Psychology 710 - Cognitive Behavioral Therapy

Instructor: T. Treadwell
Rm. 530 or 304 Wayne Hall
Office Hours: Th 3-4 Pm Thursdays
Email  ttreadwe@pennmedicine.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. (2015). 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: [Helpful Scales for Clinical Practice]

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 (TFI)

 

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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
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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. Read assigned readings before coming to class. Weekly completion of thought records, BDI, BAI, & additional self report measures may be helpful for the behavioral experiment yet not required. See course content & sensitive issues listed below.
 
bullet Therapist Team Assignment - August 30th 10% of your total grade. Identify behavioral experiment!
bullet Project -- a one page Behavioral Experiment (BE) proposal (design of behavioral experiment-project) due September 6th.
bullet Finalized Behavioral Experiment proposal - due September 13th.
bullet Literature review - list of resources "checkup (1)" due September 20th.
bullet Literature review - list of resources "checkup (2)" due September 27th
bullet ATR, Conceptualization, & Treatment plan write-up & development - 25% of total grade. Case sent to you-October - 11 Due October 18th. Conceptual & Txplan cases.
bullet Completed Behavioral Experiment due November 15th. -- worth 40% of your total grade.
bullet PPT - Prezi presentations, overview & discussion, November 29, December 6, December 13 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 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 public speaking, test anxiety, road rage, assertion skills, time management, to name a few.  See course content & sensitive issues listed below.

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 Philadelphia   
bullet Cognitive Therapy 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 assist in clarifying the behavior you will be challenging. The focus of the peer therapist team is critiquing your ideas in challenging the behavior you are confronting and how you might go about it. Text books & '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 complies 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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ACADEMIC & PERSONAL INTEGRITY

It is the responsibility of each student to adhere to the university’s standards for academic integrity. Violations of academic integrity include any act that violates the rights of another student in academic work, that involves misrepresentation of your own work, or that disrupts the instruction of the course. Other violations include (but are not limited to): cheating on assignments or examinations; plagiarizing, which means copying any part of another’s work and/or using ideas of another and presenting them as one’s own without giving proper credit to the source; selling, purchasing, or exchanging of term papers; falsifying of information; and using your own work from one class to fulfill the assignment for another class without significant modification. Proof of academic misconduct can result in the automatic failure and removal from this course. For questions regarding Academic Integrity, the No-Grade Policy, Sexual Harassment, or the Student Code of Conduct, students are encouraged to refer to the Department Undergraduate Handbook, the Undergraduate Catalog, the Ram’s Eye View, and the University website at www.wcupa.edu.

COURSE CONTENT and SENSITIVE ISSUES

The cognitive behavioral course is grounded in the understanding that effective individual and/or group therapy is focused on understanding the dynamics of individual and/or group work that requires an examination of human psychological and medical and the impact they have.  Course content related to cognitive behavioral issues may be sensitive or controversial for some students.  Students will not be required to disclose personal information or experiences but will be expected to engage in self-reflection, active listening and interpersonal communication. Some level of discomfort might be expected when discussing automatic thought records or behavioral experiments.  However, students for whom a given human psychological topic, such as (assertiveness, decision making, nutrition, time management) may be particularly triggering, may ask to complete an alternative assignment without penalty. Students seeking support around issues that warrant therapist attention will be encouraged to contact the Counseling Center (610-436-2301) or outside community resources.

STUDENTS WITH DISABILITIES

If you have a disability that requires accommodations under the Americans with Disabilities Act (ADA), please present your letter of accommodations and meet with me as soon as possible so that I can support your success in an informed manner. Accommodations cannot be granted retroactively. If you would like to know more about West Chester University’s Services for Students with Disabilities (OSSD), please visit them at 223 Lawrence Center. The OSSD hours of Operation are Monday – Friday, 8:30 a.m. – 4:30 p.m. Their phone number is 610-436-2564, their fax number is 610-436-2600, their email address is ossd@wcupa.edu, and their website is at www.wcupa.edu/ussss/ossd.

EXCUSED ABSENCES POLICY

Students are advised to carefully read and comply with the excused absences policy, including absences for university-sanctioned events, contained in the WCU Undergraduate Catalog. In particular, please note that the “responsibility for meeting academic requirements rests with the student,” that this policy does not excuse students from completing required academic work, and that professors can require a “fair alternative” to attendance on those days that students must be absent from class in order to participate in a University-Sanctioned Event.

REPORTING INCIDENTS OF SEXUAL VIOLENCE

West Chester University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the University requires faculty members to report incidents of sexual violence shared by students to the University's Title IX Coordinator, Ms. Lynn Klingensmith. The only exceptions to the faculty member's reporting obligation are when incidents of sexual violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as part of a University-approved research project. Faculty members are obligated to report sexual violence or any other abuse of a student who was, or is, a child (a person under 18 years of age) when the abuse allegedly occurred to the person designated in the University protection of minor’s policy.  Information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at the webpage for the Office of Social Equity at http://www.wcupa.edu/_admin/social.equity/.

EMERGENCY PREPAREDNESS

All students are encouraged to sign up for the University’s free WCU ALERT service, which delivers official WCU emergency text messages directly to your cell phone.  For more information, visit www.wcupa.edu/wcualert. To report an emergency, call the Department of Public Safety at 610-436-3311.

ELECTRONIC MAIL POLICY

It is expected that faculty, staff, and students activate and maintain regular access to University provided e-mail accounts. Official university communications, including those from your instructor, will be sent through your university e-mail account. You are responsible for accessing that mail to be sure to obtain official University communications. Failure to access will not exempt individuals from the responsibilities associated with this course.

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07-10-18