THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
School of Social Work
Spring Semester, 2009
Course Number: 853.001 (244.001)
Location: Tate-Turner-Kuralt Building
Time: Tuesdays, 2:00 p.m.-4:50 p.m.
Course Title: Approaches to Brief Treatment
Instructors: Jay C. Williams, MSW, Ph.D., LCSW
900-A Franklin Square
1829 E. Franklin Street
Chapel Hill, NC 27514
Office Telephone: 942-8716
Home Telephone: 929-0065
E-mail Address: jaycwilliams@nc.rr.com
Fax: 933-9233
I am available before or after class at SSW or by appointment at my office.
Course Description: This is an advanced practice elective covers theories and application
of four models of brief psychotherapy. Skill building, critical thinking and utilization of
empirical support are emphasized
Course Objectives: This is a concentration-year mental health practice elective course. It
builds upon knowledge of biopsychsocial development through the life cycle from Social
Work 500 and of social work interventions from Social Work 540. The objective is to
advance these introductory level skills as applied to brief social interventions with adults,
adolescents and children. Upon completion of this course, students are expected to
demonstrate:
1. Knowledge of and beginning practice skills in models of brief treatment including
solution focused brief therapy, cognitive-behavioral brief psychotherapy,
psychodynamic brief psychotherapy , and crisis intervention. In addition, students
will learn some of the prominent models of trauma intervention.
2. An understanding of managed care and its impact on mental health practice.
3. The ability to apply evidence and client factors when considering choices around
intervention models.
4. Knowledge of ethical considerations in brief treatment.
5. An ability to assess, formulate goals, and design intervention strategies for clients
using the models of practice introduced in the course.
6. Critically examine how clients factors such as race, ethnicity, gender, religion, sexual
orientation, socioeconomic status, spiritual beliefs, physical disabilities and other
characteristics impact the implementation of social work interventions.
Expanded Description:
This is an advanced mental health elective. It is conducted as a seminar with the classes
involving a combination of lecture, discussion, skill building exercises and videotaped
case examples. The models covered will include solution-focused, cognitive-behavioral,
trauma and psychodynamic/interpersonal models applied to planned short-term treatment
as well as crisis intervention. Topics such as cultural competence, managed care and
common crises will be discussed. Students will be challenged to consider how ethical
issues, managed care, client differences (e.g. race, gender identity, sexual orientation,
class, spiritual beliefs) and the evidence based practice process all impact both the
choices of intervention, as well as how each intervention will need to be uniquely tailored
to individual clients’ needs. With each model presented, students will consider the role
of the relationship and the differences in the worker’s use of self.
Grading Criteria:
1. The course is conducted as a seminar, so being present and participating
actively is essential to the learning experience. Attendance will be noted and
utilized in determining the final grade. If it is necessary to miss, the
instructor should be contacted in advance and arrangements should be made
to get class notes from another student. Active participation in discussion is
important, but quality of comments and questions is more important than
quantity. Case illustrations are encouraged and will enhance class
participation grade.
2. It is assumed that students are adult learners who have already become
proficient at assimilating information. Therefore it is expected that
discussion and learning can take place at the level of evaluating ideas as to
their plausibility, empirical validity, heuristic value, place in the larger body
of social work knowledge, strengths, limitations, and clinical relevance.
3. A journal will be turned in the class that concludes the study of solution
focused, cognitive-behavioral, psychodynamic, and crisis/trauma models of
treatment (Classes 4,7,10 & 13). Its purposes are to demonstrate
comprehension of assigned readings, to encourage critical thinking about the
material presented, to explore personal reactions to the material, and to give
the instructor information about the effectiveness of teaching. The journal
should be two to four typed, double spaced pages per model. The instructor
will grade it and return it with comments. It should contain a brief summary
of the treatment model and your assessment of its strengths, limitations and
best uses. It should also include a brief summary of one of the empirical
research articles listed for that unit and your reactions to the article. Journals
should also include your personal reactions to the readings and class
discussion, and any observations you would like to make about the
effectiveness of the teaching methods. Contents should include such things
as the following: “Do I understand this model or have questions about it?
What are its basic assumptions? How effective was the instructors’
presentation of the material? Is this model a good fit for my belief system,
personality, and intended client population?” Grading criteria for the journals
are listed in Appendix B
4. Weighting of class assignments is as follows:
20% Class Attendance
20% Class Participation
15% Each Unit’s Journal Entries (Total 60%)
5. Grades will be earned according to the following criteria:
An “L” or “F” (depending on the gravity of the deficiency) will be
assigned for failing to complete any of the above-mentioned requirements set
forth in the syllabus. Excessive absences or tardiness without justifiable reason,
failure to participate in class discussion, and inability to produce a paper that
meets the criteria set forth in the syllabus or is of graduate level skills, (e.g.
excessive errors in spelling, grammar, punctuation or citations), will adversely
effect a student’s grade. (Students are expected to use the reference style of the
Publication Manual of the American Psychological Association, Fifth Edition,
2001.)
A “P” will be awarded for the completion of all requirements as set forth
in the syllabus and with none of the deficiencies associated with an “L” or “F.” A
“P” as defined by The Graduate School signifies entirely satisfactory work.
Grades will be determined according to the principles of adult learning. It is
assumed that students are already skilled at assimilating information and are
learning to evaluate ideas with respect to their validity, perspective and relevance
to practice.
An “H” is awarded selectively to students who are eligible for a “P” but
whose work reflects “clear excellence” as defined by The Graduate School.
“Clear excellence” means going beyond “P-level” requirements in two ways:
a. Perceptive and creative analysis and evaluation of ideas and their
clinical applications, and
b. Extensive and skillful use of scholarly literature.
Satisfying “H-level” options of either (a) or (b) enables a student to be eligible for
consideration for an “H.” Fulfilling requirements for both (A) and (B) will
virtually guarantee an “H.”
Late Assignments: If it becomes necessary to turn in a written assignment late, the
instructor’s permission should be secured in advance. The grade on that
assignment will be dropped by ten points for each week or part of a week that the
paper is late.
6. Grading Scale:
94-100 H
80-93 P
70-79 L
0-69 F
(Pluses and minuses are given to provide more specific feedback, but are not
recorded on official transcripts.)
Honor Code: Original work is expected. The UNC has a rich, long tradition of
honor. If you have not done so, please read the Student Code of Honor:
www.unc.edu/depts/honor/plagerism.html. Note that plagiarism is defined in the Code
as “the intentional representation of another person’s words, thoughts, or ideas as
one’s own.” Violations of the Honor Code result in an “F” grade and referral to
the Honor Court. From this website, here are some helpful guidelines:
Quotations: When directly quoting an outside source, the borrowed text,
regardless of the amount, must be surrounded by quotation marks or block
quoted—single spaced and indented beyond the normal margins. Every quote
must include a source—the author, title, page numbers, etc.—whether an internal
reference, footnote, or endnote is used in conjunction with a bibliography page.
Paraphrasing or Citing an Idea: when summarizing an outside source or citing
another person’s idea, quotation marks are not necessary, but the source must be
included.
Working on Group Projects: In many classes, group projects are required. When
preparing written reports, the names of all persons working on the project should
be included.
Honor Code Affirmation: All written products in the course, including quizzes,
must have a signed honor code statement. Papers without this affirmation will not
be accepted. The statement should read as follows:
I have neither given nor received any unauthorized assistance on this
assignment.
Policy on Accommodation for Students with Disabilities: Students with
disabilities that affect their participation in the course may notify the instructor if
they wish to have special accommodations in instructional or evaluation format
considered. Accommodation and services, which may include, but are not limited
to--note-takers, alternative testing, accessible class materials, and interpreters—
are provided by Disability Services (Voice/TDD 962-8300; 966-4041). Learning
Disability Services (962-7227) provides supportive services for students with
learning disabilities and attention-deficit/hyperactivity disorders. Students will be
asked to provide documentation of the disability/medical condition from an
appropriate primary care provider. Working with disability Services and
Learning disability Services and without lowering academic standards, the
instructor will make reasonable accommodations to reduce barriers caused by a
student’s disability.
Readings:
The course uses three textbooks that are available in the Health Sciences Book
Store:
Walter, J. & Peller, J. (1992) Becoming Solution-Focused in Brief Therapy.
Levittown, PA: Brunner/Mazel.
Beck, Judith S. (1995) Cognitive Therapy: Basics and Beyond. New York:
Guilford Press.
Levenson, Hanna (1995) Time-Limited Dynamic Psychotherapy: A Guide to
Clinical Practice. New York: Basic Books.
With a few exceptions, assigned readings are from the texts. The other assigned
article will be on e-reserve. Hard copies are also on reserve at the desk of the
House Undergraduate Library and in the Learning Resource Center on the fifth
floor of Tate-Turner-Kuralt Building. These may be copied, but the originals
should not be taken from the building. The syllabus and handouts will be posted
on Blackboard. Hard copies of the syllabus and the handout for the first unit will
be distributed in the first class session. Subsequent handouts should be printed
out from Blackboard. Recommended readings will be suggested throughout the
course. Those that are articles will be on e-reserve and on reserve in the House
Undergraduate Library and in the Learning Resource Center on the fifth floor.
Those that are books can be obtained from Health Sciences Library, Davis
Library, or from the instructor.
SCHEDULE
Class 1: January 13, 2009
Topics: Overview of the Course
History of Brief Social Interventions
Client Selection for Brief Treatment
Changes in service delivery (managed care, privatization, in-home)
Formulating measurable, behavioral goals
Skill-Building Exercise in Client Selection
Exercise in developing culturally-sensitive treatment plans
Skill-Building Exercise in Formulating Measurable Behavioral Objectives
Exercise in Ethics
Assignment:
McWilliams, N. (2005) Preserving our humanity as therapists, Psychotherapy:
Theory, Research, Practice, Teaching, 42(2) 139-151.
Recommended Readings:
Bentley, K. & Walsh, J. (1990) The Social Worker and Psychotropic Medication:
Toward Effective Collaboration with Mental Health Clients, Families, and
Providers. Pacific Grove, CA: Brooks/Cole Publishing Company.
Lambert M. (2004) The efficacy and effectiveness of psychotherapy. In M. J.
Lambert (Ed.), Bergin and Garfield’s Handbook of Psychotherapy and Behavioral
Change, Fifth Edition, New York: Wiley, 139-193.
Norcrosss, J. C. (Ed.) (2002) Psychotherapy Relationships that Work: Therapist
Contributions and Responsiveness to Patient Needs, New York: Oxford
University Press.
Reid, W. & Shyne, A. (1969) Task-Centered Casework. New York: Columbia
University Press.
Simpson, G., Williams, J. & Segall, A. (March, 2007) Social work education and
clinical learning, Clinical Social Work Journal,35(1) 3-14.
Wampold, B. E. (2001) The Great Debate: Models, Methods and Findings,
Mahwah, NJ: Erlbaum.
Class 2: January 20, 2009
Ethical issues in managed care
Racial, Ethnic Economic & Religious Differences in Brief Therapy
Recommended Readings:
Canino, I. & Spurlock, J. (1994) Culturally Diverse Children and Adolescents.
New York: The Guilford Press.
McGoldrick, M., Pearce, J. & Giordano, I. (1982) Ethnicity and Family Therapy.
New York: The Guilford Press.
Smith College Studies in Social Work, Special Issue: The Corporate and Human
Faces of Managed Health Care: The Interplay Between Mental Health Policy and
Practice, 66(3), (June 1996).
Class 3: January 27, 2009
Topics: Solution-Focused Models of Brief Therapy
Gender Considerations
Videotape: Insoo Kim Berg & Norman Rouse on goal setting with substance
abusers
Assignment:
Walter & Peller, Becoming Solution-Focused in Brief Therapy, pp. 1-216
Class 4: February 3, 2009
Skill-Building Exercises in Solution-focused skills
Assignment:
Walter & Peller, Becoming Solution-Focused in Brief Therapy , pp. 217-259
Read any one of the following empirical articles and include a one paragraph
summary in your journal:
Crits-Christoph, P. (1992) The efficacy of brief therapy: a meta-analysis,
American Journal of Psychiatry, 149, 151-158.
Gingerich, W. and Eisengart, S. (2000) Solution-focused brief therapy: a review
of outcome research, Family Practice, 39, 477-498. (pdf file on Blackboard)
Jacobson, N. & Christensen, A. (1996) Studying the effectiveness of
psychotherapy: How well can clinical trials do the job, American Psychologist,
51,10, 1031-1039.
Seligman, M. (1995) The effectiveness of psychotherapy: The Consumer Reports
study, American Psychologist,50, 965-974.
Silverman, W. & Beech, R. (1984) Length of intervention and client assessed
outcome, Journal of Clinical Psychology,40,2, 475-480.
Steenbarger, B. (1992) Toward Science-Practice Integration in Brief Counseling
and Therapy, The Counseling Psychologist, 20(3), 403-450.
Recommended Readings:
Dermer, Shannon B. et al (July-Sept. 1998) A Feminist Critique of SolutionFocused Brief Therapy, American Journal of Family Therapy, 26, (3), pp.239251.
De Jong, Peter & Berg, Insoo Kim (October, 2001) Co-Constructing Cooperation
with Mandated Clients, Social Work,46 (4) 361-374.
Fanger, M. (1995) Brief Therapies, in Edwards, R. (Ed.) The Encyclopedia of
Social Work. 323-334.
Gabbard, Glen O. (Series Editor), Dewan, Mantosh J., Steenbarger, Brett N., and
Greenberg, Roger P. (Eds.) (2006) The Art and Science of Brief Psychotherapies:
A Practitioners Guide, Core Competencies in Psychotherapy Series. Arlington,
VA: American Psychiatric Publishing, Inc.
Miller, S. (1995) Common Sense Therapy: Focusing on “What Works” in Clinical
Practice. (Unpublished manuscript).
O’Hanlon, W. & Wiener-Davis, M. (1989) In Search of Solutions: New
Directions in Psychotherapy. New York: W. W. Norton & Son.
Class 5: February 10, 2009
Topic:
Traditional Cognitive-Behavioral Models of Brief Therapy
Videotape: Judith Beck, Ph.D., “Cognitive Therapy for Depression”
Skill-Building Exercises in CBT skills
Assignment:
Beck, J. Cognitive Therapy: Basics and Beyond, pp. 1-192
Recommended Readings:
Burns, D. (1980) Feeling Good: The New Mood Therapy. New York: Avon.
Craighead, L. et al (Eds.) (1994) Cognitive and Behavioral Interventions: An
Empirical Approach to Mental Health Problems. Boston: Allyn & Bacon.
Dungee-Anderson, D. (1992) Self-nurturing: a cognitive-behavioral treatment
approach for the borderline client, Clinical Social Work Journal, 20, 295-312.
Granvold, D. (1995). Cognitive Treatment, The Encyclopedia of Social Work.
525-538.
Linehan, M. (1993) Cognitive-Behavioral Treatment of Borderline Personality
Disorder. New Work: The Guilford Press.
Nurius, P. & Berlin, S. (1995) Cognitive and Social-Cognitive Theory, The
Encyclopedia of Social Work. 513-524.
Preston, J. (1997) Shorter Term Treatments for Borderline Personality Disorders.
Oakland, CA: New Harbinger Press.
Schaefer, C. (1997) Short-Term Psychotherapy Groups for Children: Adapting
Group Processes for Specific Problems. New York: Jason Aronson.
Class 6: February 17, 2009
Narrative Models of Cognitive-behavioral Therapy
Videotape: Donald Meichenbaum, Ph.D. “Mixed Anxiety and Depression: A
Cognitive-Behavioral Approach”
Assignment:
Judith Beck, Cognitive Therapy: Basics and Beyond, pp. 193-325
Class 7: February 24, 2009
Skill building in cognitive-behavioral interventions
Topics:
Skill building exercises in Cognitive-behavioral therapy
Application of CBT to Children and Adolescents
Assignment:
Journal on CBT and empirical article
Read any one of the following empirical research articles and include a one
paragraph summary in your journal:
Kasdin, A. & Weisz, J. (1998) Identifying and developing empirically supported
child and adolescent treatments. Journal of Consulting and Clinical Psychology,
66, 19-36.
Lochman, J., Whidby, J., & FitzGerald, D. (2000) Cognitive-Behavioral
Assessment and Treatment with Aggressive Children, in Kendall, P. (ed.), Child
and Adolescent Therapy: Cognitive-Behavioral Procedures, Second Edition, New
York: The Guilford Press, 31-87.
McGinn L. and Sanderson, W. (2001) What allows cognitive-behavioral therapy
to be brief: overview, efficacy, and crucial factors facilitating brief treatment.
Clinical Psychology: Science and Practice, 8(1) 23-37 (pdf file on Blackboard)
Ollendick, T. & King, N. (1998) Empirically supported treatments for children
with phobic and anxiety disorders. Journal of Clinical Child Psychology, 27, 156167.
Class 8: March 3, 2009
Topics:
Brief Psychodynamic/Interpersonal Therapy
Reenactments
Transference and Countertransference
Confrontation, clarification, interpretation & working through
Video Cassette: Jeff Brooks-Harris & Jill Olivier-Berry, Psychodynamic
Counseling and Psychotherapy
Skill building exercises in psychodynamic techniques
Assignment:
Levenson et al, Concise Guide to Brief Dynamic and Interpersonal Therapy, 1134
Journal on brief psychodynamic/interpersonal therapy and empirical article
Recommended Readings:
Bauer, G. & Kobos, J. (1993) Brief Therapy: Short-Term Psychodynamic
Intervention. Northvale, NJ: Jason Aronson, Inc.
Berzoff, J., Flanagan, L. & Hertz, P. (1996) Inside Out and Outside In:
Psychodynamic Clinical Theory in Practice in Contemporary Multicultural
Contexts. New York: Jason Aronson.
Brandell, J. (2004) Psychodynamic Social Work. New York: Columbia University
Press.
Davanloo, H. (1992) Short-Term Dynamic Psychotherapy. New York: Jason
Aronson.
Dane, B., Tosone, C. & Wolson, A. (2001) Doing More with Less: Using LongTerm Skills in Short-Term Treatment, Northvale, N.J.: Jason Aronson, Inc.
Drisko, J. (2000) Time-Limited and Intermittent Approaches to Psychotherapy
(Unpublished manuscript).
Edward, J. & Sanville, J. (Eds.) (1996) Fostering Healing and Growth: A
Psychoanalytic Social Work Approach, Northvale, NJ: Jason Aronson, Inc.
Gabbard, G. (1994) Chapter 1: Basic Principles of Dynamic Psychiatry in
Psychodynamic Psychiatry in Clinical Practice: the DSM-IV Edition,
Washington, DC: American Psychiatric Association, 3-28.
Goldstein, E. & Noonan, M. (1999) Short-Term Treatment and Social Work
Practice: An Integrative Perspective. New York: The Free Press.
Greene, B. (1997) Psychotherapy with African-American Women: Integrating
Feminist and Psychodynamic Models, Smith College Studies in Social Work,
67(3), 299-322.
Jordan, J. et al (2000) Work in Progress: Applications of the Relational Model to
Time-Limited Therapy. Wellesley, MA: Stone Center, Wellesley College.
Levenson, Hanna, Butler, Stephen, Powers, Theodore, Beitman, Bernard (2002)
Concise Guide to Brief Dynamic and Interpersonal Therapy, Second Edition.
Washington, DC: American Psychiatric Publishing, Inc.
Malan, D. (1976) The Frontier of Brief Psychotherapy. New York: Plenum Press.
Mann, J. & Goldman, R. (1982) A Casebook in Time-Limited Psychotherapy.
New York: McGraw-Hill.
Mann, J. (1973) Time-Limited Psychotherapy. Cambridge, MA: Harvard
University Press.
Northcut, T. (Summer, 2000) Constructing a place for religion and spirituality in
psychodynamic practice, Clinical Social work Journal, 28(2), 155-169.
Perez-Foster, R. (1998) The clinician’s cultural countertransference:
psychodynamics of culturally competent practice. Clinical Social Work Journal,
26 (3),253-270.
Pinderhughes, E. (1997) The Interaction of Difference and Power as a Basic
Framework for Understanding Work with African Americans: Family Theory,
Empowerment and Educational Approaches, Smith College Studies in Social
Work, 67(3), 323-347.
Robb, Christina (2006) This Changes Everything: The Relational Revolution in
Psychology. New York: Farrar, Strauss and Giroux.
Schmidt, E. (1996) Brief psychotherapy with children and adolescents: a
developmental perspective, Child and Adolescent Social Work Journal, 13(4),
275-286.
Sifneos, P. (1987) Short-Term Dynamic Psychotherapy. New York: Plenum
Press.
Smith College Studies in Social Work, Special Issue: Theoretical, Policy,
Research and Clinical Perspectives for Social Work Practice with African
Americans, 67(3) (June 1997).
Strupp, H. & Binder, J. (1982) Psychotherapy in a New Key: A Guide to TimeLimited Dynamic Psychotherapy. New York: Basic Books.
SPRING BREAK: March 10, 2009
Class 9: March 17, 2009
Instructor will be absent.
Time-Limited Dynamic Psychotherapy
Video Cassette of Hanna Levenson
Class 10: March 24, 2009
Brief Psychodynamic/Interpersonal Therapy
Skill building Exercises
Assignment:
Read any one of the empirical articles and summarize it in your journal:
Clarkin, J. et al (2007) Evaluating three treatments for borderline personality
disorder: a multiwave study, American Journal of Psychiatry, 164, (6), 922-928.
Fonegy, P. (2006) Evidence-based psychodynamic psychotherapies, in
Psychodynamic Diagnostic Manual (PDM), (2006) Washington, D.C.: Alliance of
Psychoanalytic Organizations.
Fonegy, P., Roth, A. and Higgitt, A. (Winter 2005) Psychodynamic
psychotherapies: evidence-based practice and clinical wisdom, Bulletin of the
Menninger Clinic, 69(1) 1-58
Gaston, L. et al (1998) Alliance, technique, and their interactions in predicting
outcome in behavioral, cognitive and brief dynamic therapy, Psychotherapy
Research,8,(2), 190-209.
Hogland, P. (2003) Long-term effects of brief dynamic psychotherapy,
Psychotherapy Research, 13(3) 271-292 (pdf file on Blackboard)
Leichsenring, F. (2006) A review of meta-analyses of outcome studies of
psychodynamic therapies, in Psychodynamic Diagnostic Manual (PDM), (2006)
Washington, D.C.: Alliance of Psychoanalytic Organizations, 819-837.
Roth, A. & Fonegay, P. (2005) What Works for Whom: A Critical Review of
Psychotherapy Research, Second Edition. New York: The Guilford Press. (This
book contains chapters reviewing research on various diagnoses. It’s not on
reserve on the 5th floor Reading Room, but is probably available in Davis or
Health Sciences Libraries. Read any chapter.)
Svartberg, M. & Stiles, R. (1994) Therapeutic alliance, therapist competence, and
client change in short-term anxiety provoking psychotherapy, Psychotherapy
Research, 4, 20-33.
Svartberg, M., Stiles, T. and Seltzer, M. (2004) Randomized, controlled trial of
the effectiveness of short-term dynamic psychotherapy and cognitive therapy for
cluster C personality disorders, American Journal of Psychiatry,161, 810-817 (pdf
file on Blackboard)
Westen, D., Novotny, C. & Thompson-Brenner, H. (2006) The empirical status of
empirically-supported psychotherapies; assumptions, findings, and reporting on
controlled clinical trials, in Psychodynamic Diagnostic Manual (PDM) (2006)
Washington, D.C.: Alliance for Psychoanalytic Organizations, 691-764.
Class 11: March 31, 2009
Trauma Theory and Treatment
Getting Grief Unstuck: Role play of Instructor’s Case of Hank
Videotape of Eliana Gil, Trauma treatment of Children
Recommended Reading:
Herman, Judith Lewis (1992) Trauma and Recovery-From Domestic Abuse to
Political Terror. New York: Basic Books.
Class 12: April 7, 2009
Crisis Theory and Crisis Intervention
Topics: Crisis Theory & Intervention
Suicide Screening & Prevention
Critical Incident Stress Management
Vicarious Traumatization
Role Play of Critical Incident Stress Debriefing
Gardner, R. (1970) The Boys and Girls Book about Divorce. New York: Bantom
Assignment:
Bell, J. (1995) Traumatic Event Debriefing: Service Delivery Designs and the
Role of Social Work, Social Work, 40(1), 36-43.
Recommended Reading:
Borden, W. (1992) Narrative perspectives in psychosocial intervention following
adverse life events, Social Work, 37, 135-141.
Goldstein, E. & Noonan, M. (1999) Chapter 7: The Ending Phase, in Short-Term
Treatment and Social Work Practice: An Integrative Perspective. New York: The
Free Press.
Lerner, H. (1983) Female Dependency in Context: Some Theoretical and
Technical Considerations, American Journal of Orthopsychiatry, 53(4), 697-705.
Lindemann, E. (Sept. 1944) Symptomatology and Management of Acute Grief,
American Journal of Psychiatry, 101.
McNew, J. & Abell, N. (1995) Posttraumatic stress symptomatology: Similarities
and differences between Vietnam veterans and survivors of childhood sexual
abuse, Social Work, 40, 115-126.
Parad, H. & Parad L. (1990) Crisis Intervention Book 2: The Practitioner’s
Sourcebook for Brief Therapy. Grimsby, Ontario: Manticore Publishers.
Regehr, C. and Sussman, T. (2004) Intersection between grief and trauma: toward
an empirically based model for treating grief, Brief Treatment and Crisis
Intervention,41) 289-309 (pdf file on Blackboard)
Ricci, I. (1980) Mom’s House, Dad’s House: Making Shared Custody Work.
New York: Collier Books.
Roberts, A. (2000) Crisis Intervention Handbook: Assessment, Treatment,
Research: Second Edition. New York: Oxford University Press.
Spillane-Grieco, E. (Spring, 2000) Cognitive-behavioral family therapy with a
family in high-conflict divorce: A case study. Clinical Social Work Journal,
28(1), 105-119.
Wallerstein, J. & Kelly, J. (1980) Surviving the Breakup: How Children and
Parents Cope with Divorce. New York: Basic Books.
Class 13: April 14, 2009
EMDR
Class choice of topics
Videotape of Francine Shapiro: EMDR: Working with Grief
Assignment:
Journal on Crisis and Trauma Theories and Treatment, (no empirical article
summary required).
Class 14: April 21, 2009
Comparison of Models
Role plays of same client with different models
APPENDIX B
Grade Sheet for Journals
Name:_______________________
1. Does the journal demonstrate that the student has read and understood the
assigned readings? (20 points)
2. Does the journal demonstrate that the student understood material presented in the
previous class? (20 points)
3. Does the journal demonstrate graduate level critical thinking about the material
(e.g. strengths, limitations, empirical support, fit with the student’s own beliefs
and personality)? (40 points)
4. Does the student raise questions? (10 points)
5. Is the journal clearly written and within the suggested length (i.e. 2-4 pages)? (10
points)
Overall Comments and Grade:
Appendix C
Case of Heather
(This case example may be used for skill building exercises. It can also serve as a format
for presenting your own case material in class.)
Heather, an attractive, casually dressed woman of 28, has an MSW and works a
case management position in a public agency. She is seeking psychotherapy for the first
time because of frequent arguments with her boyfriend with whom she had lived for the
past four months. The day before the appointment, she chose to spend the night at a
friend’s apartment following a particularly upsetting argument. She doubts that the
relationship will last and is considering whether to move out. Both of the other two
romantic relationships she has had since college were similarly conflictual and brief. In
addition, she reports chronic depression, experienced as hopelessness about finding
romantic fulfillment. She describes restless sleep, sadness, and readiness to cry in
response to TV shows and movies that depict happy romantic relationships or good
father-daughter relationships. She wants help in deciding what to do about her current
relationship, but she also wants to figure out why this keeps happening, to change it if she
can, and to feel less depressed.
Heather reports life-long conflict with her father, whom she “hates.” Her parents
divorced when Heather and her younger sister were 10 and 8. The sisters lived with their
mother, but received little attention from her as she had to work long hours to support the
family because their father contributed little financial support. The sisters saw their
father every other week, but disliked these visits as he did what he wanted and paid little
attention to them. Heather reported that he was constantly criticizing and blaming her.
For example, he said “I try to spend time with you, but you’re ungrateful. I do everything
for you, but you do nothing for me.” Heather and her sister had begged their mother to
reduce the frequency of these visits, but while sympathetic, the mother acted is if she
were helpless in the situation. As a child Heather felt selfish and horrible because of her
dislike for her father. As a young adult, however, she had realized the extent of his
selfishness and manipulation and had hated him for it. At the same time, she felt guilty
about these feelings. Heather had a very close relationship with her mother who always
warned her about the selfishness and untrustworthiness of men. After the divorce, the
mother had a series of relationships after with men who mistreated her.