in mindfulness-based, behavioral and interpersonal counseling/therapies for children, youth, parents and adults, both in individual and group-based settings, and for a wide variety of challenges. He is Clinical Director of Seeds of Awareness, a non-profit offering mindfulness training and therapy to K-12 children and staff across the Bay Area (www.seeds-of-awareness.org), as well as Mindfulness Trainer for METAS at Contra Costa College, and Clinical Supervisor at Family Works Community Counseling in Richmond. He was Training Director of the Berkeley CBT Clinic, affiliated with the Wright Institute; Staff Clinical Psychologist at Children’s Hospital’s Castlemont/Youth Uprising Clinic; and Staff Psychologist at the New Zealand Public Health Service; among other positions. He has extensive national and international experience teaching and training mindfulness-based and cognitive-behavioral approaches to students as well as to a wide array of helping, mental health, and scholl-based professionals, including as: as faculty at the Continuing Education Program of John F. Kennedy University and at the Felton Institute in San Francisco; adjunct teaching faculty at The Wright Institute and Argosy University; and regularly delivering professional workshops/trainings in New Zealand and at local Bay Area organizations, such as La Familia in Hayward, Kaiser Permanente, The Y-Team in Richmond, The Davis Street Clinic in San Leandro, etc. Dr. Saavedra keeps an active Private Practice, for children, youth and adults in Berkeley, California. Course Description This graduate-level course offers a theory-grounded, practical introduction to research-based, brief models of counseling. We will cover many, but certainly not all, research-based models of counseling; and in particular we will learn the theory and how to apply effectively the following models: (1) Cognitive Behavioral Therapy (CBT), including some of its main component approaches, Cognitive Therapy, Exposure Therapy, Behavioral Activation, and Skills Training; (2) Mindfulness-based therapies, such as Mindfulness-Based Stress-Reduction (MBSR), Acceptance & Commitment Therapy (ACT), Behavioral Activation Therapy (BAT); and (3) Other well researched, brief approaches, such as Interpersonal Psychotherapy (IPT). In this course, graduate students will become familiar with the basic theory underlying each model and further develop their ability to assess, formulate and effectively intervene using a variety of interventions and treatments for a wide range of frequent emotional problems in adults, children, and adolescents, both in individual- and group-based settings. For each approach, presentations of key theory, as well as assessment and intervention techniques, will be complemented by extensive experiential practice of that approach’s most relevant processes and interventions. Through class discussions and applications to cases, fundamental aspects of counseling/treatment will be discussed in the context of the actual counseling work, including: the quality of the therapeutic relationship; adapting treatment to the socio-cultural and other characteristics, preferences of clients and counselors; significant biological and neurological factors/research relevant to clients presenting problems and treatment approaches; and responding to risk and clients’ crises; among others. Course Methods Learning will occur through class presentations & discussions, cases and experiential exercises, in vivo demonstrations & role-plays, videos/DVDs, and everyday practice through application of learned techniques to one’s own life. Class attendance, participation and discussions are critical to learning, especially given the applied nature of the subject matter. It is also important to be aware that true mastery of any counseling approach or modality requires several years of dedicated and supervised engagement in actual counseling practice. Thus, this course needs to be supplemented with further supervised practice and training for the eventual mastery of any of the approaches learned. Please notice that if, at any point, any of the practice/experiential exercises makes you struggle with difficult experiences and you need support, please do not hesitate to contact me immediately, including if you need to explore avenues for further support at GGU. Course Learning Objectives - By fully engaging and participating in this course, a student will: 1. Become knowledgeable of some of the main contemporary, evidence-based brief counseling/therapy approaches and be able to situate them in the broader spectrum of counseling/therapy perspectives. 2. Learn the basic theory and concepts of behavioral, cognitive, mindfulness-based and interpersonal models/approaches, including cognitive therapy, exposure-based and behavioral therapy, mindfulness training and ACT, as well as TLDP and IPT. 3. Learn to apply the cognitive, behavioral, mindfulness-based and interpersonal principles/theoretical models to assess real life cases and to formulate simple treatment plans (i.e., tie the model theory to specific sequencing of specific interventions) to help real life clients. This includes learning to choose between various modalities and their delivery to better fit the needs and preferences of specific clients. 4. Learn through presentations, readings, case discussions, demonstrations, DVD’s, and experiential exercises/practice the fundamental interventions of each approach and how to actually deliver these interventions to help your clients in real life. 5. Further advance their skills at: developing quality therapeutic relationships; integrating sociocultural and other key client factors/preferences into case formulation and intervention; some significant biological and neurological factors/research relevant to clients presenting problems and treatment approaches; and observing and responding to risk and client’s crises. 2 Course Requirements & Evaluation o Class attendance - Attendance (monitored by a sign-in sheet at the beginning of class) is a truly critical learning factor in this class, as readings cannot replace actual in-class experiential practice. Hence, please notice that attendance will have an impact on a student grade in the following cases: (a) attending ALL classes in a timely manner will increase a student grade by 50 points; (b) being absent to two classes will result in a grade loss of 30 points (irrespective of the reasons why the absence occurred, because actual learning in this class requires actual attendance); (b) being absent to three or more classes will result in a course withdrawal. o In-class participation – In-class participation is encouraged as a critical road to learning, but also, because of its true learning significance, it will count for 20% of your grade. o Out-of-class practice & option to keep a grade-boosting practice diary– Out-of-class practice is strongly recommended, but it will not be evaluated. It will be suggested weekly; e.g., observing automatic thoughts in a given situation, or practicing a relaxation skill or mindfulness, or trying a new valued activity, or engaging differently in a specific relational context, etc. You will have the choice of keeping a weekly practice diary, documenting your experience carrying out the various suggested out-of-class practices. If you keep such a diary on a weekly basis (bringing a copy of your weekly observations to class or sending it by email before class) you will receive a boost in your grade of 60 extra points. In addition, and this is really what counts, if you practice, then you will not only profit personally from their therapeutic benefits, but you will also move much faster along your own brief counseling learning curve. Brief therapies rest on the application (or generalization) of what is learned during the individual or group-based counseling meetings to actual everyday life. As such, brief counseling relies heavily on in and out-of–session experiences and practice (sometimes called ‘homework’ in CBT), and thus motivating clients to engage differently with emotional, cognitive, relational and other life challenges is fundamental to your ability to help. In addition, doing the out-of-class practices will directly put you in touch with what you are demanding your clients to do, which is typically both a humbling and a powerful empathetic learning experience. o Mid-term take-home, 5-double-space-page paper – In this paper you will be asked to develop a simple case formulation and specific treatment/intervention plan on the basis of a hypothetical real life case. Here you will integrate and apply, in a straightforward way, what you have learned in class. Writing this paper should not only serve as an evaluation of your learning and effort, but most importantly it should also help you consolidate your learning and become more confident of your ability to apply your newly acquired knowledge and skills. o Final take-home, 6-double-space-page paper – You
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