Psychology 710 - Cognitive Behavioral Therapy

Instructor: T. Treadwell
Rm. 33 Peoples Building
Office Hours: Th 2-3 Pm
Email  ttreadwe@mail.med.upenn.edu
Phone: 610-436-2723
Cognitive Website:
 
Texts:   
Beck, J.S. (2011). Cognitive behavioral therapy: Basics and beyond (2nd ed.). The Guilford Press.
Beck, J.S. (2005). Cognitive therapy for challenging problems: What to do when the basics don't work. The Guilford Press. [not required]
Newman, C. (2012) Core competencies in cognitive-behavioral therapy. Routledge, London, England
Needleman, L.D. (1999). Cognitive case conceptualization. A guidebook for practitioners. Mahwah, NJ: Lawrence Erlbaum.
Padesky, C. A. & Greenberger, D. (1995). Mind over mood. Guilford press.
Young, J. & Klosko, J. (1995) Reinventing your life. New York: Plume Books (Division of Penguin Books).
 
Purpose:    To introduce the cognitive model from an applied and theoretical therapeutic perspective.  Become acquainted with some of the commonly used assessment tools and various intervention techniques in cognitive behavioral treatment.  The course is viewed as a practice-application  environment utilizing basic CBT techniques emphasizing collaborative components of the cognitive triad. [e.g. Alliance with patient, agenda setting, identifying problem(s), teaching automatic thought records,, conceptualizing case, designing homework, developing & writing treatment plans.] Advanced CBT techniques will be integrated at appropriate times to illustrate the flexibility of CBT. Familiarity with self-report instruments in measuring various aspects of inter & intrapersonal relationships withing the CBT environment are introduced.  The long-range purpose is to improve the effectiveness of the group-cognitive therapy model for the training of group and individual therapists.  The data will become part of your class file and used for both instructional and research purposes. 

Course Outline: Same as outlined in the Beck text.

Assessment Instruments: [administered pre-post and during the 15 week semester]

bullet Group Cohesion Scale
bullet Beck Depression Inventory II     
bullet Beck Hopelessness Scale      
bullet Beck Anxiety scale 
bullet Personal Belief Questionnaire (PBQ)
bullet Social Networks Inventory
bullet Thought Records 
bullet Spontaneity Scale
bullet Intimacy Attitude Scale
bullet Young's Schema Questionnaire 3
bullet Young Compensation Inventory
bullet Young Parenting Inventory
bullet Young-Rugh Avoidance Inventory
bullet Schema Mode Inventory 1.1 (SMI)
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Therapeutic Factors Inventory (SF)

 

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Cognitive Triad

   
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Behaviors

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Thoughts

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Moods

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Genogram Links

   
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Genogram Software

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Genogram Basics

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Drawing The Genogram

   
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On-Line CBT Resources

   
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Mood Gym Information, quizzes, games and skills training to help prevent depression.

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Living Life to the Full Free online life skills course for people feeling distressed. Helps you understand why you feel as you do and make changes in your thinking, activities, sleep and relationships.

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Mindfulness Based Stress Reduction (MBSR) and Cognitive Therapy (MBCT).

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CBT Tools Therapy Worksheets.

Group & individual cognitive psychotherapy include studies that provide an understanding of group development, dynamics, and counseling theories; individual  & group counseling methods and skills; and other individual & group  approaches. Studies in this area include, but are not limited to the following:  

a. principles of group dynamics including group process components, developmental stage theories, and group members' roles and behaviors.
b. group leadership styles and approaches including characteristics of group leaders and leadership styles.
c. theories of individual & group-cognitive psychotherapy & counseling include commonalties, distinguishing characteristics, and pertinent research and literature.
d. individual & group-cognitive psychotherapy/counseling methods include group counselor orientations and behaviors, ethical standards, appropriate selection criteria and methods to evaluate effectiveness.
e. approaches used for other types of group work including task groups, prevention groups, support groups, psychoeducational groups, and therapy groups.
f. ethical guidelines for the individual and group-therapist are followed as outlined by the American Psychological Association, American Group Psychotherapy Association, and Association for Specialists in Group Work.

Course Requirements - Evaluation: Grades are based on the following:

Grades are based on the following: Attendance and regular class participation are worth 5% of your total grade. No cut policy. Read assigned readings before coming to class. Weekly completion of thought records, BDI, BAI, & Self-Report , & additional measures, become part of your behavioral experiment.
bullet Therapist Team Assignment - August 31st 15% of your total grade. Identify behavioral experiment!
bullet Project -- a one page Behavioral Experiment (BE) proposal (design of behavioral experiment-project) due February 2nd .
bullet Finalized Behavioral Experiment proposal - due September 14th..
bullet Literature review - list of resources "checkup (1)" due September 21st.
bullet Literature review - list of resources "checkup (2)" due September 28th
bullet ATR, Conceptualization, & Treatment plan write-up & development - 25% of total grade. Case sent to you-October - 12 Due October 17th. Conceptual & Txplan cases..
bullet Completed Behavioral Experiment due November 16th. -- worth 40% of your total grade.
bullet PPT - Prezi presentations, overview & discussion, November 30, December 7, December 14 20% of total grade.
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Evaluations and assignments to be completed by the stated "due dates".

Project - Behavioral Experiment:

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Select a behavior or personal characteristic to challenge/modify/change. The behavior is to be something that you have been concerned with and will not be embarrassing to report or write about.  Examples of previous behavioral projects include panic attacks, inappropriate anger, depression, lack of assertion skills, low self-esteem, marital conflict, habitual tardiness, time management, test anxiety, weight control, perfectionism, eating disorders, to name a few.  

 

bullet Check the literature for studies supporting your behavioral experiment as well as to give ideas on how to intervene with cognitive behavioral techniques.  Search the readings in texts, Psych-Lit, Social Science Index (reference section of library), as well as search engines on the Internet, e.g., Google Chrome/Scholar.   To cite works use APA, 6th edition. See Purdue Owl for APA assistance!

Additional information on Cognitive Behavioral Therapy:

bullet The Center for Cognitive Therapy    
bullet CognitiveTherapy Center Of NY 
bullet Beck Institute for Cognitive Therapy and Research
bullet Articles, Research & Resources in Psychology
 
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You will be randomly assigned to a 'Peer Therapist' to discuss project ideas (behavioral experiment) collaboratively. Set up a meeting with your Peer Therapist to exchange ideas during the first week of the semester, and continue weekly meetings throughout the semester. The collaborative Peer Meetings are required to clarify/address the behavior you will be challenging. The focus of the peer therapist team is critiquing your ideas in challanging the behavior you are confronting and how you might go about it. Text books & The 'Peer Therapist' concept are discussed during first class session.

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Submit your one - two page Behavioral Experiment (BE) proposal [electronically] .  Your proposal identifies how you intend to conduct your Behavioral Experiment (BE), history of behavior, behavior defined, hypotheses, preliminary intervention(s) and methods for measuring outcome (instruments)!

bullet Your final report comply with APA format to include the following:
bullet Title page, abstract, & introduction  of BE project.
bullet A review of the literature. Studies that are relevant and directly influence your project.
bullet State the problem & hypotheses.
bullet A case conceptualization of the problem (what assessment data suggests). Attach as appendix
bullet A treatment plan. Attach as appendix.
bullet Methodology , rationale for, and description of the intervention(s).
bullet The results of BE intervention (s) (report what the data suggests).
bullet Discussion & reference Section.
bullet A critique of your BE project (what could you have done differently).
 

 

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Confidentiality Consent Form  

Student Learning Outcomes


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Cut Policy: None

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 ADA Statement: “At WCU we wish to make accommodations for persons with disabilities.  Please make your needs known by contacting the instructor at the beginning of the semester. Sufficient notice is needed in order to make accommodations possible.”


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07-10-17