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 will choose from one of two hypothetical real-life case vignettes and, based on the information provided, you will asked to develop (from a specific brief counseling orientation learned in class that particularly resonates with you), a working case formulation and a comprehensive treatment/intervention plan. (Notice that the papers are brief to help you focus your plan and skills, a most critical aspect of effective brief counseling/therapy.) o Papers are due two weeks after the distribution in class of the corresponding case materials and questions – that is plenty of time to go thoughtfully over the brief case information and your class notes/materials as well as reflect and write coherent treatment-focused papers. Turning your paper late will incur in a loss of 30 points per day.

Summary of Course Evaluation Process Points & % of Total Course Grade In-class participation 150 points (25%) Mid-term take-home, 5-double-space-page paper 210 points (35%) Final take-home, 6-double-space-page paper 240 points (40%) 3 Class attendance – but attendance per se is a key 30 points added to a student total point grade as a learning factor (so there is a possible point bonus and bonus for attending ALL classes in a timely manner. a penalty associated with attendance) 20 points to be subtracted from a student total point grade for missing two classes. Missing three classes may lead to a course withdrawal. Out-of-class participation is optional Keeping a half-a-page weekly diary with your observations, practices that week will add 60 points to your course total grade score – 4 points per each weekly diary turned in before that week’s class and an extra 4 points for turning them all in on time. Late diaries will not add to you're a bonus to your grade but they are still encouraged. Late papers (you have three full weeks to complete Loss of 10 points for each day over the three the take-home papers) weeks deadline

Points (percentage) & Course Grade A 93 A- 90 B+ 87 B 83 B- 80 C+ 77 C 73 C- 70 D+ 67 D 63 D- 60 F 59

Evaluation Rubrics

Class Participation: Contributes to peer learning and participates in classroom discussions and activities in a manner that demonstrates engagement with the course contents and goals 95-100% of Exemplary Performance: Attends class regularly and participates in most all discussions, as well total points as contributes consistently and significantly to group learning. 80-94% Satisfactory Performance: Attends class regularly and participates in many discussions and contributes to group learning. 60-79% Pass with Concern: Participates infrequently in discussion and rarely contributes to group learning. Less than Unacceptable Performance: Participates infrequently or not at all in class discussions; and 60% contribution to group learning were barely noticeable or absent or undermining of learning experience.

Knowledge of basic theory and concepts of main brief counseling approaches, as well as ability to translate this knowledge coherently into a helpful treatment plan/interventions (as evidenced in the 4 midterm and the final papers) 95-100% Exemplary Performance: The paper demonstrates the student’s excellent understanding of theory of total and main class content. There is consistently a direct and obvious parallel between theory, paper treatment plans and interventions, and a skillful integration of specific case study material. points Finally, other significant aspects of counseling are addressed thoroughly and integrated appropriately and skillfully. Overall, the paper demonstrates an excellent understanding of brief counseling models and their application. Writing is skillful. 80 to 94% Satisfactory Performance: The paper demonstrates that the student understands theory and main class content. There is a parallel between theory, treatment planning and interventions, as well as adequate integration of specific case study material. Finally, other significant aspects of counseling are sufficiently addressed. Overall, the paper demonstrates a sufficient understanding of brief counseling models and their application. Writing is adequate. 60 to 79% Pass with Concern: The paper shows an inconsistent or at times insufficient understanding of theory and key class content. There is no consistently clear direct parallel between theory, treatment planning and interventions, and a limited ability to integrate specific case material into treatment. Finally, other relevant aspects of treatment are inconsistently or inadequately addressed or integrated. Overall, the paper does not demonstrate a consistent or clear understanding of brief counseling models & their application. Writing needs significant editing. Less than Unacceptable Performance: The paper shows a lack of basic understanding of theory and main 50% class content. There is a clear disconnect between theory, treatment plans and interventions, as well as clearly an inadequate integration of specific case study material. Finally, other significant aspects of counseling are inadequately addressed or neglected. Overall, the paper shows a poor, inadequate understanding of brief counseling models and their application. Writing is poor.

Professional Conduct Guidelines for Your Consideration

The intention behind this section is not to intimidate you, but instead to support you in your professional development. Learning to become ethical professionals is a life-long endeavor and so the goal here is to help you along your professional development. Please follow the guidelines below and don’t hesitate to contact me, or other trusted GGU professionals, if you have questions or are unsure about these and other ethical matters. Please notice that ethical behavior, including awareness of uncertainty regarding ethical matters, is one of the key markers of a mature professional, and as any other aspect of our profession it is learned through practice and consultation with the professional community. The main avenue to ethical professional development is to remain humble and if one doesn’t know for sure or are in doubt, regarding an ethical issue, then consult immediately. o Securing client and student confidentiality: Any references to real life persons brought up in class must be presented in such a way that the actual person cannot be identified by others, for example, by changing gender, age, history, circumstances, etc. This includes when writing for your class assignments: you must make sure you fully disguise the identity of any real person you may be writing about. Also please avoid presenting any case/person that you know is familiar to a fellow student, even by disguising information. The risk of breaching confidentiality is greater than the learning benefits of discussing that particular case, as there are always other cases that may be productively discussed without incurring such risk. Your own confidentiality, as students, is equally important, so any personal experiences brought up or discussed or that may arise in class during discussions or experiential exercises/practice are to be treated with utmost respect and we all commit not to discuss them with anyone outside of class. o Writing & plagiarism: Plagiarism (using others’ words/ideas without explicitly acknowledging their source) is unethical. Words/ideas are the products or intellectual property of authors and so we must give due to the sources of our knowledge/information. This includes words and ideas by our peers; and so copying a paper from another student, with or without her/his consent constitutes a serious ethical breach. Plagiarism is easily preventable by quoting text and citing the source after the quote. Paraphrasing or

5 writing a digested idea in your own words also requires citing the source of the original idea at the end of the written sentence or paragraph. Also, at the end of your paper, make sure to cite all of the authors/texts you used to produce your written work. Your GGU library offers online support on how to cite bibliographical sources at www.ggu.libguides.com/apa as well as more general support along your research process at www.ggu.libguides.com/psychology. GGU also offers you excellent writing support; simply contact the Writing Center & the Online Writing Lab (www.ggu.edu/student-services/tutoring) where you can obtain one-on-one and online support in all aspects of writing. o Class attendance: As part of becoming professionals, it is fundamental that we show up to our training/educational and other required activities, such as classes. This not only because our learning, and hence our future ability to perform our professional duties, depends on such participation, but also because it motivates our peers and teachers, and thus promotes an optimum learning environment for all. Being absent from class and/or arriving chronically late and/or leaving chronically early, may undermine our learning experience. Thus, please do your best to show up physically, but also psychologically, on a timely manner to every class. If you are not able to show up, or you will be late, or need to leave early, please send a timely email or leave a phone message to the teacher, if possible not later than the day previous to the respective class. o Class participation & interactions with your fellow students and teacher: It is obviously fundamental that we all do the best we can to treat each other respectfully; this includes allowing every one to have her/his own diverse views and values, as such diversity is a desirable outcome of any democratic, open society. This is not only fundamental to promote critical thinking and learning in a university environment, but also to encourage all students to bring themselves fully and safely to the class environment. We may disagree with others’ points of view, but we must respect their right to express their perspectives as long as they are not clearly intended as offensive; as well as learn to disagree and discuss in a respectful and productive manner. We aim to treat each other respectfully as autonomous, diverse, mature adults, and to keep as best as we can a respectful openness to others’ identities, experiences and preferences. If you find yourself struggling with any comments or behaviors that occurred during the class, please do not hesitate to contact me the teacher for support and, if needed, to refer the matter to competent GGU sources of support.

COURSE TEXTS

o Barlow, D. H. (2014). Clinical handbook of psychological disorders: A step-by-step treatment manual (Fifth Edition). New York: Guilford.

o Kabat-Zinn, Jon (2013). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. (Revised Edition.) New York: Delta. (Widely available.)

o McKay, Matthew, Martha Davis and Patrick Fanning (2011). Thoughts and feelings: Taking control of your moods and your life. Fourth Edition. Oakland: New Harbinger.

o Strosahl, Kirk, Patricia Robinson & Thomas Gustavsson (2012). Brief interventions for radical change: Principles and practice of focused acceptance & commitment therapy. New Harbinger.

Not required but highly recommended text: Chiles, John, & Kirk Strosahl (2005). Clinical manual for assessment & treatment of suicidal patients. Arlington, VA: American Psychiatric Publishing.

Book Store

6 To purchase course books and materials from the GGU bookstore, go to http://www.ggu.edu/student- services/student-life/ggu-bookstore

University Library

There are several databases available through the Golden Gate University Library for students to conduct research. Off campus access to the databases requires your last name and student ID# (located on the front of your ID card). Be sure to type in all seven digits, including the starting 0. You may access the library at http://www.ggu.edu/libraries/university-library

Library: http://www.ggu.edu/libraries/university-library/. Access databases, books, e-books, journals, e-journals, and guides to help you navigate the research process.

Research Guides:http://ggu.libguides.com/index/subject.

Research Assistance:http://www.ggu.edu/libraries/university-library/contact/.

Remote (off-campus) access to resources requires you to enter your last name and student ID# when prompted (located on the front of your ID card). Be sure to type in ALL 7 digits, including the starting 0. Example: 0123456.

To Access eReserve Articles (if you decide to use this library service): Go to http://library.ggu.edu then click on Course Reserves by Course Name  Type in course code (e.g., MGT XXX) or my last name  Click on article you want to read  Type in your last name  Type in your student ID number If you have problems obtaining articles, contact: (877) 448-8542 Research and Documentation: [Required]

Free Resources (Live and Online) for GGU Students

1. For detailed information on citing sources using APA style, consult the University Library Research Guide on APA Citation at http://ggu.libguides.com/apa

2. The University Library provides offers a wealth of information to guide you through the research process at http://ggu.libguides.com/psychology

3. At the Writing Center, you work one-on-one with experienced writing tutors who are familiar with the types of writing assignments common in GGU courses. More information is available at http://www.ggu.edu/student-services/tutoring

4. The Online Writing Lab (OWL) offers online writing help to GGU students. OWL tutors help you solve specific problems in the work you submit and guide you through the writing process. More information is available at http://www.ggu.edu/student-services/tutoring

Golden Gate University Wellness and Disability Resources for students

GGU complies with the regulations of the Americans with Disabilities Act and seeks to ensure that all programs and services are fully accessible to our students with disabilities or learning differences who identify and express their needs.

If you think you qualify for an accommodation based on a disability or learning difference, please contact the Office of Disability Resources & Academic Accommodations to initiate the process. All calls are confidential. Call 415-442-7862 or Email [email protected]

7 If you require accommodations, be sure to make your requests at the beginning of each trimester as accommodations are not retroactive.

Here is the link to request accommodations: http://www.ggu.edu/ggu-forms/disability-services-request.gsp

If you are experiencing a stressful situation and would like to talk with a counselor on a confidential basis, contact Wellness Resources for an appointment; the first four sessions are free. Call: 415-442- 6578 or Email:[email protected]

Documenting Sources

Just 4 Rules

1. For short passages (usually under 40 words) quoted word for word, “put the quoted material inside quotation marks (like this is), and provide the author, date, and page number in parentheses right after the quotation” (Jones, 1999, p. 76). 2. For longer quotations, instead of quotation marks, the quoted material gets its own paragraph, and the entire paragraph is indented (given wider margins than the rest of the paper, like this paragraph). Then the author, date, and page number appear in parentheses at the end of the paragraph, and outside the last period. (Jackson, 2003, p. 229) 3. If you use material from another source but change the wording (called paraphrasing), give the author and date in parentheses (Jones, 1999). 4. At the end of the paper, give full bibliographical information for all your sources on a page called References. There are different styles for documenting sources. GGU recommends the APA style, which is used in the social sciences. An instructor, however, may require another style, so ask.

Plagiarism (using someone else's words and/or ideas without giving them credit) is taken seriously at GGU. You are required to reference your sources of information and we do check. If you have particular questions about plagiarism you are strongly urged to ask me. The consequences of plagiarizing are outlined in the university catalog.

CLASS SCHEDULE

Session Class contents Readings & Assignments

Session 1 - Opening/Introductions/Overview of the Class May 5 - Introducing brief therapies & situating brief Readings for class: therapy traditions in a historical context -Kabat-Zinn (2013) – Part 1 Mindfulness & Mindfulness-Based Stress Reduction (MBSR) I Practice: MBSR exercises I - Theory: A General Model of Stress - Theory: Stress & Human Language/Cognition - What is mindfulness? - MBSR Overview & Mindfulness Practice - Mindfulness of Breath & The Body Scan Session 2 Mindfulness & Mindfulness-Based Stress Reduction Readings for class: May 12 (MBSR) II -Kabat-Zinn (2013) – Part 1 (cont.) - MBSR Practice and as much of the text as you - Mindfulness of Breath & Body wish (it’s highly rewarding) - Mindful Eating, Walking - Mindfulness of Various Objects of Experience Practice: MBSR exercises II - Intro to Yoga 8 Session 3 Intro to Cognitive-Behavioral Therapy (CBT) Readings for class: May 19 -Research Base & Basic Theory/Model: The Strosahl (2012), Part 1 behavioral, cognitive and mindfulness-based models (the ‘three waves’ of CBT) Practice: Mindfulness practice & - An Overview of CBT Assessment, Formulation & reflective listening Intervention for Anxiety: Simple Phobia, Social Anxiety, Panic Disorder, GAD (chronic worry), OCD - The Collaborative Relationship in CBT - Listening & Emotion Validation Practice Session 4 Relaxation Skills Training Readings for class: May 26 - Diaphragmatic & mindful breathing, progressive McKay (2011), Chs. 5 & 9 muscle relaxation, cue controlled relaxation & relaxation without tension, special place visualiz. Practice: Relaxation exercises - Mindfulness vs. Relaxation? Session 5 Behavioral Treatment for Panic Disorder I Readings for class: June 2 - Assessment & Case Formulation: Body-Mind Loop Barlow (2014), Ch. 1 - Informed consent & introducing the problem while motivating your client Recommended practice: - Breathing & Mindfulness Skills Training Relaxation & mindfulness - Introducing Cognitive Defusion exercises Session 6 Behavioral Treatment for Panic Disorder II Handouts: Take-home midterm June 9 -The Panic ‘Body-Mind Loop’ Revisited exam - due in 2 weeks ** - Interoceptive Exposure (IE) for Panic + Foa’s PE for PTSD Handout - Interoceptive Exercises - Developing & Engaging an IE Hierarchy Readings for class: - ‘In Vivo’ Exposure for Panic McKay (2011), Ch. 7 - The Role of Mindfulness on Exposure & Relapse Prevention Practice: Observe & formulate an own ‘body-mind loop’ Session 7 Time-Limited Dynamic Psychotherapy (TLDP) Readings for class: June 16 - How to formulate interpersonal challenges in a Foa’s PE for PTSD Handout therapeutic context - Using the interpersonal formulation experientially with Practice: Break your body-mind your client to help him or her loop by willingly contacting your body/emotions

Session 8 Internal Family Systems Therapy (IFS) Readings for class: June 23 -Identify clients internal psychological dynamics Barlow (2014), Ch. 2 - Supporting clients working with internal dynamics in Foa’s PE for PTSD Handout relational contexts Practice: Break your body-mind loop by willingly contacting your body/emotions

9 Session 9 Exposure Therapy: **Midterm paper due**

June 30 - Brief Exposure (vs. Prolonged Exposure) Readings for class: - Using brief exposure to develop acceptance skills Foa’s PE for PTSD Handout (cont) - Mindfulness of Intense Emotions (or Exposure?) McKay (2011), Chs. 13, 14 & 18 - ‘In Vivo’ Exposure - Developing & Engaging an ‘In Vivo’ Exp. Hierarchy Practice: Create an ‘in vivo’ - Exposure & Response Prevention (ERP) for OCD hierarchy that challenges you a bit - Covert Modeling and engage in exposure Session 10 Exposure Therapy for Trauma/PTSD I: Readings for class: July 7 - An Intro to Trauma/PTSD & its Treatment Barlow (2014), Chs. 7 - Prolonged Exposure for PTSD/Trauma McKay (2011), Chs. 2, 3, 4, 11 - Skills training & safety/concerns (also look at 15 & 16 for schemas) - Exposure Therapy for PTSD Practice: Observe & challenge - Prolonged Exposure unhelpful automatic thoughts Session 11 Exposure Therapy for Trauma/PTSD II: Readings for class: July 14 - Exposure Therapy for PTSD (cont.) Barlow (2014), Ch. 9 - Prolonged Exposure, DVD & Practice - The Role of Mindfulness Practice: Identify and change an - Developing an ‘Imaginal’ Exp. Hierarchy for PTSD avoidant behavioral patterns - ‘In Vivo’ Exposure for PTSD

Session 12 CBT for Depression: Handout: Take-home final paper July 21 - The Cognitive & Behavioral Models of Depression - due in last day of class ** - Cognitive Therapy for Depression - Thought records & practice Readings for class: - Working with Schemas/Core Beliefs - Kabat-Zinn (2013) – The rest of - Behavioral Activation in CBT & BAT the book

Practice: Mindfulness of thoughts & letting go of thinking Session 13 Behavioral Activation for Depression: Readings for class: July 28 - A behavioral formulation of depression Strosahl (2012), Part 2 - Using behavioral analysis - The Critical Role of Rumination - Values & an Action/Living Orientation Practice: Willingly engaging in - Presenting the Model to Clients chosen valued action - BAT: Course of Treatment & Key Interventions

Session 14 Mindfulness-Based Cognitive Therapy (MBCT) for **Final Paper due** August 4 Depression: - Revisiting MBSR & the origin of MBCT Readings for class: - The Problem of Persistent Depression & the MBCT Strosahl (2012), Chs. 9 & 10 Solution Barlow (2014), Ch. 9 - Rumination - The MBCT Treatment Program Practice: Defusion - Mindfulness Practices & Mindfulness of Thought - MBCT for children

10 Session 15 Acceptance & Commitment Therapy (ACT) I

August 11 - ACT: Human Suffering & Human Language Readings for class: - The Basic ACT Model of Psychological Flexibility Barlow (2014), Ch. 8 (also 15) - Art-based, experiential application of ACT ACT with a Depressed & Traumatized Teen Practice: Facing valued - Experiential Assessment of the Actual Problem interpersonal challenges - Valued action-focused Interventions - Values exercises - Behavioral Activation in ACT - Mindfulness-Based Interventions

Other Highly Recommended Readings for Your Continuing Learning

Acceptance & Commitment Therapy (ACT) Forsyth, J. P., & Eifert, G. H. (2005). Acceptance and commitment therapy for anxiety disorders: A Practitioner's Treatment Guide. Oakland: New Harbinger. Greco, Laurie, & Steven Hayes (Eds.) (2008). Acceptance and mindfulness treatments for children and adolescents: A practitioner’s guide. New Harbinger. Hayes, Steven, Kirk Strosahl, & Kelly Wilson (2011). Acceptance and commitment therapy: The process and practice of mindful change. Second Ed. New York: Guilford. Polk, Kevin & Benjamin Schoendorff (2014). The ACT matrix: A new approach to building psychological flexibility across settings and populations. Context Press. Ramnerö, Jonas, & Niklas Törneke (2008). The ABCs of behavioral analysis: Behavioral principles for the practicing clinician. Oakland: New Harbinger. In the web: www.contextualscience.org/acbs (ACT & related science/applications website)

CBT, Exposure Therapy & Schema Therapy Barlow, David H. (2014). Clinical handbook of psychological disorders: A step-by-step treatment manual. (Fifth Edition). New York: Guilford. Beck, Aaron T., A. John Rush, Brian F. Shaw and Gary Emery (1987). Cognitive therapy of depression. New York: Guilford. Beck, Judith S. (2011). Cognitive behavior therapy: Basics and beyond. Second Edition. Guilford. Foa, Edna, Elizabeth Hembree, & Barbara R. (2007). Prolonged exposure for PTSD: Emotional processing of traumatic experiences. (Therapist guide.) New York: Oxford University Press. Young, Jeffrey E., Janet S. Klosko, and Marjorie E. Weishaar (2006). Schema therapy: A practitioner's guide. New York: Guilford. In the web: www.beckinstitute.org (the main center for cognitive therapy)

Interpersonal Psychodynamic & Emotion-Focused Therapies Greenberg, Leslie S. (2002). Emotion-focused therapy: Coaching clients to work through their feelings. Washington, DC: American Psychological Association. Levenson, Hanna (1995). Time-limited dynamic psychotherapy: A guide to clinical practice. Basic Books. Weissman, Myrna, John Markowitz, & Gerald Klerman (2000). Comprehensive guide to interpersonal psychotherapy. New York: Basic Books. In the web: www.psychotherapy.net/interview/hanna-levenson (TLDP) & www.iapt.nhs.uk/workforce/high-intensity/interpersonal-psychotherapy-for-depression/ (IPT)

Mindfulness-Based Stress Reduction (MBSR) & MBCT Brantley, Jeffrey (2005). Calming your anxious mind: How mindfulness and compassion can free you from anxiety, fear and pain. Oakland: New Harbinger. Kabat-Zinn, Jon (2012). Mindfulness for beginners. Sounds True.

11 Kabat-Zinn, et. Al (1992). Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. American Journal of Psychiatry, 149(7), 936-943. Segal, Zindel, Mark Williams, & John Teasdale (2012). Mindfulness-based cognitive therapy for depression. Second Edition. New York: Guilford. Williams, Mark, John Teasdale, Zindel Segal, & Jon Kabat-Zinn. (2007). The mindful way through depression: Freeing yourself from chronic unhappiness. New York: Guilford. In the web: Center for Mindfulness in Medicine of the University of Massachusetts Med. School: www.umassmed.edu/cfm/stress/index.aspx (MBSR home page) & www.mbct.com (MBCT home page)

Multicultural Topics & Challenges in Counseling Practice Hays, Pamela & G.Y. Iwamasa, Eds. (2006). Culturally responsive CBT: Assessment, practice & supervision. Washington, DC: APA. Masuda, Akihiko, Ed. (2014). Mindfulness & acceptance in multicultural competency: A contextual approach to sociocultural diversity in theory & practice. Context Press. Sue, Derald Wing, & David Sue (2013). Counseling the culturally diverse: Theory and practice. (Sixth Edition). Hoboken, New Jersey: Wiley & Sons.

Other Recommended Bibliography

APA Task Force on Evidence-Based Practice (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285. Addis, Michael E., & Christopher R. Martell (2004). Overcoming depression one step at a time Oakland: New Harbinger. Antony, Martin, & Richard Swinson (2008). The shyness & social anxiety workbook. Second Edition. Oakland: New Harbinger. Baer, Ruth (Ed.) (2006). Mindfulness-based treatment approaches: A clinician’s guide. Elsevier. Barlow, David H. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic. Second Edition. New York: Guilford. Second Edition. Beck, Aaron T., Arthur Freeman and Denise D. Davis (2006). Cognitive therapy of personality disorders. Second Edition. New York: Guilford. Bowen, Sarah, Neha Chawla, & G. Alan Marlatt (2010). Mindfulness-based relapse prevention for addictive behaviors: A clinician's guide. New York: Guilford. Ciarrochi, Joseph, Louise Hayes, Ann Bailey (2012). Get out of your mind and into your life for teens: A guide to living an extraordinary life. New Harbinger. Clark, David A., and Aaron T. Beck (2011). Cognitive therapy of anxiety disorders: Science and practice. New York: Guilford. Craske, Michelle, Martin Antony, & David Barlow (2006). Mastery of your fears and phobias. (Therapist Guide). Second Edition. New York: Oxford University Press. Dahl, Joanne D., Jennifer C. Plumb, Ian Stewart, & Tobias Lundgren (2010). The art & science of valuing in psychotherapy: Helping clients discover, explore and commit to valued action using acceptance and commitment therapy. Oakland: New Harbinger. Daley, Dennis C. & G. Alan Marlatt (2006). Overcoming your alcohol or drug problem: Effective recovery strategies. (Therapist guide.) Second Edition. Oxford University Press. Ellis, Albert, and Debbie Joffe Ellis (2011). Rational Emotive Behavior Therapy. Third Edition. Washington, DC: American Psychological Association.

12 Greenberg, Leslie S. (2002). Emotion-focused therapy: Coaching clients to work through their feelings. Washington, DC: American Psychological Association. Greenland, Susan K. (2010). The mindful child: How to help your kid manage stress and become happier, kinder, and more compassionate. New York: Free Press Hall, Karyn, & Melissa Cook (2012). The power of validation: Arming your child against bullying, peer pressure, addiction, self-harm & our-of-control emotions. Oakland, CA: New Harbinger. Hayes, Steven with Spencer Smith (2005). Get out of your mind and into your life. New Harbinger. Hayes, Steve, & Kirk Strosahl (2004). A practical guide to acceptance and commitment therapy. New York: Springer. Hayes, Steven, Victoria Follette, & Marsha Linehan (Eds.) (2004). Mindfulness & acceptance: Expanding the cognitive-behavioral tradition. New York: Guilford. Heimberg, Richard, & R.E. Becker (2002). Cognitive-behavioral group therapy for social phobia: Basic mechanisms and clinical strategies. New York: Guilford. Harvey, Pat, & Britt H. Rathbone (2014). Dialectical behavior therapy for at-risk adolescents: A practitioner's guide to treating challenging behavior problems. Oakland, CA: New Harbinger. Kanter, Jonathan, Andrew Busch, and Laura Rusch (2009). Behavioral activation. New York: Routledge. Kazdin, Alan, & John Weisz (Eds.) (2010). Evidence-based psychotherapies for children and adolescents. Second Edition. New York: Guilford. Koerner, Kelly, & Linda A. Dimeff, Eds. (2007). Dialectical behavior therapy in clinical practice: Applications across disorders and settings. New York: Guilford. Linehan, Marsha (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford. McCurry, Christopher (2009). Parenting your anxious child with mindfulness and acceptance. Oakland: New Harbinger. McKay, Matthew, Jeffrey C. Wood, & Jeffrey Brantley (2007). The dialectical behavior therapy skills workbook: Practical DBT exercises for learning mindfulness, interpersonal effectiveness, emotion regulation & distress tolerance. Oakland, CA: New Harbinger. Miller, Alec L., Jill H. Rathus, & Marsha Linehan (2007) Dialectical behavior therapy with suicidal adolescents. New York: Guilford. Martell, Christopher, Sona Dimidjian, Ruth Herman-Dunn, and Peter Lewinsohn (2013). Behavioral activation for depression: A clinician’s guide. New York: Guilford. Miklowitz, D. Alatiq, Y., Goodwin, G., Geddes, J., Dimidjian, S., Hauser, M., & Williams, M (2009). A pilot study of mindfulness-based cognitive therapy for bipolar disorder. International Journal of Cognitive Therapy, 4, 373-382.

O’Donohue, William & Jane E. Fisher (Eds.) (2009). General principles & empirically supported techniques of cognitive behavior therapy. Hoboken, NJ: Wiley. Orsillo, Susan & Lizabeth Roemer, Eds. (2005). Acceptance and mindfulness-based approaches to anxiety: Conceptualization and treatment. Springer. Persons, Jacqueline B. (2008). The case formulation approach to cognitive-behavioral therapy. New York: The Guilford Press. Rapee, Ronald, et al. (2000). Treating anxious children and adolescents. Oakland: New Harbinger.

13 Reilly, Patrick M., Michael S. Shopshire, et al. (2002). Anger management for substance abuse & mental health clients: Participant Workbook. DHHS Pub. No. (SMA) 02-3662. Rockville, MD: Center for Substance Abuse Treatment, SAMHSA. (Free in SAMHSA, also in Spanish.) Steketee, Gail (1999). Overcoming obsessive-compulsive disorder: A behavioral and cognitive protocol for the treatment of OCD (Therapist Protocol). Oakland: New Harbinger. Törneke, Niklas (2010). Learning RFT. Reno, Nevada: Context Press. Wilson, Kelly with Troy DuFrene (2008). Mindfulness for Two. Oakland: New Harbinger. Woods, Douglas W., & Jonathan W. Kanter (Eds.) (2007). Understanding behavior disorders: A contemporary behavioral perspective. Reno, NV: Context Press. Woods, Douglas W., & Michael P. Twohig (2008) Trichotillomania: An ACT-enhanced behavior therapy approach workbook (Treatments That Work Series). New York: Oxford University Press. Yadin, Elna, Edna Foa & Tracey K. Lichner (2012). Treating your OCD with exposure and response (ritual) prevention: Workbook (Treatments That Work Series). New York: Oxford University Press. Zettle, Robert D. (2007). ACT for depression: A clinician’s guide in using acceptance & commitment therapy in treating depression. Oakland: New Harbinger. Zuercher-White, Elke (1999). Overcoming panic disorder and agoraphobia: A cognitive restructuring and exposure-based protocol for the treatment of panic and agoraphobia (Therapist Protocol). Oakland: New Harbinger.

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