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 2011, March through April
Mondays 2-4:50
Melissa D. Grady, PhD, MSW, LCSW
School of Social Work
563-H
Phone: 843-0063
Email: mgrady@email.unc.edu
Tuesdays 12-3 or by appointment
COURSE DESCRIPTION: This course will use the CBT framework to teach students how
to move from an assessment to intervention using the model.
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
interventions, 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 like access to
services.
EXPANDED DESCRIPTION:
This course builds on Integrated Practice’s introduction to CBT. The aim of this course is
to increase a student’s conceptual understanding AND their ability to apply the model to
clients with a variety of mental health issues, such as depression and anxiety disorders.
Students by the end of the course should be able to conduct an assessment using a CBT
framework and formulate the case so there is a clear link between the formulation and the
presenting problem. Students will also 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.
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 on the blackboard site for the course.
RECOMMENDED TEXT:
Ronen, T., & Freeman, A. (Eds.). (2007). Cognitive behavior therapy in clinical social
work practice. New York, NY: Springer Publishing Company.
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.
CLASS ASSIGNMENTS
Case formulation Paper: 45%
Treatment Plan Paper: 45%
Attendance: 10%
See Appendices A & B
GRADING SYSTEM
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
It is expected that assignments will be completed at times noted in the syllabus. If you
have a situation arise that may prohibit you from completing the assignment on time, any
request for delay of an assignment/exam must be done in advance of the due date (at least
24 hours) on an assignment/exam. Approved delays will not affect the grade. Any
unapproved delays or assignments completed after an approved delay date will begin to
accrue a 10% reduction every 24 hours that the assignment is late. Papers are due at the
start of class. Papers that are handed in after the beginning of class will be considered
late and there is a 10% deduction for every 24 period past the due date/time of the paper.
In other words, if the paper is due at 2:00, and turned in at 11:00 pm that night, there will
be a 10% deduction. The clock begins at the start of class.
If the student meets unavoidable obstacles to meeting the time frame, the student should
discuss the circumstances with the instructor to determine if an initial grade of
incomplete (INC) would be appropriate. I prefer not to give an incomplete grade and will
give incompletes only in compliance with University policy.
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". 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 or other devices
that would disrupt the learning environment of the classroom.
Course Schedule
Jan 18:
Class 1
Overview of course
Jan 25:
Class 2
Overview of CBT
Feb 1:
Class 3
Assessment and Case Formulation
Feb 8:
Class 4
Cognitive Restructuring
Case Formulation Paper Due
Feb 15:
Class 5
Behavioral Strategies
Feb 22:
Class 6
Challenges in Treatment
March 1:
Class 7
Application to various settings
Treatment Plan and Critique Due
COURSE OUTLINE
Class 1:
Introduction to course
 Introductions
 What is CBT?
 Why CBT?
Class 2:
Introduction to CBT
 Principles of CBT
 Role of therapeutic relationship
 CBT and social work
 Diversity and CBT
Required Readings:
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.
Class 3:
Assessment and Case Formulation
 Organization of case material
 Creating a case formulation
 Setting the stage for treatment
 Research on CBT
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:
Cognitive Restructuring
 Working with automatic thoughts
 Modifying schemas
Required Readings:
Wright et al. Chapters 5 and 8
Case formulation Paper Due
Class 5:
Behavioral Strategies
 Discussion of behavioral strategies
 Strategies to address anxiety and self-care
Required Readings:
Wright et al., Chapters 6 and 7
Class 6:
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.
Class 7:
Application to different populations
 Class choices regarding population
 How does CBT apply to various populations, disorders and challenges?
Required Readings:
Read 2 of the following that interest you the most.
(Please let me know if there is topic that interests you that is not here and I can try to find
it for you.)
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.
Treatment Plan and Critique Paper Due
APPENDIX A
CBT CASE FORMULATION
Objective:
The objective of this assignment is for the student to demonstrate the ability to organize
and describe case material using the CBT framework.
Assignment:
The student should identify a case, either from their field work or some other helping role
to use for the paper. 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 blackboard site.
Using the case formulation form from Appendix 1 as a guide the student should write up
a case formulation that uses the CBT framework to describe the essential elements in 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 in treatment.
This paper should be no more than 5 pages
Grading Criteria:
Criteria
The student has clearly described the client and the client’s presenting
issues and concerns.
The student has thoroughly described the formative influences for the client
that might be contributors to the current situation.
The student has thoroughly described other situations or issues that might
have a bearing on the client, such as class, culture or other client specific
issues.
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
10
The working hypothesis is comprehensive and provides an accurate clinical
summation of the relevant issues that are currently influencing the situation
of the client using the CBT framework.
The paper is well written with no errors
30
TOTAL
100
10
10
APPENDIX B
CBT TREATMENT PLAN AND CRITIQUE
Objective:
The aim of this assignment is for student to demonstrate their ability to link their
assessment and formulation to an appropriate treatment plan and using the principles of
evidence-based practice, critique the plan.
Assignment:
Using the case from the first assignment, this assignment asks students to develop a
treatment plan using the assessment and formulation developed from the first assignment.
The paper does not have to be in a chart format, but all of the elements within the chart
need to be included. In this assignment, students should pay close attention to linking
their assessment to their interventions. The interventions should address the difficulties
presented by the client as outlined in the assessment. Students should be mindful of the
interventions being appropriate and feasible for the individual issues of that 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 using the 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
The treatment goals pay attentive to issues of individual differences in
clients.
20
There is a discussion using evidence to discuss how CBT may or may not be
a good fit for this client and his/her presenting issues
30
APA formatting is correct and the paper is well written with no errors
10
TOTAL
100
10