PSY-7504-+Newman

COURSE INFORMATION FORM
= = =** School: California School of Professional Psychology **=
 * Course Title: Cognitive Behavioral Theory and Technique **
 * Course Number: PSY 7504 A6 **
 * Units: 3 **
 * Term & Year: Fall 2009 **

Day/Time: Tuesdays 9:00am- 12:00pm
=** INSTRUCTOR: Becky Newman, PsyD **= This course helps in the fulfillment of the following PsyD program learning outcomes: In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes: ·  To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population ·  To develop an understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations ·  To prepare students to be ethical and responsible professional psychologists who are committed to life long learning and productivity ·  To develop an understanding of legal, ethical, and professional principles of clinical psychology, and how to apply them in research and practice  ** A. ****Course Description** This course is designed as an introduction to the basics of cognitive-behavioral theory and therapy. There will be a focus on issues arising as treatment begins, such as decision-making and treatment planning; on treatment techniques commonly used in CBT and the theories underlying them; on issues relating to CBT; and on empirically supported treatment programs. ** B. ****Purpose of the Course** By the end of this course, students will be able to present and formulate clinical cases using cognitive behavioral and multicultural perspectives. They will be able to critically discuss the application of cognitive behavioral theory and treatment approaches to various populations. ** C. ****Specific Learning Outcomes** Upon completion of the course, students will be able to: 1. assess and formulate a client's problems in a way that is both responsive to the client's individual presenting issues and circumstances within a cognitive behavioral theoretical framework; 2. discuss clinical case material orally and in writing that shows the ability to plan a cognitive behavioral course of treatment; 3. plan a course of treatment and summarize the interventions both orally and in writing. The course of treatment shall be: 1) responsive to the client's individual clinical needs, including cultural, socio-economic, sexual, and/or age issues; 2) responsive to constraints in the therapeutic environment; and 3) guided by current clinical research and empirically based strategies;  4.  discuss and compare the various approaches and techniques within cognitive behavioral theory such as thought records, chain analyses, systemic desensitization, REBT, ACT, DBT and mindfulness based approaches.  ** D.  **** Instructional Strategy **      The class will include lecture, videos, role plays, case presentations, discussion and student presentations. Students will be expected to have completed the readings prior to class and be able to discuss the readings.    ** E.  **  **Class Component on Multicultural and International Issues:**   The class has a focus on the examination of multicultural issues such as race, class, gender, culture, ability, and sexual orientation on the process and outcome of treatment. International perspectives such as immigration and trauma will also be explored. Readings, class discussion and assignments address these issues. ** F. **** Description of Course Requirements and Assessment Methods ** : 1. //Case Presentation Paper – 40%:// Choose a current or past clinical case and write up a conceptualization of the case from a cognitive behavioral framework. Develop a treatment plan for this case (this does not have to match what had been done). Include which interventions you would select and the rationale and how they are related to the conceptualization of the case. Include the obstacles you might expect to appear within the treatment and how these might be addressed. Address how you would evaluate whether the treatment is effective. Please include an exploration of the client’s cultural (gender, age, race, class, sexuality, ability, etc.) background and how this influences your approach. Be prepared to cite research that supports your approach and discuss with your classmates. Use the Persons text to guide the structuring and presentation of your case conceptualization. The papers will be due on the day of your case presentation in class. 2. //Class presentation – 25%:// Each student will be responsible for presenting information on the latest research and new approaches with an emphasis on working with specific populations (i.e. women of color, LBGT, immigrant populations, elderly, etc.). A list of possible topics will be presented in the beginning of the semester and these will be divided up among students. Students will be responsible for doing literature searches, creating a presentation (approximately 20-30 minutes) and having a bibliography available for classmates and the instructor on the day of the presentation. 3. //Case Conference – 20%:// Present your case to the class for discussion. Thoughtful, creative discussion, and critical feedback for classmates during their case presentations is expected. 4. //Reaction papers and general class participation – 15%:// Students are responsible to participate in each class (not just on their presentation dates) and be prepared to discuss the assigned readings. There will be two informal (1-2 page) reaction papers assigned to explore your experience in practicing these techniques with yourself. This can be incorporating mindfulness, exposure schedules, thought records, chain analysis or other cognitive approaches in your daily life.  ** III. ****Course Readings and Materials** __ Required texts __ Barlow, D. (Ed.) (2007). // Clinical handbook of psychological disorders: A step-by-step treatment manual // ( 4th ed.). New York: The Guilford Press. Persons, J. (1989). // Cognitive therapy in practice: A case formulation approach //. New York: W.W. Norton. __ Recommended texts  __ Burns, D. (1989). //The feeling good handbook//. New York: Plume. Greenberger, D. & Padesky, C. (1995). //Mind over mood: A cognitive therapy treatment manual for clients.// New York: The Guildford Press. Greenberger, D. & Padesky, C. (1995). //Clinician’s guide to mind over mood//. New York: The Guildford Press.
 * Contact: beckyanewman@yahoo.com 415-271-3606 **
 * Office Hours: by appointment **
 * Grading: Letter grades **
 * I. Course rationale **
 * To develop students/graduates who demonstrate competency in: 1) relationship, 2) assessment, and 3) intervention
 * To develop student/graduates who have the knowledge, skills, and attitudes necessary to function professionally in a multicultural society
 * To develop students/graduates who have professional problem solving skills and attitudes essential for life long learning and scholarly inquiry
 * To develop students/graduates who use ethical principles as a guide for professional practice and self-evaluation as a basis for professional growth
 * To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context
 * To prepare students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings
 * To integrate research findings and clinical literature with clinical practice
 * II. Course Description, Purpose, Student Learning Outcomes and Assessment **

**//__ All required and recommended texts will be on reserve at the library __//**
 Students are expected to attend every class //on// time unless there is prior permission or a documented illness or emergency. Students are expected to be tactful and respectful in their interactions and feedback to classmates.  1. __Policies Related To Class Attendance, Lateness, Missed Exams or Assignments __ 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).  2. __Responsibility to Keep Copies __ <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Remember – it is good practice to keep copies of ALL major assignments and 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-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">3. __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Respectful Speech and Actions __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Alliant International University, 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. <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">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-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">4. __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Academic Code of Conduct and Ethics __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">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-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">5. __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Evaluation of Students’ Professional Development and Functioning __ <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">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-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">6. __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Disability Accommodations Request __ <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">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-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">7. __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Policy on Course Requirements During Religious Holidays __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Alliant International University 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-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">8. __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Resources for Obtaining Tutoring or Other Student Support Services __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">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-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">9. __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Problem Solving Resources __<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;"> <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">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 http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. // Reminder: Syllabus is subject to change – this is the general structure and content of the course. However, 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 may move more quickly over other topics. // __Week 1: September 1__ __Overview__ Overview of the syllabus and the class. Introductions. Overview of the history of and types of cognitive and behavioral approaches. Assignment of class presentations. __Week 2: September 8__ __Case conceptualization__ Required reading: Persons 1 through 8 __Week 3: September 15__ __Depression__ Required reading: Barlow 6 and 8 Recommended reading: Greenberger and Padesky (workbook and clinician guide) __Week 4: September 22__ __Mood Disorders__ Required reading: Barlow 5 and 10 Recommended reading: Burns __Week 5: September 29__ __Anxiety Disorders__ (Panic Disorder and PTSD) Required reading: Barlow 1 and 2 __Week 6: October 6__ __Anxiety Disorders__ (Social Anxiety and OCD) Required reading: Barlow 3 and 4 __Week 7: October 13__ __Drug and Alcohol Abuse__ Required reading: Barlow 12 and 13 __Week 8: October 20__ __Psychotic Disorders and Eating Disorders__ Required reading: Barlow 11 and 14 First reaction paper due __Week 9: October 27__ __Dialectical Behavior Therapy__ Required reading Barlow 9 __Week 10: November 3__ __Rational Emotive Behavior Therapy__ Required reading: Readings to be on electronic reserve __Week 11: November 10__ __Acceptance Commitment Therapy and mindfulness based approaches__ Required reading: Readings to be on electronic reserve __Week 12: November 17__ Case Presentations __Week 13: November 24__ Case Presentations __Week 14: December 1__ Case Presentations __Week 15: December 8__ Case Presentations and Potluck Final Reaction paper due
 * <span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">IV. Policies and Procedures: **<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">
 * //<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-size: 12.0pt;">Behavioral Expectations/Attendance //**
 * V. Course Outline: **