PP8010

Cognitive Behavioral Theory and Therapy

Winter 2009

INSTRUCTOR:

Shona N. Vas, Ph.D.

PHONE:

(773) 213-0674

EMAIL:


FAX:

(773) 702-6454

ALT PHONE:

(773) 702-1517

REQUIRED TEXTS:

Title / Cognitive Therapy: Basics & Beyond
Author(s) / Beck, J. S.
Copyright / 1995
Publisher / Guilford Press
ISBN / 0-89862-847-4
Edition / 1st

This course does not require the purchase of a course packet.

However, several readings are assigned and will be available in electronic format or for photocopy in class.

ArgosyUniversity, Chicago Campus

COURSE SYLLABUS

COURSE NUMBER: PP 8010

COURSE NAME: Cognitive-Behavioral Theory & Therapy

TERM: Winter 2009

Faculty Information

Faculty Name: Shona N. Vas, Ph.D.

Campus: Chicago

Contact Information: , Phone: (773) 702-1517

Office Hours: By appointment only (before and after class on Fridays)

Short Faculty Bio: Dr. Vas graduated from the doctoral program in clinical psychology at LoyolaUniversityChicago. She completed her internship at AdvocateRavenswoodHospital and CommunityMentalHealthCenter and her postdoctoral training at Behavioral Health Services of AdvocateIllinoisMasonicMedicalCenter. Dr. Vas is currently on faculty in the Department of Psychiatry at the University of Chicago where she provides clinical services, teaches several classes, and supervises psychology graduate students and psychiatry residents. She is also the Director of the Cognitive-Behavior Therapy Program and uses this orientation for assessment and treatment. Her clinical interests include evidence-based practices for Axis I and II disorders and cultural competence and diversity.

Course Description: This course presents the major concepts and applications of Cognitive-Behavior theories. There is a particular emphasis given to issues involved around training mental health practitioners using cognitive –behavioral approaches.

Course Pre-requisites: None

Required Textbook:

Beck, J.S. (1995). Cognitive Theory: Basics & Beyond. New York: Guilford. ISBN: 0-89862-847-4.

Required Readings (*Optional):

On file in the library:

  1. *Beck, A. T. (2005). The current state of cognitive therapy: A 40-year retrospective. Archives of General Psychiatry, 62, 953-959.
  2. *Chambless, D. L. & Ollendick, T. H. (2001). Empirically supported psychological interventions: Controversies and Evidence, Annual Review of Psychology, 52, 685-716.
  3. *Butler, A.C., Chapman, J.E. Forman, E.M., & Beck, A.T. (2006). The empirical status of cognitive-behavioral therapy: A review of meta-analyses. Clinical Psychology Review, 26, 17-31.
  4. *Thase, M. & Wright, J. (1998). Cognitive and Behavioral Therapies. In A. Tasman, J. Kay, & J. Lieberman (Eds.), Psychiatry. Pages 1418-1438. W.B. Saunders Company, Philadelphia.
  5. Persons, J.B. & Tompkins, M.A. (2007). Cognitive-behavioral case formulation. In T. Eells (Ed). Handbook of Psychotherapy Formulation (pp 290-316). New York, Guilford Press.
  6. Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Application of behavioral techniques. In Cognitive Therapy of Depression (pp 17-41),New York: Guilford.
  7. Jacobson, N.S., Martell, C., & Dimidjian, S. (2001). Behavioral activation treatment for depression: Returning to contextual roots. Clinical Psychology: Science and Practice, 8, 255-270.
  8. Wright, J. H., Basco, M. R. & Thase, M. E. (2006). Learning cognitive-behavior therapy: An illustrated guide. Washington D. C.: American Psychiatric Press.
  9. Deacon, B. J. & Abramowitz, J. S. (2004). Cognitive and behavioral treatments for anxiety disorders: A review of meta-analytic findings. Journal of Clinical Psychology, 60, 429-441
  10. O’Donohue, W., Fisher, J. E., & Hayes, S. C. (2003). Cognitive behavior therapy: Applying empirically supported treatments in your practice (assorted chapters). New York: John Wiley & Sons.
  11. Linehan, M. M., & Dexter-Mazza, E. T. (2007). Dialectical-behavior therapy for borderline personality disorder. In D. H. Barlow (Ed). Clinical handbook of psychological disorders, 4th edition, (pp 365-420). New York: Guilford.
  12. *Baer, R. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology, 10, 125-143.
  13. Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 639-665.
  14. Whaley, A. L. & Davis, K. E. (2007). Cultural competence and evidence-based practice in mental health services: A complementary perspective, American Psychologist, 62, 563-574.
  15. Okazaki, S. & Tanaka-Matsumi, J. (2006). Cultural considerations in cognitive behavioral assessment. In P.A. Hays & G. Iwamasa (Eds), Culturally responsive cognitive-behavioral therapy: Assessment, practice, and supervision (pp. 267-281). WashingtonD.C.: American Psychological Association.
  16. *Sue, S., Zane, N., Levant, R. F., Silverstein, L. B., Brown, L. S., Olkin, R., Taliaferro, G. (2006). How well do both evidence-based practices and treatment as usual satisfactorily address the various dimensions of diversity? In J. C. Norcross, L. E. Beutler, and R. F. Levant (Eds.) Evidence-based practices in mental health: Debate and dialogue on the fundamental questions (pp. 329-374).Washington, DC, US: American Psychological Association.
  17. Voss Horrell, S. C. (2008). Effectiveness of CBT with adult ethnic minority clients. Professional Psychology: Research and Practice, 39, 160-168.

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: 14 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes: The Doctoral program in Clinical Psychology at ArgosyUniversity, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that 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 objectives of the program include the following:

  • 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.
  • Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
  • Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
  • Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
  • 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.
  • Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
  • Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
  • Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
    Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
  • 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.

Program Outcomes: The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners.ArgosyUniversity, Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills

In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.

Course Objectives:

This course presents and overview of cognitive-behavioral theory and treatment. At the end of this course, you will be able to:

  • Understand the principles of the modern cognitive and behavioral models of psychotherapy
  • Conduct initial and ongoing assessment using a cognitive-behavioral framework
  • Write and use a cognitive-behavioral formulation
  • Formulate a CBT treatment plan
  • Structure and focus the treatment sessions to promote symptom relief
  • Understand the basic principles of psychoeducation and skills training
  • Learn the rationale and application of specific cognitive and behavioral techniques
  • Learn to review the literature in order to find out how to treat a specific problem using empirically supported practices.

Class Outline

All readings should be completed in time for the class for which they are assigned. In addition to lectures, the class is designed such that we have extended discussions that assume the completion of the readings. This schedule is a guideline and the lecture content will modified as needed to accommodate discussion time.

Assignment Table

Topics / Readings / Assignments
1/12 / Overview/introduction / Beck, B&B (1995) Chapter 1, Beck (2005),
Chambless (2001), Butler et al. (2006) / Administration of CTAS
(in class)
1/19 / Martin Luther King Jr. Day / Class Cancelled / Off
1/26 / Assessment and Conceptualization / B&B: Chapter 2,
Persons & Tompkins (2007)
2/2 / Structuring, educating and treatment planning / B&B: Chapters 3-5, 16
2/9 / Cognitive restructuring / B&B: Chapters 6-9
2/16 / Core beliefs and schema modification / B&B: Chapters 10-11 / 3 column thought log due
Midterm assigned
2/23 / Behavioral Methods (I) / B&B: Chapters 12-13
Jacobson et al (2001) / 5 column thought log due
3/2 / Depression / Thase & Wright (1998)
Beck et al., 1979 / Midterm due
3/9 / Behavioral Methods (II) / B&B: Chapter 14
Wright et al. (2006) / Mood-activity log due
3/16 / Anxiety / Deacon & Abramowitz (2004), O’Donohue et al.(2003): Chapters 11, 34, 49 & 50
3/23 / Third-wave Behavior Therapies: DBT, Mindfulness, ACT & FAP / Linehan & Dexter-Mazza (2007)
Baer (2003)
Hayes (2004) / Exposure hierarchy due
3/30 / Trouble-shooting & Relapse Prevention / B&B: 15-17
4/6 / Presentations / Resource Handout due
4/13 / Presentations / Resource Handout due
Administration of CTAS
4/20 / Cultural competence & empirically supported treatments / Whaley & Davis (2007)
Okazaki & Tanaka-Matsumi (2006) / Final paper due

Grading Requirements:

  1. Participation: This proportion of your grades consists of the following components:
    a. Attendance: Having more than one unexcused absence is grounds for an incomplete or course failure. More than one excused absence (planned absence discussed ahead of time with the instructor) or frequent tardiness will negatively affect your participation grade.
    b. Class involvement: In order to learn about CBT, it is essential that you participate in class discussion by reading the material, asking questions, sharing your observations, and volunteering to role-play as a client or therapist.
    c. Assignments: You will be asked to hand in materials relevant to topics discussed in class. For example, as a “homework assignment” similar to one you would give a client, you will be asked to submit a thought log. While these assignments will not be graded, your experiences in completing them will be an indicator of participationand important material for class discussion.
  2. Quizzes: You will take 5 quizzes administered randomly during the semester. Quizzes will cover material from the assigned readings for the day and will be completed at the beginning of class. If you are late or absent, you will not be allowed to take the quiz and therefore forfeit the contribution of those points to your final grade. You will be allowed to drop the lowest score.
  3. Midterm assignment: You will write a case conceptualization for a client (no longer than 6 pages double spaced) using the concepts and techniques presented during the course. More details will be provided in class. It is preferred that you refrain from discussing this assignment with your classmates. If assignments turned in by two students appear to be highly similar, both students will be failed.
  4. Final presentation: Each student will present a review of the literature for CBT for a specific Axis I or II disorder, cognitive behavioral concept or adaptation of CBT (e.g. any one of the anxiety disorders, use of a particular technique, using CBT with a specific population, etc.). You will make a brief presentation in class (15-20 minutes) and provide your class mates with a list of resources that they may refer to in the future if required to work with the topic you researched. You will also turn in a 10-15 page paper on the topic you reviewed and include your resource list as an addendum (addendum does not count towards the page limit). All topics must be approved by the instructor by March 2nd, 2009 and should not be repetitions of lecture materials (e.g. depression is not an acceptable topic for your final presentation). Only one person will be permitted to present per topic—first come, first approved! All papers must be received via e-mail to the instructor by 5 p.m. on April 20th 2009 (just before our final class). If you are using MSOffice 2007, please save your document as a “.doc” file. For every 4 hours that your paper is late, you will be docked by one letter grade.
    Grading Criteria

Grade Components

Attendance/participation / 25%
Case Conceptualization (Midterm) / 20%
Quizzes / 25%
Final Paper & Presentation / 30%
100%

Grading Scale

A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below

Library Resources

ArgosyUniversity’s core online collection features more than 21,000 full-text journals, 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.All electronic resources can be accessed through the library’s website at User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .

In addition to online resources, ArgosyUniversity’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online 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 fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing 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.

Scholarly writing: The faculty at ArgosyUniversity is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” ( an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of ArgosyUniversity to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

TheArgosyUniversity Statement Regarding Diversity

ArgosyUniversity prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.