PSYCHOLOGY 849: INTERVENTIONS
SPRING 2014
(http://arweb.sdsu.edu/es/registrar/academiccalendar.html)
Professor: Nader Amir, Ph.D. (nas.psy.sdsu.edu)
Office: 301, 6386 Alvarado Court
Phone: 619-229-3740
E-mail: naderami@gmail.com
1/22-2/3
13)
LECTURE: T-Th
10:00-10:50 (Room 13)
3/11- 5/8
LECTURE: T-TH 10:00-11:50 (Room 13)
3/11- 5/8
LECTURE: W 12:00-12:50 (Room 13)
Thursday, May 8: Last day of classes
Friday, May 9 - Thursday, May 15: Final Exams
LAB: 11:00-12:20 (Room
LAB: 11:00- 12:20 (Room 13)
LAB: 1:00- 2:20 (Room 13)
Goals of Course :
This course has 3 modules. 1) Descriptive psychopathology and 2 ) Hands on and video taped
practice of skills learning, and 3) Interventions for psychopathology.
1) During the first module (January 22 to Feb 3rd) we will become familiar with major
syndromes in adult psychopathology and how to diagnose them. This module will include,
introduction to interviewing, as well as, SCID, DSM IV, DSM V and, RDoc. We will use Panic
disorder and PTSD as case examples.
2 ) There will be a break during MBB (Feb 3, to March 11).
3) During the third module (March 11th - May 8th) we will cover the bulk of empirically supported
treatments for various forms of psychopathology.
The overall goals of the class are to:
A ) Provide an overview of major syndromes in adult psychopathology and how to treat them.
The emphasis is on description of signs and symptoms, differential diagnosis, and etiology and
assessment.
B) Provide first-year clinical students with a firm grounding in theory, research, and practice in
empirically supported psychological interventions.
C) Provide students with a general set of clinical skills and knowledge that will be utilized
throughout their careers as clinicians.
Required Textbook:
Barlow, D. H. (2008). Clinical handbook of psychological disorders (4th edition). New York:
Guilford Press.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental
disorders, (4th ed., rev.). Washington, DC: Author.
**We will frequently be referencing diagnostic criteria in the DSM. If you do not
have one, you can access the DSM-IV criteria online at:
http://www.psyweb.com/DSM_IV/jsp/dsm_iv.jsp
New and exciting events:
DSM V http://www.dsm5.org/Pages/Default.aspx),
Rdoc http://www.nimh.nih.gov/research-funding/rdoc.shtml (
see salislow paper on secure server
Additional readings are listed below, and some will be added throughout the course. You will be
notified of any additions and provided with a PDF/link for the reading.
Lab readings
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2003). Clinical Interviewing (3rd Edition).
Hoboken, NJ: John Wiley & Sons.
**This manual will be used for the lab component of class throughout the semester.
Class secure server: very nice blackboard page for the class
Computer use during class: For class purposes only
Other Useful Resources:
Skills based learning: http://www.ebbp.org/skillsBasedResources.html
Beck J. (1995). Cognitive Therapy: Basics and Beyond. New York: Guilford.
TRiBehavioral, an online interactive CBT training tool (www.TRiBehavioral.com).
Wright, J.H., Basco, M.R., Thase, M.E. (2006). Learning Cognitive-Behavior Therapy: An
Illustrated Guide. Washington DC: American Psychiatric Publishing. (comes with a DVD with
instructional videos demonstrating various CBT techniques)
Evaluation:
15% Class participation/chapter/reading comments
20% Performance and Participation in Lab (including video of intake)
25% Midterm (case conceptualization and treatment plan)
40% Final exam (in class)
Participation (15%):
Although I plan to lecture as well as provide feedback, summaries, case examples, etc., the
quality of the course will depend on the willingness of students to actively engage in the subject
matter through discussion, inquiry, and evaluation. My evaluations will be influenced by my
experiences with each student in class, in addition to the examinations. Use the class
participation google doc to remind me.
Chapter and readings Comments:
Each class member will email me a critical analysis of the class reading by 8:00 a.m. on the day
of class. During your reading, take notes and consider at least two questions or issues that you
believe is important enough to merit discussion. We will use these comments and questions
during the discussion. Please keep your comments to less than 150 words. I will use some of
these questions for the final.
Lab (20%):
A substantial portion of the course (Lab) will focus on the acquisition of clinical skills and
orientation to the SDSU Psychology Clinic in order to adequately prepare students to begin
clinical practicum in July. This will include, but is not limited to, essentials for clinical
interviewing, administration and scoring of common assessments (not covered in you
assessment courses), writing notes and appropriately documenting therapy sessions, useful
therapy skills like relaxation training, breathing techniques, and cognitive restructuring, and
guest lectures by key faculty and students within the SDSU clinic. Again, participation in this
portion of the class will be heavily based on each student’s willingness to participate, ask
questions, practice the skills, etc. In addition, evaluation will be based on ability to perform the
clinical skills taught in lab. Performance is not expected to be perfect; rather, a demonstration
of honest effort and willingness to accept feedback for future improvement is key.
Midterm (25%):
The midterm will consist of a take home case conceptualization. The case conceptualization
will be based on a video of a sessions with a client. You will need to formulate a treatment plan.
This will include the assessments you would use, possible treatment models etc, again based
on videos of a client.
Final (40%):
The final will consist of an in class short answer test cover the material over the entire semester.
In addition, it will include questions about the clinical skills and information covered in the lab
portion of class.
Important Dates and Assignments:
DATE:
Psychological Disorders –
Overview and Intervention
Clinical Skills/Lab
1/23
Introduction to Class
(see below)
Clinic rules
1/28
Panic Disorder
(Barlow, Ch. 1) (Heather out)
Important questions/topics to address
before first clinical encounter
Running into clients on the trolley
Dress code
attendance
Breathing exercise
1/30
Posttraumatic St
(Barlow, Ch. 2) see celow
● Job Talk
Dr. Duke Han's
(http://www.rush.edu/rumc/pageR12420.html) Job Talk: Clinical
Neuroscience of Aging
Thu, January 30, 11am – 12pm
https://www.google.com/calendar/ren
der?eid=aW9wMWdkZ2dxdmdrZnI2
MjlycXR1NmVtMmsgcHN5Y2hvbG9n
eXNkc3VAbQ&ctz&sf=true&output=x
ml
http://pro.psychcentralsm-5changes-ptsd-trauma-stress-relateddisorders/004406.html
2/7 - 3/10
No class
3/11
Social Anxiety (Barlow, Ch. 3)
●
●
Assessing and Treating PTSD
Imaginal Exposure exercise
●
Social Skills
Training/Constructing a
Hierarchy
Link for APP for exposures
htpp://nas.psy.sdsu.edu/cutamobile.php
●
Obsessive Compulsive Disorder
(Barlow, Ch. 4)
3/18
Obsessive Compulsive Disorder
(Barlow, Ch. 4)
Depression
(Barlow, Ch. 6, 7)
View tapes of clinic OCD
client
●
Watch SCID tape - Introduction
●
View tapes of clinic OCD
client
●
Watch SCID tape Introduction
Relaxation Training
Demonstration of Supervision
http://www.suicidology.org/web/g
uest/home
3/24
Tuesday class
Depression
3/31
Midterm due
SPRING BREAK
4/7
Spring recess.
Watch SCID – Depression
Module
Depression (Part 2)
(Barlow, Ch. 8)
Clinic Phone
calls/intake/Paperwork
4/14
Personality Disorders (and
DBT)(Barlow, Ch. 9)
●
4/10 - Parent Training (Guest
Lecture)
●
4/12 (Therapy Documentation
- Heather)
●
Practice doing an
Intake/SCID Module, and
video tape interviewing a
fellow student
Psychotherapy with Youth
4/21
Schizophrenia and
Social Skills (Barlow, Ch. 11)
●
Eating Disorders (Barlow, Ch. 14)
4/28
Alcohol and Substance Abuse
(Barlow, Ch. 12 and 13)
Bipolar Disorder (Barlow, Plus see
below)
5/5
Couples’ Therapy
16)
(Barlow, Ch.
●
●
Treating Alcohol Problems ()
Watch SCID tape –
Alcohol/Drug Use Module
●
4/26 - Guest Lecture: Cross
Cultural Issues in Therapy,
Monica Ulibarri (10:00-11:30)
●
Tape Interviews
Supervision
5/ 8 Last
day of
classes.
5/9-5/15
(see below)
Summary, Last Day of class
FINAL EXAM IN CLASS
ADDITIONAL REQUIRED “READINGS” BY WEEK:
1/23 – Introduction to course
NPR documentary on Spitzer and the development of the DSM:
http://www.npr.org/features/feature.php?wfId=1400925
Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal
of Consulting and Clinical Psychology, 66, 7-18.
DSM5 site that outlines changes:
http://www.dsm5.org/Documents/changes%20from%20dsm-iv-tr%20to%20dsm-5.pdf
coding corrections:
http://www.dsm5.org/Documents/IMPORTANT%20CODING%20CORRECTIONS%20FOR%20D
SM-5%208-9-13.pdf
Many are frustrated enough to teach DSM-IV again this year rather than switching manuals.
Link to Tom Insel statement
http://www.nimh.nih.gov/about/director/2013/transforming-diagnosis.shtml
NIMH statement in response to publication of DSM5:
http://www.nimh.nih.gov/news/science-news/2013/dsm-5-and-rdoc-shared-interests.shtml
Wired magazine that includes interviews with key people and is a fun read for them:
http://www.wired.com/magazine/2010/12/ff_dsmv/all/1
Clarke, D. E. et al. (2013). DSM-5 Field Trials in the United States and Canada, Part I:
Study design, sampling strategy, implementation, and analytic approaches. American
Journal of Psychiatry, 170, 43-58.
Regier, D. A., et al. (2013) DSM-5 field trials in the United States and Canada, Part II: Testretest reliability of selected categorical diagnoses. American Journal of Psychiatry, 170,
59-70.
Narrow, W. E., et al. (2013). DSM-5 field trials in the United States and Canada, Part III:
Development and reliability testing of a cross-cutting symptom assessment for DSM-5.
American Journal of Psychiatry, 170, 71-82.
Freedman, R., et al., (2013). The initial field trials of DSM-5: New blooms and old thorns.
American Journal of Psychiatry, 170.
Spitzer, R. L., et al. (2012). Standards for DSM-5 Reliability. American Journal of
Psychiatry, 169, 537.
Kraemer, H. C., et al. (2012). DSM-5: How reliable is reliable enough? American Journal of
Psychiatry, 169, 13-15. (http://ajp.psychiatryonline.org/article.aspx?articleID=181221)
1/28 – Panic Disorder
Important Questions/Topics to Address before First Clinical Encounter
1/30 – PTSD
http://www.adaa.org/resources-professionals/podcasts/treatment-ptsd
2/8 – Social Anxiety
2/15 – OCD
http://www.adaa.org/resources-professionals/podcasts/treatment-resistant-ocd-andgeneralized-anxiety-disorder
Otto M. W., Smits J. A. J., & Reese H. E. (2005). Combined psychotherapy and
pharmacotherapy for mood and anxiety disorders in adults: Review and analysis. Clinical
Psychology: Science & Practice, 12, 72-86.
Stefan G. Hofmann (2014) Toward a Cognitive-Behavioral Classification System for Mental
Disorders. Behaviour Therapy (dx.doi.org/10.1016/j.beth.2014.03.001)
http://www.effectivechildtherapy.com/sites/default/files/files/OCDreviewpressrelease2014_(2).
pdf
Jennifer Freemana*, Abbe Garciaa, Hannah Franka, Kristen Benitoa, Christine Coneleaa, Michael
Walthera & Julie Edmundsa (2014) Evidence Base Update for Psychosocial Treatments for
Pediatric Obsessive-Compulsive Disorder DOI:10.1080/15374416.2013.804386
http://www.tandfonline.com/doi/abs/10.1080/15374416.2013.804386?url_ver=Z39.882003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%3Dpubmed&#.UtVhR1tDvuN
Summary
(http://www.effectivechildtherapy.com/sites/default/files/files/OCDreviewpressrelease2014_(2
).pdf)
3/1 – Depression (Part 2)
Cognitive Restructuring http://www.youtube.com/beckinstitute#p/a/u/2/gYg1g2wyzTc
http://www.youtube.com/watch?v=45U1F7cDH5k
Uher, R., Payne, J. L., & Pavlova, B. (2013). MAJOR DEPRESSIVE DISORDER IN DSM‐ 5: IMPLICATIONS
FOR CLINICAL PRACTICE AND RESEARCH OF CHANGES FROM DSM‐ IV. Depression and Anxiety
3/29 – SPRING BREAK
4/5 – Personality Disorders and DBT
4/10 – Psychotherapy with Youth
http://www.adaa.org/resources-professionals/podcasts/what-parents-need-know-abouttreatment-children-with-anxiety-disord
Weisz JR, Doss AJ, & Hawley KM (2005). Youth psychotherapy outcome research: A
review and critique of the evidence base. Annual Review of Psychology, 56, 337-363
4/11 – Schizophrenia and Social Skills
Dixon, L. B., Dickerson, F., Bellack, A. S., Bennett, M., Dickinson, D., Goldberg, R. W., et
al. (2010). The 2009 Schizophrenia PORT Psychosocial Treatment Recommendations and
Summary Statements. Schizophrenia Bulletin, 36, 48-70.
4/12 – Alcohol and Substance Abuse
Research Society on Alcoholism (RSA) Lecture Series – Behavioral Treatments for Alcohol
Dependence http://www.rsalectures.com/zweben.html
Johnson et al., pharmacogenetics 5HTTLPR alcoholism, AJP 2011 (on server)
4/12 – Eating Disorders
Motivational inteviewing (http://www.motivationalinterview.org/ )
4/19 – Bipolar Disorder
S.D. Patel, H. Le-Niculescu, D.L. Koller, S.D. Green, D.K. Lahiri, F.J. McMahon, J.I. Nurnberger Jr and
A.B. Niculescu III, (2010) Coming to grips with complex disorders: Genetic risk prediction in bipolar
disorder using panels of genes identified through convergent functional genomics
American Journal of Medical Genetics: Part B - Neuropsychiatric Genetics
DOI: 10.1002/ajmg.b.31087
4/26 – Couples’ Therapy
Multi cultural issues
5/3 - Supervision
Required reading
Newman, C.
Suggested reading
Liese, B.S., & Beck, J.S. (1997). Cognitive therapy supervision. In Watkins, C.E. (Ed.),
Handbook of psychotherapy supervision. (pp. 114-133). New York: John Wiley & Sons.,
Inc.
Fruzzetti, A.E., Waltz, J.A., & Linehan, M.M. (1997). Supervision in dialectical behavior
therapy. In C.E. Watkins (Ed.), Handbook of psychotherapy supervision (pp. 84-100). New
York, NY: John Wiley and Sons.
Woods, P.J., & Ellis, A. (1997). Supervision in rational emotive behavior therapy. In C.E.
Watkins (Ed.), Handbook of psychotherapy supervision (pp. 101-113). New York, NY:
John Wiley and Sons.
Stoltenberg, C. D., & McNeill, B. W. (1997). Clinical supervision from a developmental
perspective. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision. New York:
John Wiley & Sons, Inc. (Chapter 12, pp. 184-202).
Bliography online :
http://www.academyofct.org/Library/InfoManage/Guide.asp?FolderID=270
Resources local and National
(Thanks to Marisa Sklar)
There are many other County resources which may be of use as well. Currently, the county is
running a huge media campaign to help lessen the stigma about mental illness and help
individuals access services if needed. This media campaign is funneling people to this website:
http://www.up2sd.org/
This website may also be a nice resource to add to the syllabus if you like. Under “Find Help
Now,” and “resources,” is a list of some of County’s resources. Although the website is really
aimed at helping the community seek the help they need, we (students) may find it helpful as
future clinicians.
Marisa