1
Argosy University, Chicago
COURSE SYLLABUS
PP8010 Cognitive Behavioral Therapy
Wednesday 12:30-3:15pm
Fall 2009
Faculty Information
Faculty Name: Leah Horvath, Ph.D.
Contact Information:
Phone: 312-777-7681
E-Mail: lhorvath@argosy.edu
Office Hours: By Appt.
Short Faculty Bio: Dr. Horvath is the Associate Chair of the Clinical Psychology
Program at Argosy University. She received her MS and PhD in Clinical Psychology
from The University of Kentucky, with a focus on cognitive-behavioral treatments and
clinical administration. She has specialized clinical training in Dialectical Behavior
Therapy (DBT) – including completing her pre-doctoral fellowship in the DBT program
at the Yale-New Haven Psychiatric Hospital. Dr. Horvath completed a postdoctoral
fellowship in the University Counseling Service at New York University, where she
specialized in the treatment of individuals with eating disorders. Her clinical areas of
interest involve working in college mental health, working with adults with eating
disorders or histories of trauma, and working from a DBT or mindfulness-based
treatment approach. Her research interests include issues in romantic relationships,
personality theory, and therapy outcome research.
TA Information
TA Name: Dina Karvounides
Contact Information
E-mail: dkarvounides@gmail.com
Phone: 330-819-6987 (no calls after 10:00pm please)
Course description: This course introduces the student to the major approaches and techniques
for cognitive-behavioral therapy. Historical foundations, philosophical underpinnings,
assessment methods, case conceptualization, intervention methods, and applications to a variety
of populations and presenting problems will be addressed.
Course Pre-requisites: None
Required Textbooks:
Cognitive Therapy: Basics and Beyond
Title
Author(s) Beck, Judith S.
Copyright 1995
Publisher Guilford
0-89862-847-4
ISBN
2
Cognitive Behavior Therapy: Applying Empirically Supported Techniques in
Your Practice
Author(s) O’Donohue, W. T., & Fisher, J.E. (Eds.)
Copyright 2008
Publisher Wiley
978-0-470-22778-7
ISBN
Second Edition
Edition
Title
Title
Author(s)
Copyright
Publisher
ISBN
The Case Formulation Approach to CBT
Persons, J.B.
2008
Guilford
978-1-59385-875-9
In addition to these required texts, there are required journal articles and book chapters as
noted in the syllabus. The book is on reserve with the library, some of these articles are
available full-text online, and the remaining articles will be distributed in class.
Course length: 15 Weeks
Contact Hours: 45 Hours
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University
Chicago Campus is an APA accredited program. This program is designed to educate and train
students so that they may eventually be able to function effectively as clinical psychologists. To
ensure students are prepared adequately, the curriculum provides for the meaningful integration
of theory, training and practice. The Clinical Psychology program at Argosy University Chicago
Campus emphasizes the development of attitudes, knowledge, and skills essential in the
formation of professional psychologists who are committed to the ethical provision of quality
services. Specific program goals include:
 Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select,
administer, score, interpret, and communicate findings of appropriate assessment
methods informed by accepted psychometric standards and sensitive to the diverse
characteristics and needs of clients.
 Goal 2: Prepare professional psychologists to select, implement, and evaluate
psychological interventions consistent with current ethical, evidence-based, and
professional standards, within a theoretical framework, and with sensitivity to the
interpersonal processes of the therapeutic relationship and the diverse characteristics and
needs of clients.
 Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge, skills, and
attitudes necessary to understand diverse worldviews and the potential meaning of social,
cultural, and individual differences for professional psychological services.
 Goal 4: Prepare professional psychologists to examine the historical context and the
3

current body of knowledge of biological, cognitive, affective, developmental, and social
bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving
body of scholarly literature in psychology to inform professional practice.
Course Objective
Differentiate the common and varied “world
views” of various cognitive-behavioral
approaches.
Identify psychological phenomena and data
that form the basis for assessment in CBT
practice and apply CBT assessment methods.
Conceptualize a therapy case from a (specific)
CBT perspective
Identify, define, and apply cognitive,
behavioral, and cognitive-behavioral
interventions
Explain methods for assessing progress and
outcome in CBT – empirically-based practice
Identify cultural and other group and
individual factors that may affect process and
outcome in CBT
Develop a CBT treatment plan and apply it to
specific presenting problems and disorders
with specific populations
Articulate the research on efficacy of CBT
Program
Goal
Goal 2 –
Intervention;
Goal 4 –
Scientific
Foundations
Goal 1 Assessment
Goal 2 Intervention
Goal 2 Intervention
Goal 1 –
Assessment;
Goal 5 –
Scholarship
Goal 3 Diversity
Method of Assessment
Case conceptualizations
Class participation
Case conceptualizations
Class participation
Final Project
Case conceptualizations
Final Project
Case conceptualizations
Class participation
Final Project
Therapy homework
Case conceptualizations
Class participation
Final Project
Goal 2 Intervention
Case conceptualizations
Class participation
Final Project
Case conceptualizations
Final Project
Goal 5 Scholarship
Class participation
Final Project
Assignments:
You will be graded according to the following separate assignments/criteria.
1) Class Participation and Therapy Homework (20%): You will be expected to arrive for
class prepared to be an active and willing participant in classroom discussions and
activities such as role plays. I will periodically assign therapy homework (like what you
might ask a client to do) and you are expected to complete these and be prepared to
discuss them in class. In-class participation will allow us to analyze, critique, and apply
material read outside of class. Thus, you must have read all assigned material and
completed all class assignments BEFORE class, and engage as an active
listener/participator DURING class. Professional behavior is expected from all members.
Frequent and unexcused absence, inappropriate classroom conduct, and regular lack of
4
preparation will all result in a reduced class participation grade. Two or more absences
will result in the student receiving an “F” for the class.
2) Brief Case Conceptualization Write-ups (20%):
1. A brief case conceptualization write-up on one of the cases presented in
class will be due at the beginning of four classes as noted in the schedule.
2. The write-up should not be more than a page or two; in the write-up,
answer the following questions:
1. Presenting problem
2. How the presenting problem would be conceptualized according to
the theoretical presentation discussed in the previous class session
3. Issues of diversity – either their impact on problem presentation or
how these will impact your work with this individual or family,
especially taking into account your own background and
worldview
4. Treatment planning (inasmuch as we have discussed this in class).
3) Case Conceptualization and Treatment Plan paper (35%): As emphasized in the early
classes in this course, the ability to form an accurate and comprehensive case
conceptualization is critical to conducting good cognitive-behavioral therapy (as opposed to,
for example, being a cognitive-behavioral technician). Using the methods described in the
first few classes, please select one of your current or past clinical cases and write up your
conceptualization of this case; include what you see as being the primary and secondary
problems, the distal and proximal causes of these problems, maintaining variables, etc. In
general, what you want this paper to address is: What do you think is going on with this
person, and why? If you have not seen any clients yet, you may see me for a sample case, or
you may choose a sample case from fictional (e.g., TV show, movie, book) or nonfictional
(e.g.., news story) sources. Develop a treatment plan for this client. (This plan does not have
to match what you actually did with the client, although hopefully there will be at least some
relationship). Include within this treatment plan which interventions you would select, why,
and how they relate to the case conceptualization. Selected interventions should be based on
a combination of what the literature suggests is useful for the client’s particular problems and
on what is suggested by your specific conceptualization. Also include within the plan what
problems you might expect to arise, and how you might either address the problems so that
the original treatment plan could continue, or modify treatment in response to the problems.
Finally, include the methods you would use to evaluate whether treatment is working, and if
there are any alternatives to these methods also worth considering.
4) Behavioral Change Project and Presentation (25%): To give you direct practice in
implementing a behavioral treatment plan, you will choose some behavior of your own that
you would like to change, and design and carry out a behavior modification program.
1. The goal of this project is to deepen your understanding of cognitive-behavioral
techniques by applying them to yourself. Several kinds of projects are possible.
For example: a stress management program, self-control projects in which you try
to modify test anxiety, eating, smoking, exercise, nail-biting behavior; an
assertiveness training project.
5
2.
3.
4.
5.
6.
Choose something manageable given the scope of this project. I want you to be
able to concentrate on all aspects of this project, so you do not want a behavior so
emotionally charged that you are distracted. Please see me if you have questions
about an appropriate topic.
You may use a manual created for your type of behavior modification, or you
may create the intervention. The intervention should have some basis in clinical
literature. The extent to which this is true will vary. I encourage creativity in your
project ideas and will let you know if you are too creative. As part of your
approach, you must use a behavioral contract and examine your beliefs. You must
get permission from the instructor to use a client other than yourself. This project
should not be longer than 15 pages of text (graphs and reference list excluded).
One main purpose of this paper is to help you to get in touch with the complex
issues of “resistance to change.” Did you implement your program immediately
and diligently? Why or why not? What were the motivational issues involved?
How did you work to overcome any problems you had with your initial treatment
plan? Your program should involve a serious effort—a minimum of 1 to 1 1/2
hours of homework per week. Measurement techniques may include formal
assessment (e.g. the Beck Depression Inventory), SUDS scales (subjective units
of distress), or behavioral measures (e.g. counting the number of times an event
occurs). You must use a behavioral contract as part of your intervention.
Although there is a quantitative element to the paper (i.e. graphing an outcome), I
am more interested in the subjective aspect of your experience. What was it like
being the client? The therapist to a client like the one you were treating (i.e.
you)? How did your gender and cultural background impact the treatment? Did
you experience any surprises? How did your experience inform you about the
reactions of a typical client? Optionally, you may wish to share the feelings you
had towards the person who assigned the original assignment (i.e. me), which is
another layer of “transference”.
Your final paper should include a literature review describing both the reason for
intervention (such as the negative consequences of not exercising, for example) and
our current knowledge regarding interventions for your particular problem, or
problems similar to it; a methods section that includes a description of what you did
and how you assessed what you were doing; a results section showing how it turned
out; and a discussion section in which you review overall how your project went,
problems that arose, what might be useful from this experience for future clients, etc.
Course Policies:
 Approach this class as you would therapy with an individual client in terms of your
professional behavior, and show your class peers respect by being on time, not checking
your cell phone during class, contributing thoughtfully, and the like.
 It is both necessary and expected that you regularly attend class and participate in
classroom activities. We cover a lot of material in a relatively short period of time.
Therefore, attendance is extremely important.
 You are expected to come to class fully prepared. It is your responsibility to have
assignments (reading, written work, etc.) completed PRIOR to attending each class.
6






An absence at any time does not relieve you of your responsibility for material covered in
class, assignments, or adhering to announced deadlines.
Students will take exams and hand in assignments at the required times.
Plagiarism and cheating will not be tolerated and could result in failure of this course
and/or academic suspension. See academic policies listed below.
As with many classes, as we progress through the semester certain alterations in the
syllabus may become necessary. Thus the instructor reserves the right to alter the course
outline as deemed necessary.
All written assignments should follow APA format.
Please feel free to contact me with your concerns or questions regarding the class, either
ask to speak with me after/before class, stop by my office, or e-mail me about making an
appointment.
Schedule, Readings & Assignments:
Session &
Day
Topic; Assignments Due
Sept. 9
Introduction; case
formulations; evidence-based
practice
Readings (unless otherwise noted, all non-text book
articles and chapters are owned by the library. Books
are on reserve and the articles are full-text online)
Persons, chapter 1 (What is the case-formulation
approach to Cognitive-Behavioral Therapy?)
Beck, chapters 1 (Introduction), 2 (Cognitive
Conceptualization)
Hays, P. A. (2008) Introduction: Developing culturally
responsive cognitive-behavioral therapies. In P. A.
Hays & G. Y. Iwamasa (Eds.) Culturally-responsive
cognitive-behavioral therapy. Wash D.C.: APA
Chambless, D. L. & Hollon, S. D. (1998). Defining
empirically supported therapies. Journal of Consulting
and Clinical Psychology, 66(1), 7-18.
Chambless, D. L. & Ollendick, T. H. (2001).
Empirically supported psychological interventions:
Controversies and evidence. Annual Review of
Psychology, 52, 685-716.
Westen, D., Novotny, C., & Thompson-Brenner, H.
(2004) The empirical status of empirically supported
psychotherapies: Assumptions, Findings, and reporting
in controlled clinical trials. Psychological Bulletin, 130,
631-663.
Hofmann, S. G. (2006). The importance of culture in
cognitive and behavioral practice. Cognitive and
Behavioral Practice, 13(4), 243-245.*(not available
7
online – I will send it to the class).
Sept. 16
Sept. 23
Cognitive theories
Due: Submit target behavior
for Behavior Change Project
Persons, chapter 2 (Cognitive Theories and their
Clinical Implications)
Learning Theories
Due: Brief write-up #1
Persons, chapter 3 (Learning Theories and their
Clinical Implications)
Beck, chapters 6 (Identifying Automatic Thoughts), 7
(Identifying Emotions), 8 (Evaluating Automatic
Thoughts), 9 (Responding to Automatic Thoughts), 10
(Identifying and Modifying Intermediate Beliefs), and
11 (Core Beliefs)
Premack, D. (1959). Toward empirical behavior laws:
I. Positive reinforcement. Psychological Review, 66(4),
219-233.
Sept. 30
Emotion Theories
Skinner, B. F. (1963). Operant Behavior. American
Psychologist, 18(8), 503-515.
Persons, chapter 4 (Emotion Theories and their Clinical
Implications)
Ellis, A. (2003). Similarities and differences between
Rational Emotive Behavior Therapy and Cognitive
Therapy. Journal of Cognitive Psychotherapy, 17((3),
225-240. *(not available online – I will distribute in
class).
Oct. 7
The therapeutic relationship;
the first few sessions;
Due: Brief write-up #2
Ellis, A. (2004). Why Rational Emotive Behavior
Therapy is the most comprehensive and effective form
of behavior therapy. Journal of Rational-Emotive and
Cognitive-Behavioral Therapy, 22 (2), 85-92.
Persons, chapters 5 (Beginning the Therapeutic
Relationship and Obtaining a Problem List and
Diagnosis), 8 (The Therapeutic Relationship)
Beck, chapters 3 (Structure of the First Therapy
Session), 4 (Session 2 and Beyond: Structure and
Format), 5 (Problems with structuring the therapy
session)
O’Donohue, chapter 74 (Validation Principles and
Strategies)
Kazdin, A. (1993). Evaluation in clinical practice:
Clinically sensitive and systematic methods of
8
Oct. 14
Treatment planning; therapy
progress; treatment failure
treatment delivery. Behavior Therapy, 24(1), 11-45.
*(not available online – I will send it to the class).
Persons, chapters 6 (Developing an Initial Case
Formulation and Setting Treatment Goals), 7 (Using
the Formulation to Develop a Treatment Plan and
Obtain the Patient’s Consent to It), 9 (Monitoring
Progress), 11 (Decision Making in the Therapy
Session)
Beck, chapters 14 (Homework), 15 (Termination and
Relapse Prevention), 16 (Treatment Planning), 17
(Problems in Therapy)
Oct. 21
CBT techniques
Due: Brief write-up #3
Huppert, J.D. & Abramowitz, J.S. (2003). Introduction
to special series on Going beyond the manual: Insights
from experienced clinicians. Cognitive and Behavioral
Practice, 10, 1-2. *(not available online – I will send it
to the class).
Beck, chapters 12 (Additional Cognitive and
Behavioral Techniques) & 14 (Homework)
O’Donohue, chapters 13 (Cognitive Restructuring and
the Disputing of Irrational Beliefs), 14 (Cognitive
Restructuring: Behavioral Tests of Negative
Cognitions), 17 (Contingency Management
Interventions), 26 (Expressive Writing), 32 (Habit
Reversal Training), 34 (Putting it on the Street:
Homework in Cognitive Behavioral Therapy), 57
(Identifying and Modifying Maladaptive Schemas),
Oct. 28
Nov. 4
CBT techniques
Due: Therapy homework as
assigned in prior class
Mindfulness and Acceptance
Based Therapies
Due: Therapy homework as
assigned in prior class
Tompkins, M. (2002). Guidelines for enhancing
homework compliance. Journal of Clinical Psychology,
58(5), 565-576.
Beck, chapter 13 (Imagery)
O’Donohue & Fisher, chapters 10 (Behavioral
Retraining and Diaphragmatic Breathing Techniques),
23 (Distress Tolerance), 24 (Emotion Regulation), 54
(Relaxation)
O’Donohue & Fisher, chapters 2 (Psychological
Acceptance), 28 (Experimental Functional Analysis of
Problem Behavior), 40 (Mindfulness Practice)
Baer, R. A. (2003). Mindfulness training as a clinical
intervention: A conceptual and empirical review.
Clinical Psychology: Science and Practice, 10(2), 125-
9
143.
Kabat-Zinn, J. (2003). Mindfulness-based interventions
in context: Past, present, and future. Clinical
Psychology: Science and Practice, 10(2), 144-156.
Hayes, S. C., Masuda, A., Bissett, R., Luoma, J., &
Guerrero, L. F. (2004). DBT, FAP, and ACT: How
Empirically Oriented Are the New Behavior Therapy
Technologies? Behavior Therapy, 35(1), 35-54. *(not
available online – I will send it to the class).
Nov. 11
Depression and Suicidality
Due: Brief write-up #4
Harned, M. S., & Linehan, M. M. (2008). Integrating
dialectical behavior therapy and prolonged exposure to
treat co-occurring borderline personality disorder and
PTSD: Two case studies. Cognitive and Behavioral
Practice, 15(3), 263-276. *(not available online – I will
send it to the class).
O’Donohue & Fisher, chapters 5 (Attribution Change),
6 (Behavioral Activation for Depression)
Teasdale, J. D., Williams, J. M. G., Soulsby, J. M.,
Segal, Z. V., Ridgeway, V. A., & Lau, M. A. (2000).
Prevention of relapse/recurrence in major depression by
mindfulness-based cognitive therapy. Journal of
Consulting and Clinical Psychology, 68, 615-623.
Bottonari, K. A., Roberts, J. E., Thomas, S. N., & Read,
J. P. (2008). Stop thinking and start doing: Switching
from cognitive therapy to behavioral activation in a
case of chronic treatment-resistant depression.
Cognitive and Behavioral Practice, 15(4), 376-386.
*(not available online – I will send it to the class).
Nov. 18
Anxiety and PTSD
Eskin, M., Ertekin, K., & Demir, H. (2008). Efficacy of
a problem-solving therapy for depression and suicide
potential in adolescents and young adults. Cognitive
Therapy & Research, 32(2), 227-245.
O’Donohue & Fisher, chapters 27 (Flooding), 6
(Behavioral Activation for Depression), 55 (Response
Prevention), 69 (Systematic Desensitization)
Hembree, E.A., Rauch, S.A.M., & Foa, E.B. (2003).
Beyond the manual: The insider’s guide to prolonged
exposure therapy for PTSD. Cognitive and Behavioral
Practice, 10, 22-30. *(not available online – I will send
10
it to the class).
Huppert, J.D. & Baker-Morissette, S.L. (2003). Beyond
the manual: The insider’s guide to panic control
treatment. Cognitive and Behavioral Practice, 10, 2-13.
*(not available online – I will send it to the class).
Krijn, M., and colleagues. (2004). Virtual Reality
Exposure Therapy of anxiety disorders: A review.
Clinical Psychology Review, 24 (3), 259-281. *(not
available online – I will distribute in class).
Nov. 25
Eating Disorders and
Addictive Behaviors
Leahy, R. (2002). Improving homework compliance in
the treatment of generalized anxiety disorder. Journal
of Clinical Psychology - In Session, 58, (5) 499-511.
O’Donohue & Fisher, chapters 33 (Harm Reduction),
53 (Relapse Prevention)
Brownell, K., Marlatt, G.A., Lichtenstein, E., &
Wilson, G.T. (1986). Understanding and preventing
relapse. American Psychologist, 41(7), 765-782.
Marlatt, G.A., Larimer, M., Baer, J., & Quigley, L.
(1993). Harm reduction for alcohol problems: Moving
beyond the controlled drinking controversy. Behavior
Therapy, 24(4), 461-504. *(not available online – I will
send it to the class).
Prochaska, J., DiClemente, C., & Norcross, J. (1992).
In search of how people change: Applications to
addictive behaviors. American Psychologist, 47(9),
1102-1114.
Waldron, H. B., & Turner, C. W. (2008). Evidencebased psychosocial treatments for adolescent substance
abuse. Journal of Clinical Child & Adolescent
Psychology, 37(1), 238-261.
Fairburn, C., Zafra, C., & Roz, S. (2003). Cognitive
behaviour therapy for eating disorders. Behavior
Research and Therapy, 41, (5), 509-528. *(not
available online – I will distribute in class).
Goebbel-Fabbri, A.E., Fikkan, J., & Franko, D.L.
(2003). Beyond the manual: The flexible use of
cognitive behavioral therapy for bulimia nervosa.
11
Cognitive and Behavioral Practice, 10, 41-50. *(not
available online – I will send it to the class).
Dec. 2
Parent Training and CBT with
children
Due: Final Case
Conceptualization &
Treatment Plan
Greenberg, S. T., & Schoen, E. G. (2008). Males and
eating disoders: Gender-based therapy for eating
disorder recovery. Professional Psychology: Research
and Practice, 39(4), 464-471.
O’Donohue. chapters 47 (Parent Training), 63 (Social
Skills Training)
Beaver, B. (2008). A positive approach to children's
internalizing disorders. Professional Psychology:
Research and Practice, 39(2), 129-136.
Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C.
L. (2008). A meta-analytic review of components
associated with parent training program effectiveness.
Journal of Abnormal Child Psychology, 36(4), 567589.
Dec. 9
TBA – as needed
Dec. 16
Discussion of final papers
Due: Behavioral Change
Paper
Students will present on their final projects
Library
All resources in Argosy University’s online collection are available through the Internet. The
campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text
journals and 23,000 electronic books and other content covering all academic subject areas
including Business & Economics, Career & General Education, Computers, Engineering &
Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior
Sciences. Many titles are directly accessible through the Online Public Access Catalog at
http://library.argosy.edu. Detailed descriptions of online resources are located at
http://library.argosy.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Online Public Access Catalog. Catalog
searching is easily limited to individual campus collections. Alternatively, students can search
combined collections of all Argosy University Libraries. Students are encouraged to seek
research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
students fundamental and transferable research skills. The tutorial consists of five modules where
students learn to select sources appropriate for academic-level research, search periodical
indexes and search engines, and evaluate and cite information. In the tutorial, students study
12
concepts and practice them through interactions. At the conclusion of each module, they can test
their comprehension and receive immediate feedback. Each module takes less than 20 minutes to
complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 5th Edition (2001). Washington DC:
American Psychological Association (APA) format. Please refer to Appendix A in the
Publication Manual of the American Psychological Association, 5th Edition for thesis and paper
format. Students are encouraged to purchase this manual (required in some courses) and become
familiar with its content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
Americans with Disabilities Act Policy: It is the policy of Argosy University to make reasonable
accommodations for qualified students with disabilities, in accordance with the Americans with
Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must
notify the Director of Student Services. Procedures for documenting student disability and the
development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.