Master Syllabus
SW: 8340 Application of Cognitive-Behavioral Theories to Interpersonal Practice I I. COURSE DOMAIN AND BOUNDARIES This course is the first in a two-semester sequence and builds on the ecological systems perspective of social work practice presented in the core year and the BSW curriculum. The year-long course is designed to provide advanced year social work students with a cognitive/behavioral (CBT) framework for the engagement, assessment and treatment of clients. In the first semester, the CBT sections of this course focus on behavioral applications to interpersonal practice including operant and classical conditioning, relaxation training, and cognitive-behavioral therapy. Emphasis is given to how these approaches are applied to social work with adults, adolescents and children, and diverse populations particularly oppressed and disenfranchised groups. The course of study will also include, where possible, an explanation of the empirical basis for the applications, a rationale for their use, and step-by-step guidelines to their application. In the first semester, several contemporary behavioral and cognitive behavioral models that build on models presented in the core year for understanding normal development and deviations from normal development in infancy, childhood, adolescence, and adulthood are presented and discussed. An assessment approach that integrates behavioral analysis and other cognitive and behavioral assessment tools is presented. Childhood and adult pathology will be explored and integrated into both the first and second semesters of this course. The first semester will emphasize client engagement and assessment from a cognitive/behavioral perspective, and the second semester will emphasize the intervention, evaluation, and termination phases of work with clients from a cognitive/behavioral perspective, as well as the need for ongoing supervision and professional development of the social worker. This course is specifically designed to combine human behavior and advanced clinical social work interpersonal practice methods, and actually achieves integration along five different axes: 1) there is an equal and consistent focus on children, adolescents, and adults in readings, lectures, and clinical case review portions of the course; 2) the focus on psychopathology/dysfunction is counterbalanced by a comparable emphasis on clinical diagnostic skills, particularly those that facilitate the beginning stages of the treatment process; 3) the content on clinical process dimensions is complimentary to content on clinical method and technique; 4) clinical case reviews permit a useful integration of field experiences with didactic classroom learning; and 5) a model for research on aspects of clinical process and tools useful for evaluation of practice and treatment outcomes are addressed. Clinical illustrations of various child, adolescent, and adult disorders and treatment skills that facilitate practice are used liberally throughout the course. Social work values and ethics are addressed as are the unique needs and concerns (e.g., access to treatment, applicability, adaptations) of vulnerable and oppressed populations (e.g. women, children, older adults, African Americans, Latinos, and gay and lesbian clients).Temporal issues and their implications for interpersonal practice are identified and brief models of treatment are elucidated. Critiques of this theoretical model are also introduced and assessed within the context of social work values and ethics. Finally, the relationship between practice and research is seen as an integral aspect of the course and emphasized by means of lecture and assignments.
II.
SPECIFIC KNOWLEDGE AND SKILL OBJECTIVES
By the end of the semester, students will demonstrate knowledge of: 1.
Normal development, developmental tasks, protective and risks factors in childhood, adolescence, and adulthood that contribute to stability and developmental derailments.
2.
Specific psychopathologies affecting infants, children, adolescents, and adults; and cognitive/behavioral approaches used to understand and assess them.
3.
CBT interventions that facilitate assessment and the beginning stages of treatment.
4.
Specific components in the diagnosis and assessment of children, adolescents, and adults, with special attention paid to such phenomenon as: the individual’s learning history, impact of antecedents and consequences, thought patterns, schemas and functional and dysfunctional cognitions, strengths, resources such as applicable incentives, personal and environmental factors that impede or facilitate change, how schemas develop through the life cycle, cognitive, intellectual, social, and physical capacities; character and degree of involvement in relationships within the family and other social systems.
5.
Psychopathology viewed within the context of an individual’s culture, race, gender, or sexual orientation; the effects of hostile environment (e.g. poverty, discrimination, and oppression) on human functioning; and how these factors shape human behavior and influence the therapeutic work.
6.
Methods for evaluating both process and outcomes of interpersonal practice, and the relationship between research and practice.
7.
Social work ethics and values that guide clinical practice, as well as the impact of social policy on social work practice.
8.
Basic overview of brief cognitive treatment.
By the end of the semester, students will demonstrate skill in: 1.
The capacity for advanced understanding of normative development gleaned both from the clinical descriptive literature and research-based reading, identification of risk and protective factors, and the ability to apply this understanding, to ongoing clinical work.
2.
Application of behavior analysis and cognitive/behavioral analysis to the student’s own cases from their field work experience to help in the process of case conceptualization.
3.
Recognizing and formulating client-centered treatment plans that are specifically linked to discrete disorders of childhood, adolescence, and adulthood; the ability to utilize insights derived from research investigations of such conditions.
4.
Completing a comprehensive behavioral assessment or a cognitive/behavioral assessment of a child or adolescent. This includes a person-in-environment view of the interrelationship of the individual with systems in his/her life, and the impact of behavioral and cognitive factors on such relationships.
5.
Applying knowledge of an individual’s culture, race, gender, ethnicity, or sexual orientation to specific diagnostic situations and identifying and analyzing environmental factors that contribute to or undermine social and psychological functioning.
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6.
Identifying practice skills that further the development of the therapeutic alliance, particularly in the beginning stages of treatment, and research-supported applications of CBT to various psychopathologies.
7.
Clarifying the ethical and value dilemmas present in clinical work with clients during the beginning stage of treatment and as they arise; understanding the impact of social policies on the social worker’s ability to render effective treatment, and advocating for the alteration of oppressive policies that limit such ability.
8.
Critical examination and assessment of behavioral and cognitive/behavioral theory and practice in regard to female development, culture and the strengths perspective of social work practice.
III.
PERFORMANCE CRITERIA
Students will be expected to demonstrate their progress in basic comprehension and integration of the course material through class attendance and participation, through assigned papers, presentations, and/or examinations. By the end of the term, students should be able to describe and use the following behavioral procedures: 1.1 Behavioral assessment and cognitive/behavioral assessment procedures including ABC-S analysis, cognitive conceptualization, resource analysis, selection of clients and behaviors, selecting intervention targets, selecting alternative and incompatible behavior, base-lining, completing assessment forms and monitoring thoughts and behavior. 1.2 Behavioral treatment planning generated by the client’s stated goals, including setting objectives, and determining the most effective approaches and behavioral contracting. 1.3 Engaging clients including establishing trust and rapport, socializing the client into cognitive therapy, educating the client about presenting problem, the CBT model, and the therapy process; normalizing the client’s difficulties and instilling hope; collaborating with client in developing expectations for therapy, information gathering, and goal development. 1.4 Understanding the logical connection between assessment, goal setting, treatment planning, identification and implementation of interventions, monitoring and evaluation of progress. In addition the student will: 1. Apply the above procedures and techniques to social work with individuals. 2. Apply the above procedures to work with different groups (e.g., gender, age, ethnicity, socio-economic level). 3. Discuss the research findings, practice wisdom, and theoretical underpinnings for the above approaches. IV.
COURSE TEXTS
Several texts are required for this course and will be used in both the fall and winter semesters. A course pack is also required. A. Course Texts Beck, J. S. (1995). Cognitive Therapy: Basics and Beyond. New York: Guilford Press.
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Cormier, S., & Nurius, P. (2002). Interviewing and change strategies for helpers: Fundamental skills and cognitive behavioral interventions (5th ed.). Pacific Grove, CA: Brooks/Cole. Greenberger, D., & Padesky, C. A. (1995) Mind over mood: A cognitive therapy treatment manual for clients. New York: Guilford Press. Reinecke, M. A. & Clark, D. A. (Eds.). (2004). Cognitive therapy across the lifespan: Evidence and practice. New York: Cambridge University Press. Sadock, B. J., & Sadock, V. A. (2003). Kaplan and Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th ed.). Haggerstown, MD: Lippincott, Williams, & Wilkins. Sundel, M. & Sundel S. (2004). Behavior change in the human services (5th ed.). Thousand Oaks, CA: Sage Publications. Other readings from the professional literature, identified in the course content section of the syllabus, are available for purchase as a course packet: González-Prendes, A. A., Koonter, P., & Vanderwill, W. (2005). SW 8340 Applications of cognitive behavior therapy to interpersonal practice: Course readings. Rochester, NY: Wiley. Publication Manual of the American Psychological Association Although students will not be required to purchase the Publication Manual of the American Psychological Association (APA), all students are required to follow the citation, reference, reference page, and writing guidelines provided by the APA. Therefore, it is recommended that students either purchase this manual or arrange to have easy access to the most recent edition of the manual. V.
ORGANIZATION OF THE COURSE
Via weekly class sessions, assigned readings, and written assignments this course will present cognitive and behavioral approaches to practice with individuals (children, adolescents, and adults), and a cognitive and behavioral understanding of normal development and child and adult psychopathology. Students will become familiar with the historical origins, theoretical underpinnings, and empirical findings associated with the approaches discussed. As noted, the fall semester will emphasize engagement and assessment and the winter semester will emphasize intervention, evaluation, and termination phases of work with clients. VI.
COURSE REQUIREMENTS, ASSIGNMENTS, ROLE AND RESPONSIBILITY OF THE STUDENT.
Classes will follow a lecture, discussion, experiential learning format with the inclusion of audio-visual materials to facilitate the learning process. Each student’s ideas, questions, and opinions are valued and needed in order to maximize learning. Therefore, class participation is required and class attendance is expected. In order to enhance individual learning and to be a productive contributor to each class, each student is required to complete readings and assignments by the due dates. Students may meet individually with the instructor by appointment. Use of on-line and electronic technology: In order to retrieve information and facilitate communication all students are required to activate their Wayne State Access IDs at the beginning of the semester. Students will be expected to regularly check their e-mail and to utilize the class group e-mail for e-mail questions and discussion purposes. Students also will be expected to
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utilize Blackboard to check for relevant course material that may be posted by the instructor. Students will be required to use PowerPoint technology for all class presentations. In addition, students will be expected to access and read assigned articles available on-line. For additional information see University Statement of Obligation of students and faculty Members of the teaching-learning process as revised July 14, 1997. Assignments 1. Theoretical/ Conceptual Paper Due:
This paper will compare and contrast cognitive models with behavioral models of treatment, as well as discuss the blending of the two approaches. Detailed instructions will be provided in class.
2. Group Research
For this assignment, students will work in groups of 4-5 students. This assignment will focus on the students’ ability to apply research concepts and strategies to guide social work practice. Each group will be responsible for
Presentation Due:
Each group will be responsible for conducting a class presentation of 40-45 minutes on the empirical research addressing the effectiveness of CBT with a discrete psychopathology. Include a detailed description of the psychopathology, the CBT intervention used, research protocol and methodology of the study, and treatment outcomes. Also, you must address socio-economic, age, gender and culture/ethnicity dimensions as they relate to the disorder and impact on vulnerable groups. Each student will submit a 3-5 page paper summarizing his/her findings and contribution to the project. The group will be expected to follow its presentation with a question and answer period. Detailed instructions will be provided in class.
3. Behavioral or CBT Assessment Due:
A written behavioral or cognitive-behavioral assessment of a child, adolescent or adult case emphasizing a person-in-environment perspective; how such conditions contribute to the client’s thinking/behavior; and current conditions that maintaining such thinking/behavior. All relevant readings for this assignment will be included in the texts and course packets.
4. Quizzes
Five (5) quizzes (multiple choice, fill-in-the-blank, true or false, and short essay answers) will be given throughout the course based on the assigned readings and class discussions. The four (4) highest grades will count towards the overall course grade, and the lowest grade will be dropped. There will not be make-up quizzes given regardless of the reason the quiz was missed. If a student misses a quiz, that will be the grade that the student will drop.
Additional Course Requirements All assignments are due at the beginning of class on the assigned due date. Unless approved by the instructor in advance late assignments will be graded down by 2 points for each day late. Any student experiencing difficulty with an assignment and anticipating that an extension may be needed must contact the instructor in advance in order to discuss the problem. Extensions will considered by the instructor only in extreme cases (life events beyond one’s control) and on an individual basis. All written assignments will be graded on content and style. The style must conform to APA standards for citations, references, headings and subheadings. Written assignments must be typed, double-spaced, and carefully checked for sentence structure, grammatical, typographical, and spelling errors. All assignments must
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demonstrate good use of critical thinking skills and logic. A demonstration of a good command of the English language is expected. Plagiarism will result in a failing evaluation for the course as will any other forms of academic dishonesty. Attendance policy: Students are expected to attend all class sessions. Attendance will count for 10% of the final grade. After the first two missed classes, additional absences will lower the course grade on a percentage basis according to the number of sessions remaining after the first two. Excessive tardiness is disruptive to the class and could also result in a lowering the final grade. Evaluation: Theoretical/conceptual paper = 20 % Group research presentation and paper = 30 % Behavioral/Cognitive-Behavioral Assessment = 20 % Quizzes = 10 % Learning activity, post-evaluation, and Mind Over Mood manual exercises = 10% Attendance = 10% All unexcused late assignments will be downgraded by 5% of the total grade for the assignment Grading Scale: Percentage
Letter Grade A AB+ B BC+ C
100 - 95 94.9 – 90 89.9 – 87 86.9 – 83 82.9 – 80 79.9 – 77 76.9 – 73
Please notice that there is no “A+” grade. A grade of “B-” or lower is below graduate standards. For more on graduate school grades and marks see Wayne State University’s Graduate Bulletin VII.
COURSE OUTLINE AND READINGS
Session 1
Course overview and expectations. Introduction to cognitive-behavioral theories and basic concepts. Classical and Operant conditioning, Social Learning Theory, Cognitive therapy (CT), Rational Emotive Behavior Therapy (REBT), Self Instructional Training (SIT), role of cognitions in Cognitive-behavior theory (automatic thoughts, intermediate beliefs & core beliefs), functional vs. dysfunctional thinking, externalizing and externalizing disorders, and the empirical base for BT and CBT and psychiatric disorders. The behavioral and cognitive behavioral framework in social work practice: history and trends.
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Required Readings: Beck, J. S:
Chapter 1(pp. 1-12): “Introduction”
Sundel & Sundel: Introduction (pp. 1-8). Reinecke & Clark: Ch. #1 (pp. 1-11). “Cognitive therapy across the lifespan: Conceptual horizons” Lantz, J. (1996). Cognitive theory and social work treatment. In F. J. Turner (Ed.), Interlocking theoretical approaches: Social work treatment (pp. 94 -115). New York: Free Press. Course pack pg.205 Thomlison, B. & Thomlison, R. (1996). Behavior theory and social work treatment. In F. J. Turner (Ed.), Interlocking theoretical approaches: Social work treatment (pp. 39 – 68). New York: Free Press. Course pack pg. 285 Recommended Readings: Burns, D.D. & Auerbach, A. (1996). Therapeutic empathy in cognitive-behavioral therapy: Does it really make a difference? In P.M. Salkovskis (Ed.), Frontiers of cognitive therapy (pp. 135164). New York: Guilford Press. Dobson, K. S. & Block, L. (1988). Historical and philosophical basis of cognitive behavioral therapy. In K. S. Dobson (Ed.), Handbook of cognitive-behavioral therapies. (Chapter 1). New York: Guilford Press. Kanfer, F. H. & Goldstein, A. P. ( 1991). Helping people change. New York: Pergamon Press. (Chapters 2, 3, 4, 5, 7 and 9) Meichenbaum, D. (1979). Cognitive-behavior modification. New York: Plenum Press. (Ch. 1) Skinner, B. F, (1974). About behaviorism. New York: Knopf. (Chapters 1 and 2)
Session 2
Normative development in childhood, adolescence, and adult. Review of basic skills in social work practice.
Due:
Worksheets 1.1 and 2.1: Mind over Mood workbook
Required Readings: Sadock & Sadock:
Ch. #2. “Human development throughout the life cycle”.
Cormier & Nurius:
Ch #1: “About this book” Ch #3: “Understanding non-verbal behaviors”
Greenberger & Padesky:
Ch #1: “Understanding your problem” Ch #2: “It’s the thought that counts”
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Recommended Readings: Concalves, O. F. & Ivey, A. (1998). Developmental therapy: Clinical applications. In K. T. Kuehlwein & H. Rosen (Eds.), Cognitive therapies in action: Evolving innovative practice. San Francisco: Jossey-Bass. Dobson, K. S. (1988). Handbook of cognitive-behavioral therapies. New York, Guilford. (Ch. 1) Freeman, A. (1993). A psychosocial approach for conceptualizing schematic development for cognitive therapy. In K. T. Kuehlwein & H. Rosen (Eds.), Cognitive therapies in action: Evolving innovative practice (pp. 54-87). San Francisco: Jossey-Bass. Miltonberger, R. G. (1997). Behavior modification: Principles and procedures. New York: Brooks/Cole. (Ch. 1) Reinecke, M. A., Datitilio, F. M., & Freeman, A. (1996) Cognitive therapy with children and adolescents. New York: Guilford Press. (Chs. 1 & 2) Wenar, C. & Kerig, P. (1999). Developmental psychopathology. Boston: Allyn Bacon. (Ch 2 & 9) Session 3
Basic skills for engagement and relationship building: Facilitative conditions and listening responses Behavioral basics: Specifying and rating behaviors & moods Cognitive conceptualization
Due:
Worksheets 3.1 & 3.2: Mind over Mood workbook
Required Readings: Beck: Cormier & Nurius:
Ch #2: “Cognitive conceptualization” Ch #4: “Ingredients of an effective helping relationship” Ch #5: “Listening responses”
Sundel & Sundel: Greenberger & Padesky:
Ch #1: “Specifying behavior” Ch #3 “Identifying and rating moods”
Recommended Readings: Martin, G. & Pear, J. (1992). Behavior modification:What it is and how to do it (5th ed.) Englewood Cliffs, N, J.: Prentice Hall. (Chapter 29) Segal, Z. V. & Shaw, B. F. (1988). Cognitive assessment: Issues and methods. In K. S. Dobson (Ed.), Handbook of cognitive-behavioral therapies (pp. 39 – 84). New York: Guilford. Wilson, G. T. (1981). Behavior therapy as a short term therapeutic approach. In S. H. Budman (Ed.), Forms of brief therapy (pp. 131-166). New York: Guilford Press. Session 4
The first session in CBT: Agenda setting and building a collaborative relationship Elements of a bio-psychosocial assessment: A person-in environment approach Cognitive-behavioral assessment elements: Automatic thoughts
Due:
Worksheets 4.1, 5.1, 5.2, & 5.3: Mind over mood workbook
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Required Readings: Beck:
Ch #3: “Structure of the first therapy session”
Cormier & Nurius:
Ch #6: “Relationship enhancing variables and interpersonal influence” Ch #7: “Influencing responses” Ch #8: “Conceptualizing and assessing client’s issues, concerns, context”
Greenberger & Padesky:
Ch #4: “Situations, moods, and thoughts” Ch #5: “Automatic Thoughts”
Recommended Readings: Goldstein A. P. & Higgenbotham, H. N. (1991). Relationship-enhancement methods. In F. H. Kanfer & A. P. Goldstein (Eds.). Helping people change (pp. 20-69). New York: Pergamon. Schaap, C., Bennun, I, Schindler, L., & Hoogduin, K. (1993). The therapeutic relationship in behavioral psychotherapy. New York: Wiley and Sons. (Ch. 4) Session 5
Cognitive behavioral assessment of children, adolescents and adults (cont.) Working with automatic thoughts (cont.)
Due:
Worksheets 6.1 (pp. 80-87), 7.1 & 7.2: Mind over Mood workbook Ch. 8 Post evaluation (pp. 203 & 204): Cormier & Nurius Ch. 9 Postevaluation parts 1 & 3 (p. 247): Cormier & Nurius
Required Readings Beck: Ch #4: “Session two and beyond: Structure and format” Ch #5: “Problems with structuring the therapy session” Ch #6: “Identifying automatic thoughts” Ch #7: “Identifying emotions” Ch #8: “Evaluating automatic thoughts” Braswell L. & Kendall P. (1988). Cognitive-behavioral methods with children. In K. Dobson (Ed.), Handbook of cognitive therapies (pp. 167-213). New York: Guilford Press. Course pack pg. 75 Cormier & Nurius:
Ch #9: “Conducting an interview assessment with clients”
Greenberger & Padesky:
Ch #6: “Where is the evidence?” Ch #7: “Alternative or balanced thinking”
Sundel & Sundel:
Ch 13: “Behavioral assessment”
Session 6 Due:
Intermediate beliefs (assumptions & rules) and Core beliefs Treatment Goals and Treatment Planning Worksheets 9.1, 9.2, 9.3, 9.4: Mind over Mood workbook Learning activity 10.2, p. 267: Cormier & Nurius. (Write your responses and be prepared to discuss them in class) Group presentations begin***
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Required Readings: Beck:
Ch #9: “Responding to automatic thoughts” Ch #10: “Identifying and modifying intermediate beliefs” Ch #11: “Core beliefs”
Cormier & Nurius:
Ch #10: “Identifying, defining and evaluating outcome goals” Ch #11: “Treatment planning and selection”
Grennberger & Padesky:
Ch #9: “Assumptions and core beliefs”
Sundel & Sundel:
Ch. 14: “Goal setting, intervention planning and evaluation”
Recommended Readings: Kendall, P. C. & Siqueland, L. (1989). Child and adolescent therapy. In A. M. Nezu & C. M. Nezu (Eds.), Clinical decision making in behavior: A problem solving perspective (pp. 1-19). Champaign, IL: Research Press, Pergamon, Press. Meichenbaum, D. (1979). Cognitive-behavior modification. New York: Plenum Press. (Ch 1, 2, 3, & 9) Session 7
Socio-cultural and ethical issues in social work practice Impact of social policy on disenfranchised populations (e.g. elderly, people of color, poor, women, gay men, lesbians, bisexuals). Group presentations***
Due:
Worksheets: 9.5, 9.6, 9.7, 9.8, 9.9: Mind over Mood workbook
Required Readings: Cormier & Nurius.
Ch #2: “Building your foundation as a helper” (values, diversity, multi-cultural competence, ethical issues).
Hyer, L., Kramer, D., & Sohnle, Steven (2004). CBT with older people: Alterations and the value of the therapeutic alliance. Psychotherapy: Theory, Research, Practice, Training, 41, 276-291. (Text available on-line through Wayne State Libraries’ PsycInfo database. Use “advanced search” using key words “CBT” and “older people”. When citation appears click on “see more details for locating this item”. On the next page click on the “SFX” icon and follow the prompts).
Iwamsa, G. Y. (1997). Behavior therapy and a culturally diverse society: Forging an alliance. Behavior Therapy, 28, 347-358. Course pack pg. 195 Perez, J. E. (1999). Integration of cognitive behavioral therapies for Latinos: An argument for technical eclecticism. Journal of Contemporary Psychotherapy, 29, 169-183. (Article available on-line at www.springeronline.com. Click on “psychology” and on the next page click on “journals”, look for the journal title and follow the prompts. Safren, S. A., & Rogers, T. (2001). Cognitive-behavioral therapy with gay, lesbian, and bisexual clients. Journal of Clinical Psychology, 57, 629-643. (article available on-line through Wayne State Libraries’s PsycInfo database. Do an “advanced search” using keywords “Cognitive-behavioral therapy” and “Gay, Lesbian
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and Bisexual”. When citation appears click on “see more details for locating this item”. On the next page click on the “SFX” icon and follow the prompts). Sheppard, M. (2002). Mental health and social justice: Gender, race and psychological consequences of unfairness. British Journal of Social Work, 32, 779-797. (Article available on-line through Wayne State Libraries’ PsycInfo database. Do an advanced search using author’s name. When citation appears click on “see more details for locating this item”. On the next page click on the “SFX” icon and follow the prompts). NASW Code of Ethics: Ethical principles, standards, and social worker’s responsibility to clients, colleagues and the broader society. Available at: www.socialworkers.org (search under “About NASW”). Recommended reading: Parsons, R. D. (2001). The ethics of personal practice. Boston: Allyn Bacon. (Ch. 6 & 7). Session 8
Childhood pathology and dysfunction: Anxiety, ADHD, and other childhood disorders Group presentations***
Required Readings: Reinecke & Clark.
Ch. 16: “Cognitive-behavioral interventions in childhood anxiety disorders” Ch. 17: “Attention-deficit/hyperactivity disorder”
Sadock & Sadock:
Ch. 38: “Mental retardation” Ch. 48: “Separation anxiety disorder” (pp. 1259-1265) Ch #42: “Pervasive developmental disorder” Ch #44: “Disruptive behavior disorders” Ch #47: “Elimination disorders”
Recommended Readings: Sadock & Sadock: Chapters: 40, 41, & 46. Session 9
Childhood and adolescence pathology: Depression in childhood and adolescence: causes and types Group presentations***
Required Readings: Reinecke & Clark. Ch. #16: “Cognitive-behavioral approaches to understanding, preventing and treating child and adolescent depression”. Report of the Surgeon General on Mental Health (1999): Ch #3: Children and mental health (pp. 124 –194). Access: www.surgeongenral.gov/library/reports.htm Sadock & Sadock. Ch. 49: “Mood disorders and suicide in children and adolescents”.
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Recommended Readings: Kendall, P.C. & Warman, M.J. (1996). Emotional disorders of youth. In P. M. Salkovskis (Ed.), Frontiers of cognitive therapy (pp. 509-530). New York: Guilford Press. Session 10 Due:
Adult psychopathology: Depression, somatoform, & factitious disorders. Group presentations*** Worksheets 10.1, 10.2, 10.3, 10.4, 10.5: Mind over Mood workbook
Required Readings: Beck, A. T. (1976). “Paradoxes of depression”. Cognitive therapy and the emotional disorders, pp. 81-99. New York: International Universities Press. Course pack pg. 1 Freeman, A., et al. (1990) Clinical applications of cognitive therapy. Chapter 4: The treatment of depression. Course pack pp. 137 Greenberger & Padesky:
Ch. #10: “Understanding depression”
Reinecke & Clark.
Ch. 2: “Cognitive theory and therapy of depression”
Sadock & Sadock Text.
Ch. 15: “Mood disorders” Ch. 17: “Somatoform disorders” Ch. 19: “Factitious disorders”
Recommended Readings: Clark, D.A. & Steer, R. A. (1996). Empirical status of the cognitive model of anxiety and depression. In P. M. Salkovskis (Ed.), Frontiers of cognitive therapy (pp 75-96). New York: Guilford Press. Freeman, A. (1990). Clinical applications of cognitive therapy. New York: Plenum Press. (Ch.5, & 6) Weishaar, M. E. (1996). Cognitive risk factors in suicide. In P. M. Salkovskis (Ed.), Frontiers of cognitive therapy (pp. ). New York: Guilford Press. Session 11
Adult psychopathology: Anxiety disorders, phobias, panic disorders, obsessive-compulsive disorders. Group presentations***
Due:
Worksheets 11.1, 11.2, & 11.3: Mind over Mood workbook
Required readings: Greenberger & Padesky:
Ch. #11: “Understanding anxiety”
Reinecke & Clark. Ch. 4: “Regulation of emotion in generalized anxiety disorder” Ch. 5: “Cognitive theory and therapy of obsessions and compulsions” Ch. 6: “The cognitive model of panic” Ch. 7: “Treating obsessional problems using cognitive therapy” Ch. 11: “Cognitive theory and therapy of social phobia”
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Recommended Readings: Beck, A. T. & Emery, G. (1985). Anxiety disorders and phobias. New York: Basic Books. (Chapters1, 2, 4, 5, 6, and 7) Salkovskis, P. M. (1996). The cognitive approach to anxiety: Threat beliefs, safety-seeking, and the special case of health anxiety and obsessions. In P.M. Salkovskis (Ed.), Frontiers of cognitive therapy (pp. 48-74). New York: Guilford Press. Thanksgiving break (no class) Session 12
Personality disorders and character pathology in older children and adolescents: Borderline, antisocial, and narcissistic personalities. Group presentations***
Required Readings Beck, J.S. (1996). Cognitive therapy with personality disorders. In P. M. Salkovskis (Ed.), Frontiers of cognitive therapy (pp. 165-181). New York: Guilford Press. Course pack pg. 55 Freeman, A. (2004). Cognitive-behavioral treatment of personality disorders in childhood and adolescence. In R. L. Leahy (Ed.). Contemporary Cognitive Therapy: Theory, research, and Practice (pp. 319-340). New York: Guilford. Course pack pg. 125 Sadock & Sadock: Chapter 27. Personality Disorders, pp. 800-821 Wernar, C., & Kerig, P. (1999). Conduct disorder and the development of antisocial behavior. Developmental Psychopathology (Chapter 9). Course pack pg. 317 Session 13
Personality disorders in adulthood: Borderline, antisocial, and narcissistic. Group presentations***
Required Readings: Reinecke & Clark. Ch. #8: “Narcissistic personality disorder”. Session 14
Personality disorders in adulthood: Borderline, antisocial, and narcissistic. Review of major aspects of the course and expectations for next semester. Student evaluations
Required Readings: Sperry, L. (1999). Character and schema change. Cognitive therapy of DSM-IV personality disorders. Philadelphia: Brunner/Mazel. (Chapters 2) Course pack pg. 275 Sperry, L. (1999). Temperament and style change. Cognitive therapy of DSM-IV personality disorders. Philadelphia: Brunner/Mazel. (Chapters 3) Course pack pg. 343 Recommended Readings: Freeman, A. (1990). Clinical applications of cognitive therapy. New York: Plenum Press. Ch. 8, 10, 11, and 13)
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