A. Psychology 447/547:
B. Instructor: T.Treadwell,
Department of Psychology,
33 Peoples Building
Phone: 436-2723
Office Hours: 5-7 PM; W
C. Texts: Greenberger,
D., & Padesky, C.A.(1995). Mind over mood: A cognitive therapy treatment
manual for clients. New York: Guilford Press.
Young,
J. & Klosko, J. (1995). Reinventing your life. New York: Plume
Books (Division of Penguin Books).
D.
Course Purpose: Familiarize
students with action group experiential methods to explore dysfunctional interpersonal
relationships and the connection with family schematic patterns.
A schema
is a pattern that starts in childhood and is duplicated throughout one’s
life. A schema or ‘lifetrap’
organizes how you think, feel, act, relate, and understand as well as determining
how you interpret the world.
You will be familiarized
with tests measuring various aspects of inter & intra personal relationships.
The data will become part of your class file to be used for both instructional
and research purposes. The long-range purpose is to improve the effectiveness
of interpersonal relationships.
Assessment Instruments: [administered pre-post
and during the 15 Weeks]
Å
Group Cohesion Scale
Å
Beck Depression Inventory II
Å Beck Hopelessness Scale
Å Beck Anxiety scale
Å Personal Belief Questionnaire (PBQ)
Å Social Networks Inventory
Å Automatic Thought Records
Å Spontaneity Scale
Å Intimacy Attitude Scale
Å Young's Schema Questionnaire (L-2)
Å Young Parenting Inventory (YPI). Identifies the most likely origins of each schema for a particular patient.
Å The Young-Rygh Avoidance Inventory (YRAI). Measures the degree to which a patient utilizes various forms of schema avoidance.
Å
The Young
Compensation Inventory (YCI).
Measures the most common ways that a patient overcompensates for his or her
schemas.
Objectives:
1.
To acquaint students with the varied aspects (including gender differences and
cross-cultural perspectives) of interpersonal relationship issues.
2.
To examine schemas/core-beliefs that affect interpersonal behaviors and
relationships.
3.
To familiarize students with tests used in measuring various aspects of
interpersonal relationships. The data will
become part of your class file for both instructional and research purposes.
The long-range purpose is to improve the effectiveness of the group-cognitive
therapy model for the training of group and individual therapists.
E. Course Requirements:
Attend all classes and participate
in class activities. Students must meet all the deadlines for the submissions
of the assignments. Since all sessions will be videotaped a consent form must
be signed for videotaping/confidentiality. A portion of each class will be
devoted to discussion about the previous session. Video tapes will be reviewed
in the FHG Library-IMC area (lower level of library). No tape will leave
campus!
F. Course Outline:
1. Three general ways that we adapt to our schemas; 5 schema domains; 18 maladaptive schemas.
2. Measurement of interpersonal issues within the
family and social network system.
3. Conflicts in interpersonal relationships, where
they stem from, and possible ways of dealing with them.
4. Thought records, core-beliefs/schemas, and the data
they produce that determine conflictual communication patterns in interpersonal
relations.
5. Factors and communication strategies in initiating,
developing, maintaining, and terminating relationships?
G. Evaluation Policy: Your
grades will be based upon the following:
1.
Design a Genogram of your family of origin
(include two generations). Outline these findings according the 'genogram'
handout. [Genogram development will be illustrated in class - 2nd
session!] (30 points)
2. Each week there will be one genogram
presented to group - xerox a copy to be passed out in class. Volunteering
will determine the order of presentations. Family thought records are
to be utilized in conjunction with the genogram. Basic
family schemas will be addressed.
3.
Design a Social Network of your
current relationships (includes family of origin)-psychological network, your
work/school network (collective), persons from that network you consider significant
(individual) and if you had it your way -- whom would you have in your 'social
network' (ideal network). Outlining your Social Network follows a written
format and will be illustrated in class! (15 points)
**Note - The social network is a measure of your current
relationships that the genogram might not pick up.
4.
Running Log of sessions: The
running log includes the following details: (d) date of class, (b) nature
of the session, the type of techniques used and their purposes, (c) name of
person & core belief(s)/schema's) that emerged (d) what role's) did you
serve, if any, and if not what might have you contributed, and (d) your
thoughts of that session 'topic - or genogram' and how it activated
your schema's/core beliefs. (Due last class
day of each month, January, February, March, & April. (50pts)
5.
A Personal
Theory Paper: Use textbook and selected
articles to write a scholarly paper that details your personal schema history
& its effect upon your current interpersonal relationships. The focus is on
identifying and understanding; challenging and overcoming long-standing maladaptive patterns in
thinking, feeling and behavior that create obstacles in getting needs
met and attaining life goals.
The
paper should be no longer than 15 pages, and should contain references to both
research and theories that support your views. Indicate the sources of your
ideas from the textbook by citing studies and page numbers. The paper should be
typed using the APA style manual (5th edition). Graduate students are
expected to do a more thorough integration of literature with their own
viewpoints. Due Date - April (75pts)
6.
Thought Records & BDI'S: Are
due weekly and placed in your file. Submit weekly (15 points).
7.
Contribution to Class: Relationship
dilemmas and interpersonal conflicts (initiation, maintenance, termination,
love, jealousy, shyness, power, gender differences, communication issues,
self-disclosure, attraction, conflict resolution, etc.) are the primary focus. Many
of our communication patterns we developed are rooted in our family system.
Thus, interpersonal and relationship core beliefs/schemas will be activated
and it is important that you share these schemas during class. (15
points).
8.
Class Attendance: An experiential course
requires your attendance and participation. Each absence deduct 7 points.
You must also come to the class on time.
Grades
depend upon: (a) clarity of writing, (b) relevance of your personal comments,
and (c) conformance with The Publication Manual (APA)(5th
Ed.).