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Argosy University, Chicago Campus
PP8010 Cognitive Behavioral Therapy
Thursdays 9:15 – 12:00 pm, 12:30-3:15pm (3 Credit Hours)
Summer 2009
Faculty:
Campus:
Phone:
E-Mail:
Office Hours:
Mirjam Quinn
Chicago
773-474-9840
mrquinn@argosy.edu
Tuesdays and Thursdays by appointment
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:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Cognitive Therapy: Basics and Beyond
Beck, Judith S.
1995
Guilford
0-89862-847-4
1st
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Clinical Applications of Cognitive Therapy
Freeman, A., Pretzer, J., Fleming, B., & Simon, K.
2004
Kluwer
0-306-48462-5
1st
Cognitive Behavior Therapy: Applying Empirically
Supported Techniques in Your Practice
Author(s) O’Donohue, W. T., & Fisher, J.E. (Eds.)
Copyright 2008
Title
2
Publisher
ISBN
Edition
Wiley
978-0-470-22778-7
1st
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Case Formulation Approach to CBT
Persons, J.B.
2008
Guilford
978-1-59385-875-9
1st
RECOMMENDED TEXTS:
Title
Clinical Handbook of Psychological Disorders: A Step-byStep Treatment Manual
Author(s) Barlow, D.H.
Copyright 2008
Publisher New York: The Guilford Press
ISBN
1593855729
Edition
Fourth Edition
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Child Clinician’s Handbook
Kronenberger, W.G., Meyer, R.G.
2000
Allyn & Bacon
0205296211
Second Edition
The Power of Positive Parenting
Latham, G.
1994
P&T Ink
978-1567131758
1st
1-2-3 Magic
Title
Author(s) Phelan, T.
3
Copyright 2004
Publisher Parentmagic, Inc.
978-1889140162
ISBN
Edition
Cognitive-Behavioral Therapy for Anxious Children:
Therapist Manual
Author(s) Kendall, P.
Copyright 2006
Publisher Workbook Publishing
978-1888805222
ISBN
3rd
Edition
Title
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Worried No More: Help and Hope for Anxious Children
Pinto-Wagner, A.
2005
Lighthouse Press
978-0967734798
2nd
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Relaxation & Stress Reduction Workbook
Davis, M.
2008
New Harbinger
978-1572245495
6th
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Control Your Depression
Lewinsohn, P.
1992
Fireside
978-0671762421
Rev updated
Course Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office:
Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator
4.08; Norton Antivirus.
Course length: 8 Weeks
Contact Hours: 45 Hours
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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
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 Objectives: Following are the objectives to be achieved in this course. These objectives
are specifically tailored to address and meet program goals 2 (intervention), 3 (diversity), 4
(historical context) and 5 (critical thinking). Readings and assignments are specifically tailored
to address and meet these goals, and objectives as follows:
1. Trace the evolution of cognitive-behavioral approaches to psychotherapy from early
philosophers to the current state of practice.
2. Explain the common and varied “world views” of different cognitive-behavioral
approaches.
3. Identify psychological phenomena and data that form the basis for assessment in CBT
practice.
4. Identify, explain and apply a range of CBT assessment methods.
5. Define common cognitive errors attended to by CBT practitioners, and identify these in
practice with peers and in case material provided by the instructor.
6. Conceptualize a therapy case from a (specific) CBT perspective.
7. Identify, define, and apply cognitive interventions.
8. Identify, define, and apply behavioral interventions.
9. Explain the process of CBT therapy.
10. Explain methods for assessing progress and outcome in CBT – empirically-based practice
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11. Write a CBT treatment plan.
12. Apply CBT to adults, children, couples, families, and organizations.
13. Apply CBT to specific presenting problems and disorders.
14. Identify cultural and other group and individual factors that may affect process and
outcome in CBT.
15. Explain the research on efficacy of CBT.
16. Compare and contrast CBT with other modes of therapeutic assessment and intervention.
Assignments, Evaluation & Class Format: During the first few weeks of class, we will spend
the entire class time examining and evaluating (and, when appropriate, role playing, watching
videotapes, and working in smaller groups to develop case conceptualizations, etc.) the assigned
readings for the week. Starting with approximately the 5th week of class, we will spend
approximately half of our class time on student presentations of their systematic review projects
(outlined below). Depending on final class enrollment, adjustments/refinements to the reading
schedule will likely be made to accommodate all presentations; any required adjustments will be
made as soon as possible.
You will be graded according to the following separate assignments/criteria.
1) Class Participation (100 points): 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. 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 preparation will all result in a reduced class
participation grade. Two or more absences can result in
the student receiving an “F” for the class.
2) OTHER PROJECTS/PAPERS/TESTS/QUIZZES
Grading Criteria
Total possible points = 400
A
AB+
B
BC+
C
CD+
D
DF
375 and above
374 to 362
361 to 349
348 to 336
335 to 323
322 to 310
309 to 297
296 to 284
283 to 271
270 to 258
257 to 245
244 and lower
a. Case conceptualization write-ups: 90 points
1. A brief case conceptualization writeup on one of the cases presented in
class will be due at the beginning of class of Sessions 2, 3, 4, 5, 6, and 7.
2. The writeup should not be more than a page or two; in the writeup, 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
(e.g., for the writeup due for session 2, you might discuss the core
beliefs that you might expect this individual to hold; the
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intermediate beliefs that this has given rise to, the connected
automatic thoughts, and the resultant behaviors)
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 –
you will be expected to provide a much more detailed treatment
plan in the Session 6 writeup compared to the Session 2 writeup).
b. Final Project: 210 points
1. The final project for this class will be a treatment project on yourself
(preferably) and a written report about your experience, both as therapist
and client.
2. The goal of this project is to deepen your understanding of cognitivebehavioral techniques by applying them to yourself. Several kinds of
projects are possible. For example: a stress management program, selfcontrol projects in which you try to modify test anxiety, eating, smoking,
exercise, nail-biting behavior; an assertiveness training project;
contingency management project where others (children or adults that you
may contract with) are involved.
3. 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.
4. 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 10 pages
of text (graphs and reference list excluded).
5. 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.
6. 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
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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”. A more detailed description of this
project follows.
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.
 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 office hours, or e-mail me about making
an appointment.
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Schedule, Readings & Assignments:
Session &
Day
May 14
Topic; Assignments Due
Readings
Introduction; CBT with diverse
populations; cognitive theories
(Beck; Mindfulness; Ellis);
case formulations.
Persons, chapter 2 (Cognitive Theories and their
Clinical Implications); Beck, chapters 2 (Cognitive
Conceptualizations), 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); O’Donohue & Fisher,
chapters 2 (Psychological Acceptance), 13 (Cognitive
Restructuring of the Disputing of Irrational Beliefs), 23
(Distress Tolerance), 24 (Emotion Regulation), 40
(Mindfulness Practice)
May 21
Learning Theories; Emotion
Theories
Due: Writeup #1
The therapeutic relationship;
treatment planning; the first
few sessions; progress;
treatment failure
Due: Writeup #2
Persons, chapters 3 (Learning Theories and their
Clinical Implications) & 4 (Emotion Theories and their
Clinical Implications)
Persons, chapters 5 (Beginning the Therapeutic
Relationship and Obtaining a Problem List and
Diagnosis), 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), 8 (The Therapeutic
Relationship), 9 (Monitoring Progress), 11 (Decision
Making in the Therapy Session)
Beck, chapters 3 (Structure of the First Therapy
Session), 4 (Session 2 and Beyond: Structure and
Format), 14 (Homework), 15 (Termination and Relapse
Prevention), 16 (Treatment Planning), 17 (Problems in
Therapy)
Freeman et al., chapter 1 (Cognitive Therapy in the
Real World)
O’Donohue: chapters 7 (Response Chaining), 8
(Behavioral Contracting), 28 (Functional Analysis of
Problem Behavior), and 17 (Contingency Management
Intervention
Beck, chapters 12 (Additional Cognitive and
Behavioral Techniques) & 13 (Imagery)
O’Donohue, chapter 32 (Habit Reversal Training)
Freeman et al., chapters 4 (The Treatment of
Depression), 5 (Anxiety Disorders), 8 (Antisocial and
Borderline Personality Disorders)
O’Donohue., chapters 11 (Classroom Management), 18
May 28
June 4
CBT techniques
Due: Writeup #3
June 11
Depression, anxiety,
personality disorders, and pain
Due: Writeup #4
CBT for kids – AD/HD and
June 18
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behavior disorders, anxiety
disorders, social skills training
Due: Writeup #5
June 25
(Daily Behavior Report Cards), 20 (Differential
Reinforcement of Low-Rate Behavior), 47 (Parent
Training), 63 (Social Skills Training), 71 (Time-Out,
Time-In, and Task-Based Grounding), 72 (Guidelines
for Developing and Managing a Token Economy),
Wrapup; discussion of final
papers
Due: Writeup #6; Final Paper
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
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.
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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.