COURSE NUMBER: PP 8690
COURSE NAME: Brief Therapy
TERM: Spring 2008
INSTRUCTOR:
Tyree BrinsonPHONE:
312-777-7600EMAIL:
FAX:
NoneALT PHONE:
773-727-9417REQUIRED TEXTS:
Title / The art and science of brief psychotherapies: a practitioner’s guideAuthor(s) / Dewan, M.J., Steenbarger, B.N., & Gabbard G.O.
Copyright
Publisher / American Psychiatric Publishing Guide, Inc.
ISBN / 1-58562-067
Edition / 2004
Title / Brief collaborative therapy: A practical guide for practitioners
Author(s) / Rudolph, B.A.
Copyright
Publisher / Westport, Connecticut: Praeger
ISBN / 0-275-96745-X
Edition / 1996
This Course Requires the Purchase of a Course Packet: YES N
ArgosyUniversity
COURSE SYLLABUS
PP 8690
Brief Therapy
Faculty Information
Faculty Name: Tyree D. Brinson, Psy.D., L.C.P.C.
Campus: Main Campus, Chicago, Illinois
Class Day/ Time: Monday/ 9:15 AM until 11:59 AM
Contact Information:Private Voice Mail 773-727-9417
Email:
Office Hours: By appointment
Short Faculty Bio: Dr. Brinson is a graduate of the clinical psychology program at Adler School of Professional Psychology.He earned his Master’s degree in Counseling Psychology from Tennessee State University. He earned his Bachelor’s degree in Psychology from the University of Arkansas at Pine Bluff. His Interests include access and delivery of mental health services to underserved populations, child and adolescent psychopathology, the structure and paradigm of community mental health centers, the child welfare system, risk and protective factors assessment, resilience, causes and solutions to recidivism among ex-offenders, and socially responsible servicing of clients by mental health professionals.
Course description: This course is designed to teach participants the basic structure and principal concepts of brief therapy as applied to a wide range of problems. The emphasis will be on learning basic brief therapy skills and techniques as well as student mastery of the core concepts of brief collaborative therapy. Other models of time-limited therapy will be surveyed in the second half of the course.
Students will role play critical therapist tasks and also view a videotape of an actual brief therapy session. Student interaction and skill development will be emphasized. By the end of the course, the participants should be able to structure and monitor the progress of a brief therapy case using the principles presented in class. The student will also gain awareness of the potential impact of racial, ethnic, religious and sexual orientation differences between client and therapist in brief therapy and learn methods for constructively addressing these differences.
Course Pre-requisites: None
Required Textbook:
Dewan, M.J., Steenbarger, B.N., & Gabbard G.O. (2004). The art and science of brief psychotherapies: a practitioner’s guide. American Psychiatric Publishing Guide, Inc. ISBN 1-58562-067
Rudolph, B.A. (1996). Brie collaborative therapy: A practical guide for practitioners. Westport, Connecticut: Praeger ISBN 0-275-96745-X
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.; videos
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University 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.
Course Objectives:
1.To provide a conceptual framework for brief therapy work
2. Train students in conducting an assessment interview and set goals for brief therapy. Objective will be assessed by in-class role-play.
3. Train students to conduct a midpoint review session for brief therapy. Objective will be assessed by in-class role-play.
4. Train students to create a treatment plan for a brief therapy client using the goals, tasks, and bond model of brief collaborative therapy. Objective will be assessed by in class assignments.
5. Teach basic principles of other theories of brief therapy in addition to Brief Collaborative Therapy and be able to contrast and compare the principles of other theories to BCT principles. Objective assessed by in-class student presentation and final paper.
6. Students will become familiar with common procedures and forms utilized by managed care organizations for treatment planning and review. Objective assessed by completion of in class distribution of forms.
7. Students will be able to apply brief therapy principles to cases in their clinical settings. Objective assessed through class discussion.
Assignment Table
Date / Topics / Readings / In class assignments1/12/09 / Introduction; Rationale and assumptions of Brief-Therapy / Rudolph, Chapters 1 & 2; Dewan, Chapter 1 & 9 / Overview of diversity issues to be discussed!
1/19/09 / No Class/ Holiday
1/26/09 / -Review of Key BCT Concepts
- Assessment Interview Processes / Rudolph Chapters 3 & 4 / Assessing Client Layers of Experience
1. interview structure and areas of inquiry
2. client self-report instruments
Role play of Assessment Interview & Goal Clarification
Video Tape of Assessment Interview/Discussion
2/2/09 / -Assessment Interview Processes Continued
-Linking Goals, Tasks & Bond to Client Layers of Experience
-Phases of BCT / Rudolph Chapters 5 & 6;
Identify theorist for presentation / States of Mind & Stages of Development
Case Examples/Class Discussion
Role play and Discussion
2/9/09 / -Tests of the Focus & Therapist
- Tasks: Focused on Goals, Tailored to Client
-Task Selection, Introduction & Bond Development / Rudolph Chapters 7 & 8 / Class discussion; diversity issues revisited!
2/16/09 / Phase 3: The Midpoint Review -
Assessment of Midpoint Process
Phase 4: Renewed Effort
Phase 5: Termination / Rudolph Chapters 9 & 10 / Role plays & therapist actions & process
2/23/09 / Distribution & Discussion of Mid-Term assignment
- Review of BCT
therapy, Rational Emotive Behavior Therapy).
- Midpoint Review of course
- Common Elements of All Brief Therapies / Rudolph Chapter 11, Dewan et al. Ch. 8 / variations on common problems
2. blunders & pitfalls
3. research suggestions & evaluation
3/2/09 /
Mid-Term DUE at the beginning of class
- Ethnic, Racial & Cultural Issues Gay, Lesbian & Bisexual Issues
- Motivational Interviewing – working with individuals who are ambivalent about change! / Stages of change & motivational interviewing techniques / Role play & Class DiscussionMethods to Address Differences
Enhancing the Collaborative Bond
3/9/09 / Return Mid-term
Student Presentations Begin! / Readings necessary for your presentations! / Handout, presentation, role play & discussion
3/16/09 / Student Presentations / Readings necessary for your presentations / Handout, presentation, role play & discussion
3/23/09 / Student Presentations / Readings necessary for your presentations! / Handout, presentation, role play & discussion
3/30/09 / Student Presentations / Readings necessary for your presentations! / Handout, presentation, role play & discussion
4/6/09 / Student Presentations / Readings necessary for your presentations! / Handout, presentation, role play & discussion
4/13/09 / Student Presentations / Readings necessary for your presentations! / Handout, presentation, role play & discussion Final Exam Handed out!
4/20/09 / Leftovers & Wrap up…. / Final Paper Due
Assignments
Class Attendance & work submission: Class attendance is required. More than twounexcused absence is grounds for course failure. Call the professor if you cannot attend. Late assignments will cost you 1 point per day with a failing grade if more than 5 days late (including weekend). If you have an “exceptional” circumstance, please contact me as early as feasible to see if accommodations are possible. Please make sure that you plan accordingly….printers have a tendency to “break down” (out of ink, paper etc…) when you need them most – so plan for it!
Grades will be determined by student performance on the mid-term, and presentation, as well as application of therapeutic skills in classroom exercises. The midterm will consist of a case analysis and the final project will be a student paper (7-10 pages) and a presentation in class on a brief therapy model. We will potentially build groups for the final paper/presentation if a high number of students enroll. More details will be given the first day of class.
Grading Criteria
Participation / 20 ptsMid-term case / 30 pts
Presentation / 20 pts
Final Paper / 30pts
Total / 100 pts
Grading ScaleGrading requirements
A / 100 – 93A- / 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
Formatting Guidelines for Written Assignments
All papers must adhere to APA guidelines, TYPED, DOUBLE-SPACED, in Times New Roman 12-point, with 1” margins.
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.
The ArgosyUniversity 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.