Cognitive-Behavioral Theory, Research, and Intervention across the Life Span
PSY 954
Spring, 2011
Location:
153 Psychology Building
Time:
Thursday; 9:10 am – noon (10 minute breaks from 10:00 – 10:10 and 11:00-11:10)
(Final Exam: Friday; 5/6/11; 7:45 – 9:45 am)
Professor:
Tim Goth-Owens, Ph.D.
E-Mail: mailto:gothowen@msu.edu
Campus Office: to be determined
Office Hours: by appointment
Overview
PSY 954 is intended to be a thorough introduction to the historical, theoretical, empirical, and practical
foundations of cognitive-behavioral therapy. Its primary focus is on providing students with the academic
background needed to begin the supervised practice of ethical, culturally competent, and empirically supported
cognitive-behavioral therapy. Its secondary focus is on providing students with the academic background
needed for the preliminary formulation of a research agenda within the domain of cognitive-behavioral
therapy.
Tracks within the course (youth vs. adult)
This course has a life span focus which will be reflected most clearly in the manner in which material is
presented in class and less explicitly in your course readings. There is a stronger emphasis on adult models of
psychopathology and treatment. However, if you have strong interests or career expectations related to
research and/or clinical work with youth (children and/or adolescents), you will have the option of identifying
yourself and pursuing the “youth track” in this course. Most of the course readings will be common to all
members of the class. However, a subset of the readings will be targeted to your expressed interest in the youth
or adult track of the course. Your term research proposal will be consistent with the track you have chosen.
There will be alternative versions of exams for the two tracks. You will be asked to indicate your track on the
first day of class.
Objectives
1. Cultural competence
a. Students will identify the social, cultural, economic, political, racial, ethnic, gender, sexual, and privilege
(or relative lack thereof) contexts in which they have developed and actively work at understanding the
impact of these contexts on
i. Their explanatory models of human behavior and experience
ii. Their preferences for a specific approach to psychotherapy, e.g., cognitive-behavioral vs.
psychodynamic vs. integrative vs. ?
iii. Their core beliefs about fundamental attributes of help-seeking and helping relationships
iv. Their attention to and management of the power differential inherent in diagnostic, case
formulation, and psychotherapeutic processes
b. Students will become familiar with competencies required in order to provide cognitive/behavioral
therapy to individuals whose backgrounds
i. Differ from the backgrounds of populations in which CBT efficacy has been established
ii. Differ from the background of the therapist
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iii. Generate models of helping and help-seeking that may be at odds with core assumptions of
psychotherapy (in general) and cognitive-behavioral therapy (in particular)
iv. Generate explanatory models of human behavior and experience that are at odds with core
assumptions of cognitive-behavioral theory and therapy
c. Students will become conversant with key research issues associated with the design of culturally
adapted interventions that derive from original evidence-based cognitive/behavioral interventions.
2. History and Theory
a. Students will articulate key developments in the history of behavior therapy
b. Students will articulate a clear understanding of learning theory and relevant cognitive theory as they
contribute to contemporary cognitive- behavioral therapy.
i. Students will be able to identify theoretical principles underlying specific interventions.
ii. Given a need to modify an empirically validated treatment or intervention (due to comorbidity,
failure to progress, differences between the client and the normative population, etc.), students
will be able to provide clear theoretical rationale for such modifications.
c. Students will demonstrate precise and correct understanding of the technical language of learning
theory
d. Students will demonstrate the derivation of research hypotheses from learning theory (as well as from
existing empirical evidence) in the development of their term research proposals
e. Students will articulate core constructs of mindfulness-based and acceptance and commitment- based
behavioral therapies and describe their connection to classic learning theory.
3. Clinical Practice
a. Students will articulate an awareness of the social/cognitive perceptual and decision-making processes
involved in their conceptualization and delivery of cognitive-behavioral interventions to specific and
potential clients.
b. Students will communicate an understanding of factors common to diverse therapeutic interventions
(e.g., therapeutic alliance) which contribute to positive client outcomes. Students will specifically
articulate strategies for enhancing the effects of common factors in the delivery of cognitive-behavioral
interventions
c. Case formulation
i. Students will understand the methods and principles of functional analysis of behavior and will
successfully complete a written example of such a formulation.
ii. Students will understand the methods and principles of a behavioral case formulation and
successfully produce a written example of such a formulation
d. Interventions
i. Students will demonstrate a thorough familiarity of the range of empirically supported
cognitive-behavioral interventions
ii. Students will demonstrate a thorough familiarity with the range of empirically supported
cognitive behavioral treatments …
1. as intervention packages for specific diagnoses
2. as trans-diagnostic interventions (e.g. the unified protocol for emotional disorders)
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3. as components of a principle-driven, case formulation approach to empirically
supported practice
4. Research
a. Students will communicate an accurate understanding of the degree to which specific interventions for
specific populations have been found to be efficacious and effective.
i. Students will demonstrate a clear understanding of the core research and analytic strategies
involved in establishing efficacy and effectiveness.
ii. Students will communicate an understanding of current controversies regarding the degree to
which randomized clinical trials have “made the case” for the efficacy and effectiveness of
cognitive-behavioral interventions.
b. Students will communicate an understanding of the conceptual and methodological underpinnings of
research addressing the mechanisms of change associated with treatment progress. Specifically,
students will be able to propose a plan of research designed to identify specific processes that mediate
change within a package of cognitive-behavioral strategies (e.g., does cognitive change mediate
successful outcomes in the treatment of depression?).
c. Students will be able to give relevant examples of using scientific evidence in within-session and
between-session clinical decision making.
5. Supervision and Consultation
a. Students will identify core competencies for the delivery of cognitive–behavioral therapy
b. Students will articulate a cognitive-behavioral account of how novice clinicians develop core
competencies for the delivery of cognitive-behavioral therapy
c. Students will articulate an understanding of how the principles of cognitive-behavioral therapy can be
incorporated into the process of clinical supervision
Class Format: Class sessions will consist of formal lectures, instructor- and student-led discussion, viewing of recorded
clinical sessions, role-playing, and in-class experiential exercises.
Attendance: Attendance is required for the duration of all class sessions. Unavoidable absences will be
communicated to the instructor in advance, via email.
Expectations: This course is an advanced graduate course offered to a highly privileged and carefully selected group of
students. In light of that context, exemplary preparation (thorough reading of and reflection on assigned material) and
exemplary levels of focus and participation during class are expected. It is assumed that polite and respectful behavior
will be the norm for all interactions occurring in class. You are invited to hold your instructor to the same standards as
he holds you.
Assignments: You have seven (7) tasks to complete for PSY 954. There is significant reading required for this course
(The number of pages can seem quite daunting; however, once we get into the course many of those pages are excerpts
from case transcripts and can often be read quite rapidly). It is expected that all assigned reading will be read and
thoroughly considered prior to each class session (1). There will be a mid-term (2) and a non-cumulative final
examination (3) for this course (the format will be short answer). You will be responsible for leading a 20 minute class
discussion regarding a chapter from the Hays & Iwamasa text (4). You will complete a draft of a research proposal,
review the research proposals of two fellow students (5), and submit a final draft of your paper, including a separate
PSY 954-001
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response addressing all reviewer comments (6). You will complete a written case formulation based on case material
presented in class(7).
Academic Integrity: Any and all forms of cheating and plagiarism are unacceptable. Please be aware that plagiarism is
strictly defined. Presenting others’ ideas as one’s own is plagiarism. Presenting others’ written work (even a few words)
without attributing authorship is plagiarism. Unintentional plagiarism is still plagiarism. Unless specifically allowed in
the written instructions for PSY 954 assignments, all work is to completed independently without collaboration with
fellow students. Any student caught cheating or plagiarizing will receive a failing grade in this course (not just the
offending assignment but the entire course). Article 2.3.3 of the Academic Freedom Report states that "The student
shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional
standards." The Department of Psychology adheres to the policies on academic honesty as specified in General Student
Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades;
and Ordinance 17.00, Examinations. For extensive details see Spartan Life: Student Handbook and Resource Guide
and/or the MSU Web site
Grades:
A total of 200 points can be earned in the course. These are distributed as follows:
Two exams @ 50 points each
100 points(50% of course total)
Research proposal
50 points (25% of course total)
Case formulation
30 points (15% of course total)
Two research proposal reviews @ 5 points ea. 10 points (5% of course total)
Leadership of one class discussion
10 points (5% of course total)
Total
200 points (100%)
Final course grades are dependent upon a straight percentage of points earned during the course. There is no “curve’,
which means that no one in the course is statistically required to do poorly and everyone in the course is eligible (and
expected) to earn a 4.0 for the semester.
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
92 – 100%
84 – 91.9999%
78 – 83.9999%
71 – 77.9999%
66 – 70.9999%
61 – 65.9999%
56 – 60.9999%
<56%
184 – 200 points
168 – 183 points
156 – 167 points
142 – 155 points
132 – 141 points
123 – 131 points
112 – 122 points
<112 points
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COURSE SCHEDULE AND ASSIGNED READINGS
Cognitive-Behavioral Theory, Research, and Intervention across the Life Span
PSY 954
Core texts
Barlow, D.H. (Ed.). (2008). Clinical handbook of psychological disorders: A step-by-step treatment manual (4th Ed.). New
York: Guilford. (adult track)
Farmer, R. F. & Chapman, A. L. (2008). Behavioral interventions in cognitive behavior therapy: Practical guidance for
putting theory into action. Washington, DC: American Psychological Association.
Hays, P. A. & Iwamasa, G. Y. (Eds.). (2006). Culturally responsive cognitive–behavioral therapy: Assessment, practice, and
supervision. Washington, DC: American Psychological Association.
Kendall, P.C. (Ed.). (2006). Child and adolescent therapy: Cognitive-behavioral procedures (3rd Ed.). New York: Guilford.
(youth track)
These research methods sources are required for multiple required courses in the Clinical Psychology program (including PSY 954).
It is my understanding that you already own these books, have used them in previous courses, and will use them in future
courses:
Kazdin, A. E. (Ed.) (2003). Methodological Issues & Strategies in Clinical Research, 3rd edition. Washington, D.C.:
American Psychological Association.
Kazdin, A. E. (2003). Research Design in Clinical Psychology, 4th Edition. Boston, MA: Allyn & Bacon
Articles
Unless otherwise specified all articles cited below are available through MSU Library’s electronic resources.
1/13/11 (Week 1)
Part 1: Scaffolding for the investigation of cognitive-behavioral therapy: Philosophy of science, values, sociocultural
context, personal history, and clinical decision making.
Skinner, B.F. (1963). Behaviorism at fifty. Science, 140 (3750), 951-958.
Evans, I. M. (1997). The effect of values on scientific and clinical judgment in behavior therapy. Behavior Therapy, 28,
483-493.
Bruce, N. G., Manber, R., Shapiro, S. L. & Constantino, M. J. (2010). Psychotherapist mindfulness and the
psychotherapeutic process. Psychotherapy Research, Theory, Practice, and Training, 47, 83-97
Garb, H. N. (2005). Clinical judgment and decision making. Annual Review of Clinical Psychology, 1, 67-89.
Hays & Iwamasa (2006), Introduction: Developing culturally responsive cognitive-behavioral therapies, pp. 3-19.
Part 2 – Therapeutic alliance in cognitive-behavioral therapy
Lambert, M. A. & Barley, D. E. (2001). Research summary on the therapy relationship and psychotherapy outcome.
Psychotherapy Research, Theory, Practice, and Training, 38, 357-361.
Lejuez, C. W., Hopko, D. R., Levine, S., Gholkar, R., & Collins, L. M. (2006). The therapeutic alliance in behavior therapy.
Psychotherapy Research, Theory, Practice, and Training, 42, 456-468.
Follette, W.C., Naugle, A.E., & Callaghan, G.M. (1996). A radical behavioral understanding of the therapeutic
relationship in effecting change. Behavior Therapy, 27, 623-641.
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Additional recommended reading:
Ancis, J. R. & Szymanski, D. M. (2001). Awareness of white privilege among white counseling trainees. The Counseling Psychologist, 29, 548-569.
Miranda, J., Bernal, G., Lau, A., Kohn, L., Wang, W-C., & LaFromboise, T. (2005). State of the science on psychosocial interventions for ethnic
minorities. Annual Review of Clinical Psychology, 1, 113-142
Sue, S., Zane, N., Nagayama Hall, G. C., & Berger, L. K. (2009). The case for cultural competency in psychotherapeutic interventions. Annual Review
of Psychology, 60, 525-548.
Turk, D. C., Salovey, P., & Prentice, D. A. (1988). Psychotherapy: An information processing perspective. In D. C. Turk & P. Salovey (Eds.).
Reasoning, inference, and judgment in clinical psychology. New York: The Free Press. (This article is available for copying through Mindy
McLouth)
Elvins, R. & Green, J. (2008). The conceptualization and measurement of therapeutic alliance: An empirical review. Clinical Psychology Review, 28,
1167-1187.
Goldfried, M. & Davila, J. (2005). The role of relationship and technique in behavioral change. Psychotherapy Research, Theory, Practice, and
Training, 42, 421-430.
Holtforth, M. G. & Castonguay, L. G. (2005). Relationships and techniques in cognitive behavioral therapy – a motivational approach.
Psychotherapy Research, Theory, Practice, and Training, 42, 443-455.
In-class activities: Course introduction, experiential exercises relating to context and values, class discussion, lecture.
Mastery of the following content is necessary for completion of the research proposal requirement for the course (as
well as for the two reviews of other students’ proposals that you will complete). In the event that you are not already
familiar with this content, please distribute your reading of the following over the early part of the semester so that
you will have the needed background when you write your paper:
Kazdin, A. E. (2003). Research design in clinical psychology, 4th Edition, Ch. 6-12 and Ch. 14.
Kazdin, A. E. (Ed.) (2003). Methodological issues & strategies in clinical research, 3rd edition, Ch. 4, 7.
Kazdin, A. E. (2007). Mediators and mechanisms of change in psychotherapy research. Annual Review of Clinical
Psychology, 3, 1-27. (This reading is also specifically assigned for class discussion on 1/20).
_____________________________________________________________________________
1/20/11 (Week 2)
Cognitive-behavioral therapy: Mechanisms of change
(Everyone)
Beutler, L.E. (2009). Making science matter in clinical practice: Redefining psychotherapy. Clinical Psychology: Science
and Practice, 16, 301-317.
DeRubeis, R. J., Brotman, M. A., & Gibbons, C. J. (2005). A conceptual and methodological analysis of the non-specific
argument. Clinical Psychology: Science and Practice, 12, 174-183.
Kazdin, A. E. (2007). Mediators and mechanisms of change in psychotherapy research. Annual Review of Clinical
Psychology, 3, 1-27. (This article will be critical background for your research proposal)
Longmore, R. J. & Worrell, M. (2007). Do we need to challenge thoughts in cognitive behavioral therapy? Clinical
Psychology Review, 27, 173-187.
Hofmann, S.G. (2008). Common misconceptions about cognitive mediation of treatment change: A commentary to
Longmore and Worrell (2007). Clinical Psychology Review, 28, 67-70.
Worrell, M. & Longmore, R. J. (2008). Challenging Hofmann’s negative thoughts: A rebuttal. Clinical Psychology Review,
28, 71-74.
Hays & Iwamasa (2006), Ch. 1 (Cognitive-behavioral therapy with American Indians), pp. 23-46.
(Adult track)
Garratt, G., Ingram, R. E., Rand, K. L., & Sawalani, G. (2007). Cognitive processes in cognitive therapy: Evaluation of the
mechanisms of change in the treatment of depression. Clinical Psychology: Science and Practice, 14, 224-239.
Haubert, L. C., & Dobson, K. S. (2007). Treatment of depression and mechanisms of change: Strengthening the links
among theory, research, and practice. Clinical Psychology: Science and Practice, 14, 247-251.
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(Youth track)
Kendall (2006), Ch. 13 (Process issues in cognitive-behavioral therapy for youth), pp. 465-491
Additional recommended reading:
Ekin, A., Pittenger, C., Polan, J., & Kandel, E. R. (2005). Toward a neurobiology of psychotherapy: Basic science and clinical applications. Journal of
Neuropsychiatry and Clinical Neurosciences, 17, 145-158.
Kazdin, A. (1982). Symptom substitution, generalization, and response covariation: Implications for psychotherapy outcome. Psychological
Bulletin, 91, 349-365.
Tryon, W.W. (2008). Whatever happened to symptom substitution? Clinical Psychology Review, 28, 963-968
In-class activities: Instructor modeling of leading a discussion of Hays and Iwamasa chapter, class discussion, lecture,
and introduction of the details of the course term paper (research proposal).
_________________________________________________________________________________________________
1/27/11 (Week 3)
History and theory in behavioral therapy: Classical and instrumental (operant) conditioning
Farmer & Chapman (2008), Ch. 1, (Overview), pp 3-20.
Eysenck, H. J. (1959). Learning theory and behavior therapy. Journal of Mental Science, 105, 61-75. (To find this article
in the MSU Library’s electronic resources look in the British Journal of Psychiatry archives)
Michael, J. (1993). Establishing operations. The Behavior Analyst, 16, 191-206.
Replaced with Dougher, M.J.& Hackbert, L, (2000). Establishing operations, cognition, and emotion. The
Behavior Analyst, 23, 11-24.
Schlinger, H. D. (1993). Separating discriminative and function-altering effects of verbal stimuli. Behavior Analyst, 16, 923.
Eifert, G. H., Forsyth, J. P., & Schauss, S. L. (1993). Unifying the field: Developing an integrative paradigm for behavior
therapy. Journal of Behavior Therapy and Experimental Psychiatry, 24, 107-118.
Kirsch, I., Lynn, S. J., Vigorito, M., & Miller, R. R. (2004). The role of cognition in classical and operant conditioning.
Journal of Clinical Psychology, 60, 369-392.
Hays & Iwamasa (2006), Ch. 2 (Cognitive-behavioral therapy with Alaska native people), pp. 47-72.
In-class activities: Class discussion, lecture, and student led discussion of Hays and Iwamasa chapter
__________________________________________________________________________________________________
2/3/11 (Week 4)
Application: Learning perspectives on panic disorder and its treatment
(Everyone)
Mineka, S. & Zinbarg, R. (2006). A contemporary learning the ory perspective on the etiology of anxiety disorders: It’s
not what you thought it was. American Psychologist, 61, 10-26.
Farmer & Chapman (2008), Ch. 9 (Exposure-based interventions), pp 227-250.
Craske, M. J., Kircankis, K., Zelikowsky, M., Chowdhury, N., & Baker, A. (2008). Optimizing inhibitory learning during
exposure therapy. Behaviour Research and Therapy, 46, 5-27.
Hays & Iwamasa (2006), Ch. 3 (Cognitive-behavioral therapy with Latinos and Latinas), pp. 73-96.
(Adult track)
Barlow (2008), Ch. 1 (Panic disorder and agoraphobia), pp. 1-64
(Youth track)
Kendall, (2006). Ch. 7 (Treating anxiety disorders in youth), pp. 243-296.
In-class activities: Experiential exercises relating to exposure therapy, class discussion, lecture, and student led discussion
of Hays and Iwamasa chapter
__________________________________________________________________________________________________
2/10/11 (Week 5)
PSY 954-001
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Application: Exposure therapy and obsessive-compulsive disorder
(Adult track)
Barlow (2008), Ch. 4 (Obsessive-compulsive disorder), pp. 164 -216.
(Youth track)
Kendall, (2006). Ch. 8 (Cognitive-behavioral therapy for youth with obsessive –compulsive disorder), pp. 297-321.
Assessment and case formulation (Part I)
(Everyone)
Farmer & Chapman (2008), Ch. 2. (Principles, goals and structure of initial assessment sessions), pp-21-52.
Yoman, J. (2008). A primer on functional analysis. Cognitive and Behavioral Practice, 15, 325-340.
Hayes, S.C., Wilson, K.G., Gifford, E.V., Follette, V.M., & Strosahl, K. (1996). Experiential avoidance and behavior
disorders: a functional dimensional approach to diagnosis and treatment. Journal of Consulting and Clinical
Psychology, 64, 1152-168.
In-class activities: Class discussion, lecture, viewing and critical discussion of session #1 of a six session course of
treatment of a woman with compulsive hoarding.
__________________________________________________________________________________________________
2/17/11 (Week 6)
Assessment and case formulation (Part II)
Tanaka-Matsumi, J., Seiden, D.Y., & Lam, K.N. (1996). The culturally informed functional assessment (CIFA) interview: A
strategy for cross-cultural behavioral practice. Cognitive and Behavioral Practice, 3, 215-233.
Farmer & Chapman (2008), Ch. 3 (Behavioral case formulation) pp. 53-70.
Farmer & Chapman (2008). Ch. 4 (Treatment planning) pp. 71-104.
Hays & Iwamasa (2006), Ch. 11. (Cultural considerations in cognitive-behavioral assessment), pp. 245-266.
Recommended additional reading:
Tarrier, N. & Calam, R. (2002). New developments in cognitive-behavioural case formulation. Epidemiological, systemic, and social context: An
integrative approach. Behavioural and Cognitive Psychotherapy, 30, 311-328.
Haynes, S. N., Mumma, G. H., & Pinson, C. (2009). Idiographic assessment: Conceptual and psychometric foundations of individualized behavioral
assessment. Clinical Psychology Review, 29, 179-191.
In-class activities: Class discussion, lecture, and the class will conduct an intial interview/functional assessment of a roleplayed (by your instructor) college student with panic disorder, and student led discussion of Hays and Iwamasa
chapter
__________________________________________________________________________________________________
2/24/11 (Week 7)
Exam (9-10:30)
10:30-12:00 In-class activities: follow-up of in-class initial/interview/functional assessment, review details of casefolrmulation assignment, and viewing and critical discussion of session #2 of a six session course of treatment of
a woman with compulsive hoarding.
________________________________________________________________________________________________________________________
3/3/11 (Week 8)
Case formulation due @ 9:00 am in the ANGEL drop box created for this assignment.
History and theory in behavioral and cognitive/behavioral therapy : The ascent of cognition
(Everyone)
Beck, A. T. (1963). Thinking and depression : I. Idiosyncratic contents and cognitive distortion. Archives of General
Psychiatry, 9, 324-333.
Beck, A. T. (1964). Thinking and depression : II.Theory and therapy. Archives of General Psychiatry, 10, 561-571.
PSY 954-001
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Bandura, A. (1978). The self system in reciprocal determinism. American Psychologist, 33, 344-358.
Wolpe, J. (1978). Cognition and causation in human behavior and its therapy. American Psychologist ,33, 437-446.
Ledwidge, B. (1978). Cognitive behavior modification: A step in the wrong direction? Psychological Bulletin, 85, 353375.
Mahoney, M. J. & Kazdin, A. E. (1979). Cognitive behavior modification: Misconceptions and premature evacuation.
Psychological Bulletin, 86, 1044-1049.
Ledwidge, B. (1979). Cognitive behavior modification or new ways to change minds: Reply to Mahoney and Kazdin.
Psychological Bulletin, 86, 1050-1053.
Hays & Iwamasa (2006), Ch. 4 (Cognitive-behavioral therapy with African Americans), pp. 97-116.
(Adult track)
Brewin, C. R. (1996). Theoretical foundations of cognitive-behavioral therapy for anxiety and depression. Annual Review
of Psychology, 47, 33-57.
David, D. & Szentagotai, A. (2006). Cognitions in cognitive-behavioral psychotherapies: Towards an integrative model.
Clinical Psychology Review, 26, 284-298.
(Youth track)
Kendall (2006). Ch. 1 (Guiding theory for therapy with children and adolescents), pp. 3-32.
Youth track additional recommended reading: Kendall (2006). Ch. 12 (Cognitive-behavioral therapy with adolescents: Guides from developmental
psychology), pp. 419-464.
In-class activities: experiential exercise regarding thinking, class discussion, lecture, discussion of term paper, viewing
and critical discussion of session #3 of a six session course of treatment of a woman with compulsive hoarding,
and student led discussion of Hays and Iwamasa chapter
_____________________________________________________________________________
3/10/11 Spring Break
__________________________________________________________________________________________________
3/17/11 (Week 9)
Application: Targeting thoughts in cognitive-behavioral treatment
Farmer & Chapman (2008). Ch. 6 (Targeting the functional aspects of thoughts and thinking patterns), pp. 141-175.
Gotlib, I.H. & Joormann, J. (2010). Cognition and depression: Current status and future directions. Annual Review of
Clinical Psychology, 6, 285-312.
Hays & Iwamasa (2006), Ch.5 (Cognitive-behavioral therapy with Asian Americans), pp. 117-140.
(Adult track)
Barlow (2008), Ch. 6 (Cognitive therapy for depression), pp. 250-305.
Barlow (2008), Ch. 3 (Social anxiety disorder), pp. 123-163.
(Youth track)
Kendall (2006). Ch. 5 (Treatment of childhood depression: The ACTION treatment program), pp. 169-217.
Kendall (2006). Ch. 2 (Aggressive children: Cognitive-behavioral assessment and treatment), pp. 33-81.
In-class activities: experiential exercise regarding thinking, class discussion, lecture, discussion of term paper, viewing
and critical discussion of session #4 of a six session course of treatment of a woman with compulsive hoarding,
and student led discussion of Hays and Iwamasa chapter
________________________________________________________________________________________________
3/24/11 (Week 10)
PSY 954-001
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First draft of research proposal due @ 9:00 am in the ANGEL drop box created for this
assignment
Contingency management approaches to cognitive –behavioral therapy
(Everyone)
Farmer & Chapman (2008), Ch. 5 (Changing behavior by changing the environment), pp. 105-139.
Forgatch, M.S. & Patterson, G.R, (2010). Parent management training – Oregon model: An intervention for antisocial
behavior in children and adolescents. In J. R. Weisz & A.E. Kazdin (eds.), Evidence-based psychotherapies for
children and adolescents (2nd ed.) ( pp. 159-178). New York: Guilford. (This article is available for copying
through Mindy McLouth)
Hays & Iwamasa (2006), Ch. 6 (Cognitive-behavioral therapy with people of Arab heritage), pp. 141-160.
(Adult track)
Barlow (2008), Ch. 13 (Drug abuse and dependence), pp. 547-577.
(Youth track)
Rogers, S.J. & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child
and Adolescent Psychology, 37, 8-38.
In-class activities: class discussion, lecture, discussion of peer review process for term papers, viewing and critical
discussion of session #5 of a six session course of treatment of a woman with compulsive hoarding, and student
led discussion of Hays and Iwamasa chapter
__________________________________________________________________________________________________
3/31/11 (Week 11)
Review of two fellow student research proposals due @ 9:00 am in the ANGEL drop box
created for this assignment.
Skill bulding approaches to cognitive-behavioral therapy
(Everyone)
Farmer & Chapman (2008), Ch. 7 (Changing behavior by building skills), pp. 177-202.
Hays & Iwamasa (2006), Ch. 7 (Cognitive-behavioral therapy with Orthodox Jews), pp. 161-176.
(Adult track)
Barlow (2008), Ch. 9 (Dialectical behavior therapy for borderline personality disorder), pp. 365-420.
Barlow (2008), Ch. 16 (Couple distress), pp. 662-689.
(Youth track)
Kendall (2006). Ch.3 (Treatment for children and adolescent with attention-deficit/hyperactivity disorder), pp. 82-113.
Kendall (2006). Ch. 4 (Anger management with children and adolescents: Cognitive-behavioral therapy), pp. 114-168.
In-class activities: experiential exercise regarding thinking, class discussion, lecture, discussion of term paper, viewing
and critical discussion of session #6 of a six session course of treatment of a woman with compulsive hoarding,
and student led discussion of Hays and Iwamasa chapter
__________________________________________________________________________________________________
4/7/11(Week 12)
Behavioral activation & interpersonal psychotherapy for depression
(Everyone)
Farmer & Chapman (2008), Ch. 8 (Activating behavior: The example of depression), pp. 203-226.
Hays & Iwamasa (2006), Ch.8 (Cognitive-behavioral therapy with culturally diverse older adults), pp. 179-198.
(Adult track)
Barlow (2008), Ch. 8 (Behavioral activation for depression), pp. 328-364.
PSY 954-001
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Barlow (2008), Ch. 7(Interpersonal psychotherapy for depression), pp. 306-328.
(Youth track)
Clarke, G.N. & DeBar , L.L., (2010). Group cognitive-behavioral treatment for adolescent depression. In J. R. Weisz &
A.E. Kazdin (eds.), Evidence-based psychotherapies for children and adolescents (2nd ed.) ( pp. 110-125). New
York: Guilford. (This article is available for copying through Mindy McLouth).
Jacobson, C. M. & Mufson, L., (2010). Treating adolescent depression using interpersonal psychotherapy. In J. R. Weisz
& A.E. Kazdin (eds.), Evidence-based psychotherapies for children and adolescents (2nd ed.) ( pp. 140-155). New
York: Guilford. (This article is available for copying through Mindy McLouth).
In-class activities: class discussion, lecture, discussion of term paper, last minute problems and concerns with term
papers, and student led discussion of Hays and Iwamasa chapter
_________________________________________________________________________________________________
4/14/11 (Week 13)
Final draft of research proposal, with specific responses to reviewer comments due @ 9:00
am in the ANGEL drop box created for this assignment.
Newer developments in cognitive-behavioral therapy: ACT, mindfulness, and transdiagnostic interventions
(Everyone)
Farmer & Chapman (2008), Ch. 10 (Acceptance- and mindfulness-based interventions), pp. 251-278.
Hayes, S.C. (2004). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and
cognitive therapies. Behavior Therapy, 35, 639-665.
Arch, J. J. & Craske, M. C. (2008). Acceptance and commitment therapy and cognitive behavioral therapy for anxiety
disorders: Different treatments, similar mechanisms? Clinical Psychology: Science and Practice, 15, 263-279.
Hayes, S.C. (2008). Climbing our hills: A beginning conversation on the comparison of acceptance and commitment
therapy and traditional cognitive behavioral therapy. Clinical Psychology: Science and Practice, 15, 286-295.
Persons, J. B., Roberts, N. A., Zalecki, C.A., & Breechwald, W. A. G. (2006). Naturalistic outcome of case formulationdriven cognitive-behavior therapy for anxious depressed outpatients. Behaviour Research and Therapy, 44,
1041-1051.
Hays & Iwamasa (2006), Ch. 9 (Cognitive-behavioral therapy and people with disabilities), pp. 199-222.
(Adult track)
Barlow (2008), Ch. 5 (Emotional disorders: A unified protocol), pp. 216-249.
(Youth track)
Ehrenreich, J. T., Goldstein, C. R., Wright, L. R., & Barlow, D.H. (2009). Development of a unified protocol for treatment
of emotional disorders in youth. Child and Family Behavior Therapy, 31, 20-37.
Recommended additional reading:
Issue 4 of Volume 35 (2004) of Behavior Therapy is devoted to research on Acceptance and Commitment Therapy (ACT).
Wilson, K.G. & Hayes, S.C. (2000). Why it is crucial to understand thinking and feeling: An analysis and application to drug abuse. The Behavior
Analyst, 23, 25-43.
In-class activities: A sampling of ACT experiential exercises and metaphors, class discussion, lecture, and student led
discussion of Hays and Iwamasa chapter
________________________________________________________________________________________________________________________
4/21/11 (Week 14)
Efficacy, effectiveness, evidence-based treatment, and evidence-based practice
Kazdin, A. E. (Ed.) (2003). Methodological Issues & Strategies in Clinical Research, 3rd edition, ch. 22, 23, & 31.
Butler, A. C., Chapman, J. E., Forman, E. M., & Beck, A. T. (2006). The empirical status of cognitive-behavioral therapy: A
review of meta-analyses. Clinical Psychology Review, 26, 17-31.
PSY 954-001
Spring 2011
Page 12 of 14
Tolin, D.F. (2010). Is cognitive-behavioral therapy more effective than other therapies? A meta-analytic review. Clinical
Psychology Review, 30, 710-720.
Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and
depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78, 169-183.
Westen, D., Novotny, C., & Thompson-Brenner, H. (2004). The empirical status of empirically supported
psychotherapies: Assumptions, findings, and reporting in controlled clinical trials. Psychological Bulletin, 130,
631-663.
Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice,
enhance the knowledge base, and improve patient care. American Psychologist, 63, 146-159.
Boswell, J. F., Castonguay, L. G., & Wasserman, R. H. (2010). Effects of psychotherapy training and intervention use on
session outcome. Journal of Consulting and Clinical Psychology, 78, 717-723.
McHugh, R. K., Murray, H. W., & Barlow, D. H. (2009). Balancing fidelity and adaptation in the dissemination of
empirically-supported treatments: The promise of transdiagnostic interventions. Behaviour Research and
Therapy, 47, 946-953.
Hays & Iwamasa (2006), Ch. 10 (Affirmative cognitive-behavioral therapy with lesbian, gay, and bisexual people), pp. 2346.
Recommended additional reading:
Ablon, J. S. & Marci, C. (2004). Psychotherapy process: the missing link: Comment on Westen, Novotny, and Thompson-Brenner (2004).
Psychological Bulletin, 130, 664-668.
Goldfried, M.R., & Eubanks-Carter, C. (2004). On the need for a new psychotherapy research paradigm: Comment on Westen, Novotny, and
Thompson-Brenner (2004). Psychological Bulletin, 130, 669-673.
Haaga, D.A. (2004). A healthy dose of criticism for randomized trials: Comment on Westen, Novotny, and Thompson-Brenner (2004). Psychological
Bulletin, 130(4), 674-676.
Westen, D., Novotny, C., & Thompson-Brenner, H. (2004). The next generation of psychotherapy research: Reply to Ablon and Marci (2004),
Goldfried and Eubanks-Carter (2004), and Hagga (2004). Psychological Bulletin, 130(4), 677-683.
Cris-Christoph, P., Wilson, G.T., & Hollon, S.D. (2005). Empirically supported psychotherapies: Comment on Westen, Novotny, and ThompsonBrenner (2004). Psychological Bulletin, 131, 412-417.
Weisz, J.R., Weersing, V.R., & Henggeler, S.W. (2005). Jousting with straw men: Comment on Westen, Novotny, and Thompson-Brenner (2004).
Psychological Bulletin, 131, 418-426.
Westen, D., Novotny, C., & Thompson-Brenner, H. (2005). EBP ≠ EST: Reply to Crits-Christoph et al. (2005) and Weisz et al. (2005). Psychological
Bulletin, 131, 427-433.
Castro, F. G., Barrera, Jr., M., & Steiker, L. K. H. (2010). Issues and challenges in the design of culturally adapted evidence-based interventions.
Annual Review of Clinical Psychology, 6, 213-239.
In-class activities: class discussion, lecture, and student led discussion of Hays and Iwamasa chapter
________________________________________________________________________________________________________________________
4/28/11 (Week 15)
Consultation and supervision from a cognitive-behavioral perspective
Bennett-Levy, J. (2006). Therapist skills: A cognitive model of their acquisition and refinement. Behavioural and
Cognitive Psychotherapy, 34, 57-78.
Newman, C. F. (2010). Competency in conducting cognitive-behavioral therapy: Foundation, functional, and supervisory
aspects. Psychotherapy Research, Theory, Practice, and Training, 47, 12-19.
Hayes, S.C., Bissett, R., Roget, N., Padilla, M., Kohlenberg, B.S., Fisher, G., et al. (2004). The impact of acceptance and
commitment training and multicultural training on the stigmatizing attitudes and professional burnout of
substance abuse counselors. Behavior Therapy, 35, 821-835.
Follette, W. C. & Callaghan, G.M. (1995). Do as I do, not as I say: A behavior-analytic approach to supervision.
Professional Psychology: Research and Practice, 26, 413-421.
Hays & Iwamasa (2006), Ch. 12 (Multicultural cognitive-behavioral therapy supervision), pp. 267-282.
In-class activities: class discussion, lecture, discussionof final exam , student led discussion of Hays and Iwamasa
chapter, completion of course evaluation
__________________________________________________________________________________________________
PSY 954-001
Spring 2011
Page 13 of 14
Week 16 – Final exam: Friday, May 6, 7:45 – 9:45 am 153 PSY
ASSIGNMENT DETAILS
Cognitive-Behavioral Theory, Research, and Intervention across the Life Span
PSY 954
Spring, 2011
Examinations (50 points each): There will be two exams, designed to be completed by a well-prepared student in
approximately 90 minutes. The format is short-answer. The final exam is not cumulative. Note the rather detailed
description of course objectives contained in the syllabus. Let these objectives be your guide for preparation for these
exams.
Leading a class discussion (10 points): You will be responsible for leading a 15-20 minute class discussion of a chapter
from Hays, P. A. & Iwamasa, G. Y. (Eds.). (2006). Culturally responsive cognitive–behavioral therapy: Assessment,
practice, and supervision. Washington, DC: American Psychological Association. Note that the attention to cultural
competence in this class will not be a pro forma bow to political correctness. Rather, it is viewed as a very serious
matter of core professional and scientific values. To that end you will be expected to:
1. Carefully read the chapter that will be randomly assigned to you.
2. Reflect on the degree to which the cultural variations highlighted in the chapter mirror or diverge from your
own experiences.
3. Reflect on the manner in which divergences affect your implicit and explicit assumptions and reactions to
people who might exhibit said cultural variations.
4. As you are willing, share these observations with the class and invite/encourage/motivate similar sharing
from your instructor and peers.
5. Connect your assigned Hays and Iwamas chapter with other assigned readings for the day.
a. Identify relevant themes you wish to address from the assigned reading that yu have chosen to
connect to the Hays and Iwamasa chaper and summarize them.
b. Engage the class in a discussion about what aspects of the construct, belief, theoretical priniciple,
intervention, etc, might require modification when applied to the cultural context you are
presenting.
Term research proposal (50 points): You will prepare a 15-20 page ( not including references, double- spaced, one inch
margins all around, 12 point font) research proposal and submit a draft of it. Two of your classmates will provide a two
page review of your proposal. You will then submit a final version of the proposal that addresses the feedback you
received. Your paper will also include an attachment (not included in the page limit) that gives a point by point response
to each suggestion made by a reviewer. Details are as follows:
1. Choose an empirically supported treatment that is of high interest to you. If you have identified yourself as
pursuing the youth track it will be a treatment that is used with children and/or adolescents; adult track
participants will choose a treatment used with adults.
2. Briefly review the empirical evidence for the efficacy and effectiveness of the treatment.
3. Your review should also address the question of the theoretical justification for the treatment’s including
the specific interventions it includes and the question of the degree to which there is empirical support for
hypotheses regarding the specific mediators, moderators, and mechanism of change involved in the
treatment’s effects. (you will need a clear understanding of the differences between these three concepts.)
PSY 954-001
Spring 2011
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4. Your fundamental task in this assignment is to propose research that addresses this question: given that we
have good evidence that a particular treatment “works”, how might it work? Based on explicity stated
principles of learning theory and extant empirical evidence, propose hypotheses regarding mediation
effects. In other words, you will specifically propose A) an intervention; B) a mediator or interening variable;
and C) an outcome (therapeutic change). Note that (in the spirit of the behavioral tradition) you also have
the option of, after making the case for the causal significance of a specific component of the treatment,
proposing a single subject research design for your paper.
5. You will not be required to specify statistical analyses. You will be asked to created a discussion section that
addresses how support for your hypotheses could then be followed with additional research that might use
the meditational analysis (or single subject design) results to further the goal of eventually identifying
mechanisms of change involved in the treatment. (Note that this aspect of the assignment requires that you
clearly understand the distinction between mediation and mechanisms of change as presented in the
Kazdin article.)
This assignment will be discussed extensively in class and additional specifics of the assighment will be provided later in
the semester.
Anonymous review of peer research proposals (2 @ 5 points each): You are going to write the kind of thoughtful,
respectful, and appreciative review that you might wish to receive from peers reviewing your own work. In one to two
pages:
1. Briefly summarize the main purpose of the proposal and its significance in the field.
2. Identify the strengths of the proposal.
3. Identify any points requiring clarification.
4. Identify any weaknesses and your recommendations for improving upon those weaknesses.
Case formulation (30 points): The class as a whole will devise a plan for how to conduct an intial interview of a roleplayed client. That initial interview will take place in class. Based on the information gleaned from that interview you
will prepare a case formulation. This formulation will follow the exact format presented for a case formulation in the
Farmer & Chapman (2008) text. You will be expected to discuss the client soley using the language and constructs of
behavioral psychology. You will not have the luxury of the expanded discussion presented by Farmer & Chapman, but
will be limited to ten pages for your analysis. One of those ten pages will be a schematic functional analysis of behavior
in the format presented on page 97 of Farmer & Chapman.
While quality clinical work often is and should reflect the collaborative thinkingand interpersonal support of the
community of clinicians, this particular exercise is an academic task completed for credit in a graduate course. Once the
interview data have been collected , the remainder of the assignment is specifically intended to be completed privately
and individually by each student.