THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
INSTRUCTOR:
OFFICE HOURS:
SOWO 750
Cognitive Behavioral Therapy
Spring 2015- Tuesdays 2:00-4:50
Candace Killian-Farrell, LCSW
School of Social Work
Email: ckilli@email.unc.edu
Room 118-J, Wednesdays 12-2pm and by appointment
COURSE DESCRIPTION: This course will use a cognitive behavioral framework to teach
students how to move from therapeutic assessment to intervention using the CBT model.
This course builds on Integrated Practice’s introduction to CBT. The aim of this course is
to increase conceptual understanding AND ability to apply the model to clients with a
variety of mental health issues. Students should be able to conduct an assessment using
the CBT framework by the end of this course. Students should also be able to formulate a
case so there is a clear link from formulation to the presenting problem. Students have
opportunities to watch and practice CBT specific skills so that they gain confidence in
their ability to both recommend and use these skills in practice settings.
COURSE OBJECTIVES:
1. Understand the theoretical underpinnings of CBT, including cognitive and
behavioral theories.
2. Be able to conduct an assessment using the CBT model, including how to identify
cognitive and behavioral patterns and link those to the current presenting problem.
3. Formulate and articulate a case using a CBT framework
4. Develop CBT skills that can be applied to clients presenting with a variety of
mental health issues and from various backgrounds.
5. Create a treatment plan that demonstrates a clear link between assessment and
intervention, incorporating client specific issues such as race, gender expression,
SES, sexual orientation, age, religion, etc.
6. Analyze CBT’s evidence-base and applicability to clients presenting with a
diverse range of issues, including different diagnoses (e.g. depressive and anxiety
disorders) and diversity issues.
7. Evaluate how well CBT fits with social work values and ethics, as well as the
current mental health climate, including issues of social justice.
REQUIRED TEXTS/READINGS:
Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Learning cognitive-behavior therapy:
An illustrated guide. Washington, D.C.: American Psychiatric Publishing, Inc.
RELATED READINGS:
Other required readings will be posted on the Sakai site for the course.
TEACHING METHODS
The development of a supportive learning environment, reflecting the values of the social
work profession, is essential for the success of this class. A supportive learning
environment is fostered by listening to the ideas and views of others, being able to
understand and appreciate a point of view which is different from your own, articulating
clearly your point of view, and linking experience to readings and assignments. I will
appreciate your contributions to making this a safe and respectful class for learning and
growth.
QUESTIONS OR CONCERNS
You can reach me by email at ckilli@email.unc.edu. Email is the quickest way to
reach me for most questions. For more in-depth questions or concerns, please make an
appointment to come see me during office hours. Also, you can send messages to the
entire class or to selected students through the Send Email option under the
Communication folder on Sakai.
CLASS ASSIGNMENTS (SEE APPENDICES A &B)
Several methods will be used to determine your progress in the class and your
achievement of the course objectives. The assignments are described in the appendices,
and assignments, expectations and grading criteria will be discussed more thoroughly
during the first class session. There will be two major papers, one focusing on assessment
skills and case formulation and the other focusing on treatment planning. Homework
assignments will be given weekly and require practicing the skills outside of class. All
written assignments should use references following APA format and be typed using
correct grammar, punctuation and spelling.
COURSE EVALUATION
Case Formulation Paper:
Treatment Plan Paper:
Homework:
Participation:
35%
35%
20%
10%
GRADING SYSTEM
H = 94-100
P = 80-93
L = 70-79
F = 69 AND BELOW
Class participation - Everyone will initially receive a standard score of 100 for
participation, in recognition of a norm of attendance, involvement in class activities, and
informed participation in class discussion. 5 points will be deducted from the base score
for each class session you miss, are significantly late, or are unprepared.
QUICK LIST OF ASSIGNMENT DUE DATES
Case Formulation Paper
Treatment Plan and Critique
Homework Assignments
Feb. 3
Feb. 24
Weekly
ATTENDANCE POLICY
Attendance and participation are expected for all seminar meetings. Attendance
will be recorded at the beginning of each class. Because of the emphasis on collaborative
learning, any absence interferes with each student’s performance and the performance of
the entire class. Please inform me in advance if you have anticipated absences during the
semester. Absences and late arrival to class will be reflected in your participation grade.
(See Class Participation section)
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
Full attendance, completion of assigned readings, and active class participation
are core requirements for this course. A grade of “Incomplete” will be given in
extenuating circumstances and in accordance with University policy. Late assignments,
i.e., those not handed in to me in class on the day due, will be reduced 10 points for each
day they are late unless we have agreed upon an extension. Please plan your work to have
things completed on time and be sure to keep me informed if any problems arise. If, due
to an emergency, you will miss a class, please notify me prior to the class and make
arrangements to make up any missed work at the earliest possible time.
POLICY ON ACADEMIC DISHONESTY
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing
Guide for information on attribution of quotes, plagiarism and appropriate use of
assistance in preparing assignments. All written assignments should contain a signed
pledge from you stating that, "I have not given or received unauthorized aid in preparing
this written work." If you have any questions about what compliance with this
expectation entails, please don’t hesitate to speak with me.
In keeping with the UNC Honor Code, if reason exists to believe that academic
dishonesty has occurred, a referral will be made to the Office of the Student Attorney
General for investigation and further action as required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities that affect their participation in the course and who wish to
have special accommodations should contact the University’s Disabilities Services and
provide documentation of their disability. Disabilities Services will notify the instructor
that the student has a documented disability and may require accommodations, Students
should discuss the specific accommodations they require (e.g. changes in instructional
format, examination format) directly with the instructor.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
No laptops or other electronic devices are permitted in the classroom, unless you have a
specific documented learning disability. Please turn off all cell phones.
COURSE FORMAT
The class format is based on the understanding that you are prepared and active learners.
Reading the assigned materials and completing all homework prior to the date they
are due is a prerequisite to getting the most out of class sessions and successfully
meeting the course objectives.
COURSE OUTLINE
Class 1: January 13 - Introduction and Models Influencing CBT
 Introductions
 What is CBT?
 Why CBT?
Activity: Theoretical perspective quiz and discussion
Class 2: January 20 - Introduction to CBT
 Principles of CBT
 Role of therapeutic relationship
 CBT and social work
 Diversity and CBT
Required Reading: Wright et al. Chapters 1 and 2
Muroff, J. (2007). Cultural diversity and cognitive behavior therapy. In T. Ronen & A.
Freeman, (Eds.) Cognitive behavior therapy in clinical social work practice (pp.
109-146). New York, NY: Springer Publishing Company, LLC.
Ritchey, M., Dolcos, F., Eddington, K., Strauman, T., & Cabeza, R. (2011). Neural
correlates of emotional processing in depression: Changes with cognitive
behavioral therapy and predictors of treatment response. Journal of Psychiatric
Research 45(5): 577–587. doi:10.1016/j.jpsychires.2010.09.007.
Homework: Psychoeducation about CBT- Provide Psychoeducation to a client using the
Cognitive Triangle worksheet
Class 3: January 27 - Assessment and Treatment Planning
 Organization of case material
 Creating a case formulation
 Setting the stage for treatment
 Research on CBT
Activity: Case formulation
Homework: Complete case formulation worksheet on a client (protect confidentiality)
Required Readings:
Wright et al. Chapters 3 and 4
Gambrill, E. (2007). Critical thinking, evidence-based practice, and cognitive behavior
therapy. In T. Ronen & A. Freeman, (Eds.) Cognitive behavior therapy in clinical social
work practice (pp. 67-87). New York, NY: Springer Publishing Company, LLC.
Class 4: February 3 – Beginning Treatment and Cognitive Restructuring
 Working with automatic thoughts

Modifying schemas
Case Formulation Paper Due
Activity: Working with cognitions
Homework: Identify/Modify Cognitions- assist client to identify and/or modify
cognitions using one of the tools we discussed in class
Required Readings:
Wright et al. Chapters 5 and 8
Class 5: February 10 - Behavioral Strategies
 Discussion of behavioral strategies
 Strategies to address anxiety and self-care
Activity: Applying behavioral strategies
Homework: Use one behavioral technique with a client
Required Readings:
Wright et al., Chapters 6 and 7
Class 6: February 17 -Application to different populations
 TF-CBT
 Class choices regarding population
 How does CBT apply to various populations, disorders and challenges?
Treatment Plan & Critique Paper Due
Activity: Cumulative Practice
Required Readings:
Read 2 of the following that interest you the most. (Please let me know if there is
another topic that interests you and I can try to find a relevant article.)
Daoud, L., & Tafrate, R.C. (2007). Depression and suicidal behavior: A cognitive
behavior therapy approach for social workers. In T. Ronen, & A. Freeman (Eds.),
Cognitive behavior therapy in clinical social work practice (401-418). New York,
NY: Springer Publishing Company.
Gaudiano, B.A. (2005). Cognitive behavior therapies for psychotic disorders: Current
empirical status and future directions. Clinical Psychology: Science and Practice,
12, 33-50.
Himle, J.A. (2007). Cognitive behavior therapy for anxiety disorders. In T. Ronen, & A.
Freeman (Eds.), Cognitive behavior therapy in clinical social work practice (pp.
375-399). New York, NY: Springer Publishing Company.
Malkinson, R. (2007). Grief and bereavement. In T. Ronen, & A. Freeman (Eds.),
Cognitive behavior therapy in clinical social work practice (521-550). New York,
NY: Springer Publishing Company.
Turkington, D., Dudley, R., Warman, D.M., & Beck, A.T. (2004). Cognitive-behavioral
therapy for schizophrenia. Journal of Psychiatric Practice, 10, 5-16.
Walsh, B.W. (2006). Cognitive treatment. In Treating self-injury: A practical guide. New
York, NY: Guilford Press.
Homework: Retake Theoretical Perspective Quiz
Class 7: February 24 - Challenges in treatment
 Homework non-completion
 Chronic and complex client issues.
Required Readings:
Wright et al., Chapters 9 & 10
Kazantzis, N., Deane, F.P., & Ronan, K.R. (2004). Assessing compliance with homework
assignments: Review and recommendations for clinical practice. Journal of
Clinical Psychology, 60(6), 627-641.
APPENDIX A
CBT CASE FORMULATION
Objective:
The objective of this assignment is to demonstrate the ability to organize and describe
case material using the CBT framework.
Assignment:
Identify a case to use for the paper from your field work. A brief summary of the case
should be provided (1-2 pages) that includes the presenting problem of the case as if it
were being placed in a medical chart. Please see the suggested guide that is placed under
Assignments on the Sakai site. Using the case formulation form as a guide, write up a
case formulation that uses the CBT framework to describe the essential elements of the
case. In other words, how would CBT describe what is happening with the case. Why is
the person feeling, thinking and behaving in the way that they present for treatment?
This paper should be no more than 5 pages
Grading Criteria:
Criteria
The client and the client’s presenting issues and concerns are thoroughly
described.
The formative influences for the client that may be contributors to the
current situation are thoroughly considered and described.
Other situations or issues that might affect the client, such as class,
culture or other client specific issues are thoroughly considered and
described.
Biological, genetic and medical factors have been considered.
Possible
Pts.
10
10
10
10
Examples of the CBT cycle are accurate and written in client friendly
language
Client schemas are identified and analyzed thoroughly.
10
The working hypothesis is comprehensive and uses the CBT framework
to provide an accurate clinical summation of the relevant issues currently
influencing the client’s situation.
The paper is well written and presented professionally.
30
TOTAL
100
10
10
APPENDIX B
CBT TREATMENT PLAN AND CRITIQUE
Objective:
The aim of this assignment is to demonstrate the ability to link assessment and
formulation to an appropriate treatment plan and critique the plan using the principles of
evidence-based practice.
Assignment:
Using the case from the first assignment, create a treatment plan using the assessment and
formulation previously developed. The paper does not have to be in a chart format, but all
of the elements within the chart need to be included. Please pay close attention to linking
the original assessment to your interventions. The interventions should address the
difficulties presented by the client as outlined in the assessment. The interventions should
be appropriate and feasible for the individual client, considering culture, spirituality,
gender identity, class, sexual orientation, race, and ethnicity. The final section of the
paper should include a brief summary of evidence that supports the use of this model for
this client. Please refer to the grading criteria below.
This paper should be no more than 4-5 pages.
Grading Criteria:
Criteria
Treatment goals and objectives are written correctly in SMART format
(Can be single-spaced in an outline/bullet format)
Possible
Pts.
15
The goals are consistent with the CBT model
15
The treatment goals directly address the assessment and presenting
problems identified in the first assignment
20
The treatment goals are individualized to address the client’s specific
needs.
10
The discussion uses evidence to analyze how CBT may or may not be a
good fit for this client and his/her presenting issues
30
The paper is well written, professional, and in APA format
10
TOTAL
100
APPENDIX C
HOMEWORK ASSIGNMENTS
Objective:
The aim of these assignments are to apply and practice what you are learning in the
course with current clients.
Assignment:
Students will complete four homework assignments; each is worth 5 points. Students are
expected to apply skills in their field placement with clients. The homework should apply
to client difficulties noted in the assessment and treatment plan. Students may use course
handouts and worksheets to complete the homework assignments. Students will be
graded for accurateness, completeness, and self-awareness related to the implementation
of skills.
1. January 20- One page synopsis of psychoeducation activity including: 1) how you
presented the material to the client, 2) how it was received, 3) assessment of your
strengths and weaknesses, and 4) questions for further consideration.
2. January 27- Complete the case formulation worksheet on a client and turn it in.
3. February 3- One page synopsis of a cognitive strategy including: 1) why you
chose this technique; 2) how you presented the material to the client, 3) how it
was received, 4) assessment of your strengths and weaknesses, and 5) questions
for further consideration. Turn in the worksheet along with your synopsis.
4. February 10- One page synopsis of a behavioral strategy including: 1) why you
chose this technique; 2) how you presented the material to the client, 3) how it
was received, 4) assessment of your strengths and weaknesses, and 5) questions
for further consideration. Turn in worksheet along with your synopsis.