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ArgosyUniversity, Chicago Campus

PP8010 Cognitive Behavioral Therapy

Fall 2009

Thursdays, 9:15 – 12:00 pm

Faculty:Mirjam Quinn

Campus:Chicago

Phone:773-474-9840

E-Mail:

Office Hours:Tuesdays and Thursdays by appointment

Faculty Bio: I earned my Ph.D. in clinical psychology at PurdueUniversity in 2007. I am interested in the development of identity and self-concept across the lifespan, women’s issues, child and adolescent development, international psychology, mindfulness, and parenting issues. I’ve enjoyed working with children, adults, and families from diverse backgrounds in a variety of settings, including schools, university clinics, community agencies, college counseling centers, hospitals, and private practice. My most recent research project investigated the relationships between teachers’ self-concepts and their relationships with their students. In addition to teaching at Argosy, I work at a private practice in Naperville.

Course description: This course introduces the student to the major approaches and techniques for cognitive-behavioral therapy. Historical foundations, philosophical underpinnings, assessment methods, case conceptualization, intervention methods, and applications to a variety of populations and presenting problems will be addressed.

Course Pre-requisites: None

Required Textbooks:

Title / Cognitive Therapy: Basics and Beyond
Author(s) / Beck, Judith S.
Copyright / 1995
Publisher / Guilford
ISBN / 0-89862-847-4
Edition / 1st
Title / Clinical Applications of Cognitive Therapy
Author(s) / Freeman, A., Pretzer, J., Fleming, B., & Simon, K.
Copyright / 2004
Publisher / Kluwer
ISBN / 0-306-48462-5
Edition / 1st
Title / Cognitive Behavior Therapy: Applying Empirically Supported Techniques in Your Practice
Author(s) / O’Donohue, W. T., & Fisher, J.E. (Eds.)
Copyright / 2008
Publisher / Wiley
ISBN / 978-0-470-22778-7
Edition / 1st

RECOMMENDED TEXTS:

Title / The Case Formulation Approach to CBT
Author(s) / Persons, J.B.
Copyright / 2008
Publisher / Guilford
ISBN / 978-1-59385-875-9
Edition / 1st
Title / Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual
Author(s) / Barlow, D.H.
Copyright / 2008
Publisher / New York: The Guilford Press
ISBN / 1593855729
Edition / Fourth Edition
Title / The Child Clinician’s Handbook
Author(s) / Kronenberger, W.G., Meyer, R.G.
Copyright / 2000
Publisher / Allyn & Bacon
ISBN / 0205296211
Edition / Second Edition
Title / The Power of Positive Parenting
Author(s) / Latham, G.
Copyright / 1994
Publisher / P&T Ink
ISBN / 978-1567131758
Edition / 1st
Title / 1-2-3 Magic
Author(s) / Phelan, T.
Copyright / 2004
Publisher / Parentmagic, Inc.
ISBN / 978-1889140162
Edition
Title /

Cognitive-Behavioral Therapy for Anxious Children: Therapist Manual

Author(s) / Kendall, P.
Copyright / 2006
Publisher / Workbook Publishing
ISBN / 978-1888805222
Edition / 3rd
Title / Worried No More: Help and Hope for Anxious Children
Author(s) / Pinto-Wagner, A.
Copyright / 2005
Publisher / Lighthouse Press
ISBN / 978-0967734798
Edition / 2nd
Title / The Relaxation & Stress Reduction Workbook
Author(s) / Davis, M.
Copyright / 2008
Publisher / New Harbinger
ISBN / 978-1572245495
Edition / 6th
Title / Control Your Depression
Author(s) / Lewinsohn, P.
Copyright / 1992
Publisher / Fireside
ISBN / 978-0671762421
Edition / Rev updated

Course Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length: 8 WeeksContact Hours: 45 Hours

Program Outcomes:The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program. This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists.To ensure students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services.Specific program goals include:

  • Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
  • Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
  • Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
  • Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
  • Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

Course Objectives:Following are the objectives to be achieved in this course. These objectives are specifically tailored to address and meet program goals 2 (intervention), 3 (diversity), 4 (historical context) and 5 (critical thinking). Readings and assignments are specifically tailored to address and meet these goals, and objectives as follows:

  1. Trace the evolution of cognitive-behavioral approaches to psychotherapy from early philosophers to the current state of practice.
  2. Explain the common and varied “world views” of different cognitive-behavioral approaches.
  3. Identify psychological phenomena and data that form the basis for assessment in CBT practice.
  4. Identify, explain and apply a range of CBT assessment methods.
  5. Define common cognitive errors attended to by CBT practitioners, and identify these in practice with peers and in case material provided by the instructor.
  6. Conceptualize a therapy case from a (specific) CBT perspective.
  7. Identify, define, and apply cognitive interventions.
  8. Identify, define, and apply behavioral interventions.
  9. Explain the process of CBT therapy.
  10. Explain methods for assessing progress and outcome in CBT – empirically-based practice
  11. Write a CBT treatment plan.
  12. Apply CBT to adults, children, couples, families, and organizations.
  13. Apply CBT to specific presenting problems and disorders.
  14. Identify cultural and other group and individual factors that may affect process and outcome in CBT.
  15. Explain the research on efficacy of CBT.
  16. Compare and contrast CBT with other modes of therapeutic assessment and intervention.

Assignments, Evaluation & Class Format: During the first few weeks of class, we will spend the entire class time examining and evaluating (and, when appropriate, role playing, watching videotapes, and working in smaller groups to develop case conceptualizations, etc.) the assigned readings for the week. Starting with approximately the 5th week of class, we will spend approximately half ofour class time on student presentations of their systematic review projects (outlined below).Depending on final class enrollment, adjustments/refinements to the reading schedule will likely be made to accommodate all presentations; any required adjustments will be made as soon as possible.

You will be graded according to the following separate assignments/criteria.

Grading Criteria
Total possible points = 400
A / 375 and above
A- / 374 to 362
B+ / 361 to 349
B / 348 to 336
B- / 335 to 323
C+ / 322 to 310
C / 309 to 297
C- / 296 to 284
D+ / 283 to 271
D / 270 to 258
D- / 257 to 245
F / 244 and lower

1)Class Participation (100 points): You will be expected to arrive for class prepared to be an active and willing participant in classroom discussions and activities such as role plays. In-class participation will allow us to analyze, critique, and apply material read outside of class. Thus, you must have read all assigned material and completed all class assignments BEFORE class, and engage as an active listener/participator DURING class. Professional behavior is expected from all members. Frequent and unexcused absence, inappropriate classroom conduct, and regular lack of preparation will all result in a reduced class participation grade. Two or more absences can result in the student receiving an “F” for the class.

2)OTHER PROJECTS/PAPERS/TESTS/QUIZZES

  1. Case conceptualization write-ups: 90 points
  2. A brief case conceptualization writeup on one of the cases presented in class will be due at the beginning of class of Sessions 2, 3, 4, 5, 6, and 7.
  3. The writeup should not be more than a page or two; in the writeup, answer the following questions:
  4. Presenting problem
  5. How the presenting problem would be conceptualized according to the theoretical presentation discussed in the previous class session (e.g., for the writeup due for session 2, you might discuss the core beliefs that you might expect this individual to hold; the intermediate beliefs that this has given rise to, the connected automatic thoughts, and the resultant behaviors)
  6. Issues of diversity – either their impact on problem presentation or how these will impact your work with this individual or family, especially taking into account your own background and worldview
  7. Treatment planning (inasmuch as we have discussed this in class – you will be expected to provide a much more detailed treatment plan in the Session 6 writeup compared to the Session 2 writeup).
  8. Final Project: 210 points
  9. The final project for this class will be a treatment project on yourself (preferably) and a written report about your experience, both as therapist and client.
  10. The goal of this project is to deepen your understanding of cognitive-behavioral techniques by applying them to yourself. Several kinds of projects are possible. For example: a stress management program, self-control projects in which you try to modify test anxiety, eating, smoking, exercise, nail-biting behavior; an assertiveness training project; contingency management project where others (children or adults that you may contract with) are involved.
  11. Choose something manageable given the scope of this project. I want you to be able to concentrate on all aspects of this project, so you do not want a behavior so emotionally charged that you are distracted. Please see me if you have questions about an appropriate topic.
  12. You may use a manual created for your type of behavior modification, or you may create the intervention. The intervention should have some basis in clinical literature. The extent to which this is true will vary. I encourage creativity in your project ideas and will let you know if you are too creative. As part of your approach, you must use a behavioral contract and examine your beliefs. You must get permission from the instructor to use a client other than yourself. This project should not be longer than 10 pages of text (graphs and reference list excluded).
  13. One main purpose of this paper is to help you to get in touch with the complex issues of “resistance to change.” Did you implement your program immediately and diligently? Why or why not? What were the motivational issues involved? How did you work to overcome any problems you had with your initial treatment plan? Your program should involve a serious effort—a minimum of 1 to 1 1/2 hours of homework per week. Measurement techniques may include formal assessment (e.g. the Beck Depression Inventory), SUDS scales (subjective units of distress), or behavioral measures (e.g. counting the number of times an event occurs). You must use a behavioral contract as part of your intervention.
  14. Although there is a quantitative element to the paper (i.e. graphing an outcome), I am more interested in the subjective aspect of your experience. What was it like being the client? The therapist to a client like the one you were treating (i.e. you)? How did your gender and cultural background impact the treatment? Did you experience any surprises? How did your experience inform you about the reactions of a typical client? Optionally, you may wish to share the feelings you had towards the person who assigned the original assignment (i.e. me), which is another layer of “transference”. A more detailed description of this project follows.

Course Policies:

  • Approach this class as you would therapy with an individual client in terms of your professional behavior, and show your class peers respect by being on time, not checking your cell phone during class, contributing thoughtfully, and the like.
  • It is both necessary and expected that you regularly attend class and participate in classroom activities. We cover a lot of material in a relatively short period of time. Therefore, attendance is extremely important.
  • You are expected to come to class fully prepared. It is your responsibility to have assignments (reading, written work, etc.) completed PRIOR to attending each class.
  • An absence at any time does not relieve you of your responsibility for material covered in class, assignments, or adhering to announced deadlines.
  • Students will take exams and hand in assignments at the required times.
  • Plagiarism and cheating will not be tolerated and could result in failure of this course and/or academic suspension. See academic policies listed below.
  • As with many classes, as we progress through the semester certain alterations in the syllabus may become necessary. Thus the instructor reserves the right to alter the course outline as deemed necessary.
  • All written assignments should follow APA format.
  • Please feel free to contact me with your concerns or questions regarding the class, either ask to speak with me after/before class, stop by office hours, or e-mail me about making an appointment.

Schedule, Readings & Assignments:

Date / Topic; Assignments Due / Readings
09/10 / Introduction
09/17 / CBT with diverse populations; Beck’s cognitive theory; case formulations / Beck, chapters 2 (Cognitive Conceptualizations), 6 (Identifying Automatic Thoughts), 7 (Identifying Emotions), 8 (Evaluating Automatic Thoughts), 9 (Responding to Automatic Thoughts), 10 (Identifying and Modifying Intermediate Beliefs), and 11 (Core Beliefs); O’Donohue & Fisher, chapter 13 (Cognitive Restructuring of the Disputing of Irrational Beliefs)
09/24 / Mindfulness & Ellis; Learning Theories; Emotion Theories
Due: Writeup #1 / O’Donohue & Fisher, chapter 2 (Psychological Acceptance), 7, 23 (Distress Tolerance), 24 (Emotion Regulation), and 40 (Mindfulness Practice)
10/01 / The therapeutic relationship; treatment planning; the first few sessions; progress; treatment failure
Due: Writeup #2 / Beck, chapters 3 (Structure of the First Therapy Session), 4 (Session 2 and Beyond: Structure and Format), 14 (Homework), 15 (Termination and Relapse Prevention), 16 (Treatment Planning), 17 (Problems in Therapy)
Freeman et al., chapter 1 (Cognitive Therapy in the Real World)
O’Donohue: chapters 8 (Behavioral Contracting), 28 (Functional Analysis of Problem Behavior), and 17 (Contingency Management Intervention
10/08 / CBT techniques
Due: Writeup #3 / Beck, chapters 12 (Additional Cognitive and Behavioral Techniques) & 13 (Imagery)
O’Donohue, chapter 32 (Habit Reversal Training) – persons page 60
10/15 / Individual meetings for the final project / None
10/22 / Class discussion of final project / None
10/29 / Depression & anxiety.
Due: Writeup #4 / Freeman et al., chapters 4 (The Treatment of Depression), & 5 (Anxiety Disorders)
Stewart, R. E., & Chambless, D. L. (2009): Cognitive–behavioral therapy for adult anxiety disorders in clinical practice: A meta-analysis of effectiveness studies.Journal of Consulting and Clinical Psychology, 77(4), 595-606.
11/05 / Personality disorders & pain
Due: Writeup #5 / Freeman et al., chapter 8 (Antisocial and Borderline Personality Disorders)
Blum, N., et al. (2008): Systems Training for Emotional Predictability and Problem Solving (STEPPS) for outpatients with borderline personality disorder: A randomized controlled trial and 1-year follow-up. American Journal of Psychiatry, 165(4), 468-478.
11/12 / CBT for kids – AD/HD and behavior disorders
Due: Writeup #6 / O’Donohue., chapters 11 (Classroom Management), 18 (Daily Behavior Report Cards), 20 (Differential Reinforcement of Low-Rate Behavior), 47 (Parent Training), 71 (Time-Out, Time-In, and Task-Based Grounding), 72 (Guidelines for Developing and Managing a Token Economy).
Hoza, B.; Kaiser, N.; & Hurt, E. (2008):Evidence-based treatments for attention-deficit/hyperactivity disorder (ADHD).In:Steele, R. G.; Elkin, T.; & Roberts, M. (Eds.): Handbook of evidence-based therapies for children and adolescents: Bridging science and practice, pp. 197 – 219. New York: Springer.
11/19 / CBT for kids – social skills training; anxiety disorders / O’Donohue, chapter 63 (Social Skills Training); Mrug, S., et al. (2009): Discriminating between children with ADHD and classmates using peer variables.Journal of Attention Disorders, 12(4), 372-380.
11/26 / No class- happy Thanksgiving!
12/03 / Wrapup
12/10 / Wrapup
Due: Final Paper

Library

All resources in ArgosyUniversity’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: ArgosyUniversity’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at Detailed descriptions of online resources are located at

In addition to online resources, ArgosyUniversity’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: ArgosyUniversity’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, ArgosyUniversity requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). WashingtonDC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the ArgosyUniversity catalog for further information regarding academic dishonesty and plagiarism.