PSY-7504-+Bertagnolli

California  School  of Professional Psychology At Alliant International University One Beach Street, Suite 100  San Francisco , CA 94133  (415) 955-2100 Cognitive-Behavioral Therapy: Theory and Practice PSY 7504  Fall 2009 San Francisco Campus Thursdays 6:10pm – 9:00pm  Andrew Bertagnolli, PhD <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">andrew.bertagnolli@kp.org <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> - - - (510) 271-5771 <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Office Hours: by appointment <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Grading options: Letter grade <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">
 * <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">California ****<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> School ****<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> of Professional Psychology **<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">

<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif';">This course begins with an overview of conceptual foundations underlying behavioral and cognitive approaches to assessment and treatment. We will proceed to examine several techniques associated with the Cognitive-Behavioral spectrum, including schema analysis and other cognitive formulations, cognitive restructuring, and (toward the more behavioral end of the spectrum), functional analysis, exposure treatment, and contingency management. Students will be introduced to CBT protocols for treatment of depression, various anxiety disorders, and personality disorders. Throughout, we will attend to the conceptualization and role of the therapeutic relationship in CBT. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: GungsuhChe; mso-fareast-language: EN-US;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> The purpose of this course is to introduce students to Cognitive-Behavioral Theory and Technique. Cognitive-Behavioral Therapy (CBT) is an empirically supported treatment that focuses on patterns of thinking that are maladaptive and the beliefs that underlie such thinking. For example, a person who is depressed may have the belief, "I’m worthless," and a person with a phobia may have the belief, "I am in danger." While the person in distress likely holds such beliefs with great conviction, with a therapist’s help, the individual is encouraged to view such beliefs as hypotheses rather than facts and to test out such beliefs by running experiments. Furthermore, those in distress are encouraged to monitor and log thoughts that pop into their minds (called "automatic thoughts") in order to enable them to determine what patterns of biases in thinking may exist and to develop more adaptive alternatives to their thoughts. People who seek CBT can expect their therapist to be active, problem-focused, and goal-directed. Studies of CBT have demonstrated its usefulness for a wide variety of problems, including mood disorders, anxiety disorders, personality disorders, eating disorders, substance abuse disorders, and psychotic disorders. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> Specifically, upon completion of the course, students will be: 1) Discuss the theory of cognitive-behavioral therapy   2) Apply the principles of cognitive-behavioral therapy to a cohesive case formulation 3) Select and modify interventions based on the patient's presenting problem, cultural background, life situation, education level and time constraints <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Lecture & Discussion <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">   This class assumes incorporation of critical and informed examination of multicultural issues on psychotherapy process and outcome and on individual development. International perspectives in the course are focused on the psychological experience of immigration, including the experiences of terrorism, trauma, and separation from the “mother” country. Cross-cultural therapy and differences between therapist and client will be explored. Readings, class discussion and assignments address these issues. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: GungsuhChe; mso-fareast-language: EN-US;"> Since the goal of this class is to be able to treat a case from a cognitive-behavioral perspective, the assignment is to provide a cognitive-behavioral case formulation for a case that you are currently treating or have treated in the past. The case formulation should include the following sections: 1. Identifying Information 2. Problem List 3. Proposed underlying mechanisms (schema hypotheses) 4. How the mechanisms fuel the problems 5. Current precipitants 6. Origins of the mechanisms 7. Proposed interventions 8. Predicted obstacles to treatment based on the formulation There are not a specific number of pages for this paper needs to be. It should be complete and thorough. It you can do this in a concise manner that's great. If it takes you a few more pages than the next person, that's okay. Create a formulation that would be useful to a treating psychologist to whom you may be transferring the case Case Formulation papers are to be typed - handwritten papers will not be accepted. Additional information can be found in Appendix C Part II. Emphasis throughout the course will be on application of cognitive behavioral theory to real life patients and situations. Seminar Discussions 40% Written Assignments 60% <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Course readings: <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> Main Text: Persons, J. (2008). The Case Formulation Approach to Cognitive Behavioral Therapy. New York: Guilford Articles are available at:  <span style="font-size: 10pt; mso-bidi-font-family: Verdana; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: major-fareast;">[] The password is //andrew//. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: GungsuhChe; mso-fareast-language: EN-US;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">1. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Policies Related To Class Attendance, Lateness, Missed Exams or Assignments __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf). <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">2. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Responsibility to Keep Copies __ <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">3. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Respectful Speech and Actions __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Alliant <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> International University <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">4. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Academic Code of Conduct and Ethics __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. **//The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.//** The University reserves the right to use plagiarism detection software. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">5. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Evaluation of Students’ Professional Development and Functioning __ <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">6. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Disability Accommodations Request __ <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">7. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Policy on Course Requirements During Religious Holidays __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Alliant <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> International University <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">8. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Resources for Obtaining Tutoring or Other Student Support Services __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">9. __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Problem Solving Resources __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">[] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> or contact the University Ombudsperson at <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">rkunard@alliant.edu <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: GungsuhChe; mso-fareast-language: EN-US;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> __<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Reminder that Syllabus is Subject to Change __ <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">The following is the general structure and content of the course. Students should remember that the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Persons, J., & Bertagnolli, A. (1994). Cognitive-behavioral treatment of multiple-problem patients: Application to personality disorders//. Clinical Psychology and Psychotherapy//, 1(5), 279-285. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Persons, J., Gross, J., Etkin, M., & Madan, S. (1996). Psychodynamic therapists' reservations about cognitive behavioral therapy//. Journal of Psychotherapy Practice and Research//, 5(3), 202-212. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">persons_cognitive_psychodynamic_behavior.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">persons_cbt_multiple_problems.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">persons_psychodynamic_therapist_reservations.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Persons, J. (1993). Case conceptualization in cognitive-behavior therapy. In K. Kuehlwein & H. Rosen (Eds.), //Cognitive Therapies in Action//, (pp. 33-53). San Francisco: Jossey-Bass. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Needleman, LD (1991) //Cognitive Case Conceptualization: A Guidebook for Practitioners//, (pp. 1-21). New Jersey: Lawrence Earlbaum Associates. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Persons, J., & Bertagnolli, A. (1994). Cognitive-behavioral treatment of multiple-problem patients: Application to personality disorders//. Clinical Psychology and Psychotherapy//, 1(5), 279-285. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">persons_case_conceptulization.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">needleman_intro_case_concept.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">persons_cbt_multiple_problems.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Case Reports: "Q" Case, "Jill" Case, "Jose" Case, "VAMC" Case <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Okazaki <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">, S & Tanaka-Matsumi, J (2006) Cultural Considerations in Cognitive-Behavioral Assessment. In Hays, P & Iwamasa, G (Eds.) //Culturally Responsive Cognitive-Behavioral Therapy.// (pp. 247-266). Washington, DC: American Psychological Association. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">bertagnolli_case_q.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">hatzis_case_jill.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">bertagnolli_case_jose.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">bertagnolli_case_vamc.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">okazaki_cultural_considerations.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Beck, AT, Freeman, A, Davis, DD & Associates. (2004). //Cognitive Therapy of Personality Disorders//, (pp. 92-112). New York: Guilford Press. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Needleman, LD (1991) //Cognitive Case Conceptualization: A Guidebook for Practitioners//, (pp. 53-62). New Jersey: Lawrence Earlbaum Associates. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Beck, J (2005) Therapeutic Relationship Problems: Case Examples. //Cognitive Therapy for Challenging Problems//, (pp. 91-111). New York: Guilford Press. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">beck_the_cognitive_therapy_relationship.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">needleman_the_therapeutic_relationship_p1 needleman_the_therapeutic_relationship_p2 <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">beck_therapeutic_relationship_problems.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Padesky, C. (1993). Socratic Questioning: Changing Minds or Guiding Discovery? Paper presented at the European Congress of Behavioural and Cognitive Therapies, London, UK. - - <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Overholser, J. (1993). Elements of the Socratic method: Inductive reasoning. //Psychotherapy//, 30(1), 75-85. - - <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Overholser, J. (1993). Elements of the Socratic Method: Systematic questioning. //Psychotherapy//, 30(1), 67-74. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">padesky_socratic_questioning.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">overholser_elements_inductive_reasoning.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">overholser_elements_systematic_questioning.pdf || **//__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">due October 29th. __//**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Point of View || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; mso-bidi-font-family: Tahoma; mso-bidi-font-size: 12.0pt;">Guest Speaker: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Stephen Zollman, Esq. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">San Francisco <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> Public Defenders Office <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; mso-bidi-font-size: 12.0pt;">grisso_forensic_evaluation_juveniles.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Needleman, LD (1991) //Cognitive Case Conceptualization: A Guidebook for Practitioners//, (pp. 123-181). New Jersey: Lawrence Earlbaum Associates. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">needleman_ocd.pdf. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">neddleman_panic.pdf || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Spangler, D (1999). Cognitive-behavioral therapy for bulimia nervosa: An illustration, //Journal of Clinical Psychology//, 55(6): 699-713. - <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Craighead & Kirkley (1994). Obesity and Eating Disorders. In Craighead, Craighead, Kazdin & Mahoney (eds.) //Cognitive and Behavioral Interventions.// Allyn and Bacon: Boston. (pps. 141-155). <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Agras, Walsh, Fairburn, Wilson, & Kramer (2000) A multicenter comparison of cognitive-behavioral therapy and interpersonal psychotherapy for bulimia nervosa. //Archives of General Psychiatry,// 57, 459-466. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Halmi, Agras, Mitchell, Wilson, Crow, Bryson, & Kramer (2002) Relapse predictors of patients with bulimia nervosa who achieved abstinence through cognitive-behavioral therapy. //Archives of General Psychiatry,// 59, 1105-1109. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">williamson_cog_bias_eating_disorders.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">spangler_bulimia.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">craighead_obesity.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">agras_bulimia.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">halmi_relapse_bulimia.pdf || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Craighead, Craighead, Kazdin & Mahoney (1994) Principles of Behavioral and Cognitive Change. //Cognitive and Behavioral Interventions//. Allyn and Bacon: Boston (pgs 29-46). <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Leahy, R ( 2003) Examining and Challenging Cognitive Distortions. //Cognitive Therapy Techniques//. New York: Guilford. (pgs 292-305). <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">craihead_principles_of_behavior_p1 <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">craighead_princlples_of_behavior_p2 <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">leahy_examining_challenging.pdf || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Beck, A, Wright, F, Newman, C & Liese, B (1993), //Cognitive Therapy of Substance Abuse//. (42-53). || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">beck_cog_model_addiction.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">beck_addiction.pdf || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Beck, AT, Freeman, A, Davis, DD & Associates. (2004). //Cognitive Therapy of Personality Disorders//, (pp. 69-91). New York: Guilford Press. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">beck_theory_personality.pdf <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">beck_general_principles.pdf || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: GungsuhChe; mso-fareast-language: EN-US;"> ===<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-fareast-font-family: GungsuhChe;"> Academic Standing Status for CSPP Doctoral Students === Use the following grade equivalencies to translate campus based to CSPP systems. A & B = Credit with no “some concerns” or no “serious concerns” C = marginal pass or “some concerns” D/F = fail or “serious concerns” In the following, substitute the grade equivalencies from above. ** Good Academic Standing ** – Any record of performance which does not qualify for Warning, Probation, Termination, or all A and B’s. ** Warning ** – One grade of C or lower ** Probation ** – (a) In the first 60 units of the program: Two C’s OR one C and one D/F. (b) During the entire program: Three C’s OR one D/F and one C  ** Termination ** – Students will be terminated from the program if their GPA falls below a 3.0 or if they are on probation for 2 terms.
 * <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">I. Rationale: **<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">
 * <span style="font-family: 'Times New Roman','serif';">Cognitive Behavioral Therapy **<span style="font-family: 'Times New Roman','serif';"> (**CBT**) is a psychotherapy based on modifying cognitions, assumptions, beliefs and behaviors, with the aim of influencing disturbed emotions. The general approach developed out of behavior modification, Cognitive Therapy and Rational Emotive Behavior Therapy, have become widely used to treat various kinds of neurosis and psychopathology, including mood disorders and anxiety disorders. The particular therapeutic techniques vary according to the particular kind of client or issue, but commonly include keeping a diary of significant events and associated feelings, thoughts and behaviors; questioning and testing cognitions, assumptions, evaluations and beliefs that might be unhelpful and unrealistic; gradually facing activities which may have been avoided; and trying out new ways of behaving and reacting. Relaxation and distraction techniques are also commonly included. CBT is widely accepted as an evidence and empirically based, cost-effective psychotherapy for many disorders and psychological problems. It is sometimes used with groups of people as well as individuals, and the techniques are also commonly adapted for self-help manuals and, increasingly, for self-help software packages. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">
 * <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">II. Course Description, Purpose, Student Learning Outcomes and Assessment: **<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">
 * //<span style="font-family: 'Times New Roman','serif'; msolist: Ignore;">A. //****//<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Course Description //**
 * //<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">B. Purpose of the Course //**
 * //<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">C. Specific Learning Outcomes: //**<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">
 * //<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">D. Instructional Strategy //**
 * //<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">E. Class Component on Multicultural and International Issues //**
 * //<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">F. Description of Course Requirements and Assessment Methods //**
 * <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">III. Course Readings and Materials: **<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">
 * <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">IV. Policies and Procedures: **<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">
 * //<span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">Behavioral Expectations/Attendance //**
 * <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: GungsuhChe;">V. Course Schedule: **
 * Class Schedule & Assignments **
 * __ Date  __ || __  Topic  __ || __ Readings __  || __  File Names  __ ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">September 3 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Introduction & Review of Theories || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Main Text Chapters 2, 3 & 4 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">September 10 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Introduction to the Cognitive Behavioral Model || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Persons, J., Curtis, J., & Silberschatz, G. (1991). Psychodynamic and cognitive-behavioral formulations of a single case. //Psychotherapy//, 28(4), 608-617.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;"> |||||| **//__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Assignment: Identifying Information for your case, due September 24th. __//**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">September 17 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> |||| <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">NO CLASS ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">September 24 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Introduction to Case Formulation || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Main Text Chapter 1
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">October 1 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">CBT Assessment: Problem List Formulation & Schema Hypotheses || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Main Text Chapters 5 & 6
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;"> |||||| **//__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Assignment: Create problem list for your case, due October 8th. __//**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">October 8 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">The Therapeutic Relationship & Structure of the Session || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Main Text Chapter 8 & 10
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;"> |||||| **//__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Assignment: Create schema hypotheses and underlying assumptions for your case, due October 22nd. __//**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">October 15 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">NO CLASS || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">October 22 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Socratic Dialogue || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Main Text Chapter 11
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;"> |||||| **//__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Assignment: How the mechanisms fuel the problems & current precipitants for your case, __//**
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt; layout-grid-mode: line;">October 29 || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Overview of The Juvenile Criminal Justice System: Public Defender’s
 * NOTE: TUESDAY November 3 – NO CLASS November 5 ||  Application to OCD & Panic DO  || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Needleman, LD (1991//) Cognitive Case Conceptualization: A Guidebook for Practitioners//, (pp. 182-236). New Jersey: Lawrence Earlbaum Associates.
 * NOTE: TUESDAY November 10 – NO CLASS November 12 ||  Application to Obesity & Bulimia  || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Williamson, D, Muller, S, Reas, D & Thaw, J (1999). Cognitive bias in eating disorders: Implications for theory and treatment, //Behavior Modification//, 23(4): 556-577.
 * |||||| **//__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Assignment: Origins of the mechanisms section for your case, due November 19th. __//**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> ||
 * November 19 ||  CB – Intervention – Part 1  || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Main Text Chapter 7
 * November 26 ||   |||| <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">NO CLASS – THANKSGIVING HOLIDAY  ||
 * December 3 ||  CB – Intervention – Part 2  || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Main Text Chapter 9 ||   ||
 * |||||| **//__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Assignment: Proposed interventions section for your case due August 7th. __//**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;"> ||
 * December 10 ||  Application to Substance Abuse  || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Beck, A, Wright, F, Newman, C & Liese, B (1993), //Cognitive Therapy of Substance Abuse//. (22-41).
 * |||||| **//__<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Assignment: Entire case formulation for your case, due August 14th. __//** ||
 * December 17 ||  Application to Personality Disorders  || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt; layout-grid-mode: line; mso-bidi-font-size: 12.0pt;">Beck, AT, Freeman, A, Davis, DD & Associates. (2004). //Cognitive Therapy of Personality Disorders//, (pp. 17-51). New York: Guilford Press.
 * Appendix A **

<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-fareast-font-family: GungsuhChe;"> Related Issues:
1. Students placed on academic warning or probation status will return to good standing upon receiving of all A/B’s in the semester following the semester which qualified the person for warning/probation status. 2. Students must repeat a course for which a no credit grade is received. Both grades will remain on the transcript. 3. Students may be placed on warning, probation, or terminated for other performance, ethical or professional behavior, such as acts of misconduct, unprofessional behavior, failure to complete 67% of the units attempted every academic year, failure to complete their educational program within a reasonable period of time, or failure to pass comprehensive, preliminary, or other competency exams (Please refer to local program and system-wide polices). 4. A student may be required to take a mandatory leave of absence, a modified sequence or reduced load of courses, or to repeat or take additional courses if their academic work or professional development requires serious remediation. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: GungsuhChe; mso-fareast-language: EN-US;"> ** Appendix B  ** (Adapted from the Student Competence Task Force of the Council of Chairs of Training Councils (CCTC), [] , December 4, 2003) Professional helpers are expected to demonstrate competence within and across a number of different but interrelated dimensions. Because programs that educate and train professional helpers also strive to protect the public and profession, faculty, training staff, and supervisors in such programs have a legitimate and vested interest in the comprehensive evaluation of student competence to include multiple aspects of development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical). In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. Faculty, staff, and supervisors have a professional, ethical, and potentially legal obligation to: (a) evaluate the interpersonal competence and emotional well being of student trainees who are under their supervision, and who provide services to clients and consumers, and (b) ensure—insofar as possible—that the trainees who complete their programs are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, and teaching) in an effective and appropriate manner. Faculty, staff, and supervisors will evaluate student competence in areas other than coursework, seminars, scholarship, comprehensive examinations, or related program requirements. Students may therefore be required to participate in learning activities that require different levels of self-disclosure. These multiple evaluative areas include, but are not limited to, demonstration of sufficient: (a) interpersonal and professional competence (e.g., the ways in which students relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (b) self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (c) openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of problems or issues that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by participating in personal therapy in order to resolve problems or issues). <span style="font-family: 'Times New Roman','serif'; font-size: 13.5pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: GungsuhChe; mso-fareast-language: EN-US;"> Appendix C   ** I. Class Participation Grading Criteria ** ** 1. Attendance:
 * Student Disclosure of Personal Information **

** **This is a cooperative learning class.** That means that your absence affects the learning of others. In general, missing more than 2 classes __will__ affect your class participation grade. Class participation includes **actively participating in class** including being adequately prepared. Your grade for class participation will be based on attendance and your good faith participation in the discussion. Being repeatedly distracted or inattentive will lower your grade.
 * 2. Participation Examples:

** __ Maximal Participation __ : Student is thoroughly prepared, contributed readily to the conversation (usually a couple of comments) but didn't dominate it; made thoughtful contributions that significantly advance the conversation (comments beyond a repeat of factual information); showed interest in and respect for other views; participated actively in small groups; raised issues related to the topic at hand, challenges participants to think about the material in new ways. __ Above Average Participation __ : Student is prepared and makes thoughtful comments if called on; contributes occasionally without prompting; shows interest in and respect for others’ views; participates actively in small groups; while the student’s contributions are less well developed, they nevertheless advance the conversation; raised issues related to the topic at hand. __ Average Participation __ : Student is prepared, but does not voluntarily contribute to discussions and gives only minimal answers if called on; nevertheless student show interest in the discussion, listens attentively and participates actively in small groups. In general comments in the latter 2 categories will have greater value. __ Fact __ : A statement indicating recall of the text material. __ Elaboration __ : A comment indicating assimilation of information and ability to draw inferences, and connections between topics. __ Insight __ : A comment suggesting penetrating discernment and understanding of the material as it relates to one’s self as a developing psychologist, a client, or the practice of psychology. ** II. Case Write-Up Grading Criteria ** **1. Background Information**
 * 3. Types of In-Class Contributions **

The first section of your paper will present your client’s background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, goals, and coping skills and weaknesses.


 * 2. Description of the Presenting Problems (aka: Problem List)**

In the next section of your case study, you will describe the problem or symptoms that the client presented with. Describe any physical, emotional, or sensory symptoms reported by the client. Automatic thoughts, feelings, and behaviors associated with each problem should also be noted. Any screening or diagnostic assessments that are used should also be described in and all scores reported. Avoid diagnostic labels or historical events as problems on the problem list. Rather explain, how the historical event causing problems for the client currently.


 * 3. Your Diagnosis**

Provide your diagnosis using the appropriate DSM-IV terminology. It should be clear from the problem list how you reached your diagnosis, how the client’s symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis. **4. Your Formulation**

Explain how a cognitive-behavioral psychologist would approach treatment. Explain how the client’s particular cognitive mechanisms; schemas (core beliefs), underlying assumptions (‘rules for living’) and behavioral mechanisms (compensatory strategies) interact with their environment in ways that generate the difficulties detailed in the problem list. Detail relevant history regarding development and maintenance of cognitive mechanisms and compensatory strategies, including how aspects of client’s environment reinforced or buffered them. Avoid providing a biographical epic, try and link each factoid to a cognitive mechanism or compensatory strategy. Include impact of culture, gender, religion, sexual-orientation, SES, etc. on development and maintenance of these cognitive structures and behavioral responses. Also include any obstacles to treatment based upon the formulation and your proposal to address or deal with them.

**5. Treatment Plan**

Provide a reasoned treatment plan. Be specific as to what types of interventions you propose to start with (eg: behavioral activation, cognitive restructuring, relaxation training, etc.) be sure to provide a rationale that is grounded in your formulation and cognitive-behavioral theory. Make note of expected client response and what markers would you use to gauge treatment effectiveness and when you might introduce other techniques. Also include any adjunctive treatment you might recommend and rationale as to why. Make note of any difficulties you hypothesize may be encountered by your client during treatment, tie these back to your formulation. Also discuss any adaptation or modification to standard cognitive-behavioral interventions or the session structure needed to address cultural or other issues. These should be based on your formulation. **6. Timeliness**

All assignments are due by on the last class date in the syllabus. Submission can either be in person or via email. Late assignments will be accepted but will impact overall grade. When submitting by email, be sure that you receive a response from me to ensure that I have received it. The response will either be a “got it…thanks” or an automated response from my email indicating that I am out of the office and my return date. Please let me know if you are having difficulty in completing assignments on time, alternate arrangements can be made.


 * 7. Grammar and Formatting

**  All assignments are expected to be typed and free from grammatical errors. Please put your name and page number in the header on each page. Sample term papers can be found at:  <span style="font-size: 10pt; mso-bidi-font-family: Verdana; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-theme-font: major-fareast;">[] The password is //andrew//. sample_term_paper_a.pdf; sample_term_paper_harry.pdf; sample_term_paper_l.pdf; sample_term_paper_sylvia.pdf
 * 8. Term Paper Examples are Available **