Psychology 527 - Cognitive Behavioral Therapy

Instructor: T. Treadwell
Rm. 33 Peoples Building
Office Hours: Th 6-7Pm
Email  ttreadwe@mail.med.upenn.edu
Phone: 610-436-2723
Cognitive Website:
 
 
Texts:   
Beck, J.S. (2005). Cognitive therapy for challenging problems: What to do when the basics don't work. The Guilford Press.
Beck, J.S. (1995). Cognitive therapy: Basics and beyond. The Guilford Press.
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.
Schwartz, B. & Flowers, J.(2006).How to fail as a therapist. Atascadero, CA: Impact Publishers.
Young, J.(1999). Cognitive therapy for personality disorders: A schema-focused approach . Sarasota, FL. Professional Resource 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.  You will be in a practice-application  environment utilizing some basic CBT techniques emphasizing collaborative components of the cognitive triad. [alliance with patient, agenda setting, identifying problem, teaching automatic thoughts, 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 used 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 texts.

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

Cognitive Triad

bullet

Behaviors

bullet

Thoughts

bullet

Moods

bullet

Genogram Links

bullet

Genogram Software

bullet

Genogram Basics

bullet

Drawing The Genogram

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 and the Association for Specialists in Group Work.

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

Attendance and regular class participation are worth 10% of your total grade.  Read assigned readings before coming to class. Weekly completion of thought records, BDI, BAI, & BHS, become part of your file.
bullet Project -- a one - two page proposal (design of project) due Sept. 6th.
bullet Finalized project proposal - Literature review - list of resources "checkup (1)" due Sept.27th.
bullet Literature review - list of resources "checkup (2)" due October 4th.
bullet Treatment plan write-up & development - 20% of total grade. Case sent to you October 18th - Due October 25th
bullet Competed project due Nov. 15th -- worth 40% of your total grade.
bullet Final evaluation worth 25% of your total grade.  Evaluation due December 6th.
bullet PPT presentations, overview & discussion, begin Nov.29, Dec. 6th & Dec. 13th. 5% of total grade.
bullet

Evaluations and assignments to be completed by the stated "due dates".

Project:

bullet

Select a behavior or personal characteristic you wish to change. This should be something that you have been concerned about and will not be embarrassed 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, poor study habits, test anxiety, weight control difficulties, perfectionism, and eating disorders.  

 

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, i.e., Google.   To cite electronic resources from the WWW use this information site for APA guidance.

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
 
bullet

You will be randomly assigned to a 'consultation group' to discuss project ideas. (Concept used when consults are available)  Do your background work and meet with your peer group to exchange ideas particularly during the first few weeks of the semester.  The focus of the peer consultation group is to critique your ideas of the problem you are going to work with and how you might go about it.  There will be some class time scheduled to meet with the consultation group to monitor progress and consult with other group members.

 

bullet

Submit your one - two page project proposal September 6th.  Your proposal identifies how you intend to conduct your assessment as well as your plan for intervention and your methods of measuring outcome!


bullet Your final report must be in APA format to include the following:
bullet Title page, abstract, & introduction  of project.
bullet A review of the literature of the relevant literature that directly influenced 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 the intervention (what the data says).
bullet Discussion & reference Section.
bullet A critique of your project (what could you have done differently).
 

 

bullet

Confidentiality Consent Form

 

bullet

Cut Policy: None

 

bullet

bullet

 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.”

WCU Emergency Number 610.436.3311


08/12/07