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
Summer 2014-Wednesdays 1:00-4:00
Caroline B.R. Evans, LCSWA
School of Social Work Room 500
Office: 245
Phone: 207-632-2051
Email: careyrobertson@gmail.com/crobert8@live.unc.edu
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 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.
CLASS ASSIGNMENTS
Case Formulation Paper:
Treatment Plan Paper:
Homework:
Attendance/Participation:
35%
35%
20%
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 approved in advance of the due date.
Approved delays will not affect the grade. Any late assignments that have not been
approved in advance will not be accepted. Papers are due 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
Please turn off all cell phones or other devices that would disrupt the learning
environment of the classroom.
Due Date
Class 1: June 18th
Reading
Wright et al., Chapters 1 and 2
Class 2: June 25th
Wright et al., chapters 3 and 4
Muroff, 2007
Class 3: July 2nd
Class 4: July 9th
Wright et al., Chapters 5 and 8
Wright et al., Chapters 6 and 7
Class 5: July 16th
Wright et al., Chapters 9 and 10
Assignments
Bring in a 1-2 page write up describing: your
knowledge of CBT, field placement(s) you
have had, areas of clinical interest, what you
want to get out of this class, any worries/fears
about this class, and a few interesting facts
about yourself.
Psychoeducation about CBT- Explain CBT to
a friend or family member. Ask him/her to
choose a behavior he/she wants to change and
fill out the CBT triangle worksheet according
to his/her presenting problem. Write 1-2
pages on the experience and what you
learned. How did it compare to the activity in
class?
Case formulation paper
Identify/Modify Automatic Thoughts- Meet
with the same friend or family member and
help him/her identify his/her automatic
thoughts using one of the tools we discussed
in class. Use one of these tools to help
him/her begin to modify those thoughts.
Treatment plan and critique paper
Course Schedule
Overview of course
Activity: Introduction to CBT
Homework: Psychoeducation about CBT- Choose a friend
or family member and explain CBT to him/her using the
cognitive triangle worksheet. Fill out the worksheet
according to his/her presenting problem and write
narrative (1-2 pages) about the experience (e.g., how did
you explain CBT? What was challenging?)
June 18
Class 1
June 25
Class 2
Assessment, Treatment Planning, & Case Formulation
Activity: Case formulation
Homework: Write Case Formulation Paper
July 2
Class 3
Beginning Treatment & Cognitive Strategies
Activity: Working with thoughts
Homework: Identify/Modify Cognitions- Meet with the
same friend/family member and using one of the worksheets
from class, help him/her identify and modify his/her
automatic thoughts. Write a 1-2 page narrative of the
experience.
Case Formulation Paper Due
July 9
Class 4
Behavioral Strategies
Activity: Applying behavioral strategies
Homework: Write Treatment Plan and Critique
July 16
Class 5
Application to different populations
Activity: Guest speakers on Trauma Focused CBT and DBT
Treatment Plan and Critique Due
COURSE OUTLINE
Class 1: Overview of course and Introduction to CBT
 Introductions
 What is CBT?
 Why CBT?
 Principles of CBT
 Role of therapeutic relationship
 CBT and social work
Required Readings (Please read prior to Class #1):
Wright et al. Chapters 1 and 2
Class 2: Assessment, Treatment Planning, & Case Formulation
 Diversity and CBT
 Organization of case material
 Creating a case formulation
 Setting the stage for treatment
 Agenda and goal setting
Required Readings (Please read prior to class 2):
Wright et al. Chapters 3 and 4
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. (on Sakai site
under resources in the folder labeled Readings)
Class 3: Beginning Treatment & Cognitive Strategies/Cognitive Restructuring
Case formulation Paper Due
 Working with automatic thoughts
 Modifying schemas
Required Readings (Please read prior to class 3):
Wright et al. Chapters 5 and 8
Class 4: Behavioral Strategies
 Discussion of behavioral strategies
 Strategies to address anxiety and depression
Required Readings (Please read prior to class 4):
Wright et al., Chapters 6 and 7
Class 5: Application to Different Populations & Treatment Challenges
Treatment Plan & Critique Paper Due
 Class choices regarding population
 How does CBT apply to various populations, disorders and challenges
Required Readings (Please read prior to class 5):
Wright et al., Chapters 9 & 10
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.
Using the case formulation form 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? Use each
section of the case formulation paper as a heading for your paper.
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.
Include a brief case overview from the first paper (e.g., history of the presenting illness,
current conditions). 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
APPENDIX C
HOMEWORK ASSIGNMENTS
Objective:
The aim of this assignment is for students to apply and practice what they are learning in
the course.
Assignment:
Students will complete three written homework assignments; the first one if worth 5
points and the second two are worth 10 points. Students are expected to apply skills in
their field placement with clients, and 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. Due June 18th- Please write 1-2 pages describing:
a) Your knowledge of CBT
b) A brief description of past/future field placement(s)
c) Your areas of clinical interest
d) What you want to get out of this class/Why you chose to take this class
e) Any worries/fears about this class
f) A few interesting facts about yourself
2. Due June 25th- Please explain the concept of CBT to a friend or family member
and then assist them in selecting a behavior or habit they want to change and
assist them in filling out the CBT triangle worksheet. Write 1-2 pages addressing
the following questions:
a) Was there anything difficult about attempting to explain CBT?
b) What effective strategies did you use to explain CBT?
c) What was it like helping your participant fill out the CBT triangle worksheet?
d) Did you learn anything valuable that you can apply to your future CBT
practice?
3. Due July 9th- Using the same friend or family member from assignment 2, please
help him/her identify and/or modify his/her automatic thoughts using one of the
tools we discussed in class (all worksheets are on Sakai). In 1-2 pages please
describe:
a) How you presented the material to your participant
b) What lead you to choose the specific tool that you selected
c) How did your participant respond to this intervention
d) Any difficulties your encountered
e) Anything you learned for your future practice