UNIVERSITY OF CALIFORNIA, BERKELEY
School of Social Welfare
S. W. 250Z
Spring 2010
E. Gambrill
COGNITIVE-BEHAVIORAL METHODS
The purpose of this course is to increase students’ understanding of and competencies in
cognitive-behavior assessment and intervention methods. The aim is to develop clinical skills
relevant to a variety of presenting concerns including agenda setting Further guided experience
will be needed to develop high levels of related skill, including assessment and relationship
competencies as these are needed to maximize success. Throughout the course practice
decisions and related research will be closely integrated. Students will be required to develop an
understanding of basic behavior principles that underlie cognitive-behavioral methods.
Teaching Methods and Course Organization
Lecture, discussion and student presentations emphasizing decisions and application of course
content.
Course Objectives and Related Outcomes
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Enhance skills in case conceptualization
Enhance skills in contingency analysis
Enhance relationship skills integral to effective work with clients
Enhance skills in engaging clients including completion of “homework”
Enhance skills in posing clear questions regarding information needs
Enhance skills in locating and critically appraising research related to questions that arise
Understand and demonstrate importance of agenda setting
Enhance skills in monitoring outcomes
Course Requirements
Completion of assignments and required reading on time, class participation, satisfactory
completion of a midterm and a brief term paper applying class content to clinical concerns.
Grading
Attend and participate in class discussions drawing on required reading for that session and
complete assignments on time (35%), satisfactory completion of midterm (35%) and a term
paper (30%).
Required Texts
Burns, D. D. (2006). When panic attacks. New York: Morgan Road Books. (paperback)
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Kuyken, W., Padesky, C. A., & Dudley, R. (2009). Collaborative case conceptualization:
Working effectively with clients in cognitive-behavioral therapy. New York: Guilford Press.
Pryor, K. (2002). Don't shoot the dog (rev. ed.). Surrey, UK: Ring Press Books.
Recommended (See also list of additional readings.)
See Journals such as Behavior Therapy, Cognitive and Behavioral Practice, Clinical Psychology
Review, Journal of Consulting and Clinical Psychology. Take advantage of sources such as the
Cochrane and Campbell Libraries of Systematic Reviews, PLoS Medicine, Netting the Evidence,
TRIP, medscape, psychinfo www.pbis.org/news (Positive Behavioral Interventions & Supports
Newsletter).
Beck, J. (2005). Cognitive therapy for challenging problems: What to do when the basics don't
work. New York: Guilford.
Duncan, B. I., Miller, S. D., Wampold, B. E., & Hubble, M. A. (2010). The heart and soul of
change (2nd Ed.). Washington, D.C: American Psychological Association.
Fisher, J. E. & O’Donohue, W. T. (Eds.) (2006). Practitioners’ guide to evidence-based
psychotherapy. New York: Springer.
Greenhalgh, T. (2006). How to read a paper (3rd Ed.). BMJ Press.
Nezu, A., Nezu, C. M., & Lombardo, E. (2004). Cognitive-behavioral case formulation and
treatment design: A problem-solving approach. New York: Springer.
O’Donohue, W. T., & Fisher, J. E. (Eds.). General principles and empirically supported
techniques of cognitive therapy.
Ronen, T. & Freeman, A. (2007). Cognitive behavior therapy in clinical social work practice.
New York: Springer.
Spiegler, M. D., & Guevremont, D. C. (2003). Contemporary behavior therapy (4th Ed.).
Belmont, CA: Wadsworth?Thomson Learning.
Watson, D. L. & Tharp, R. G. (2007). Self-directed behavior (9th Ed.). Belmont, CA:
Thompson.
Week 1 (January 19): What is Cognitive-Behavioral Treatment?
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What is your experience with and knowledge of CBT?
Variations including cognitive, cognitive-behavioral, acceptance and mindfulness,
schema based, discovering hidden emotions (Burns), modular approach (Chorpita).
Origins, including key individuals such as Beck and Ellis (Rational Emotive Therapy).
How does CBT differ from “behavior therapy”? (e. g., see Wolpe).
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Constraints on effective use
Case conceptualization
Steps in agenda setting
Problems and their prospects
Critically appraising related research (e.g., see Greenhalgh (op.cit.)
Required Reading (for second session)
Burns, (op.cit.) (pp. 7-30).
Kuyken et al (op.cit.). Chapters 1-2 (pp. 1-56).
Pryor (op.cit.). Read entire book over next two weeks.
Recommended (See also list of additional resources.)
Gambrill, E. (2007). Critical thinking, evidence-based practice and cognitive-behavior therapy:
Choices ahead. Chapter 4 (pp. 67-87). In T. Ronen & A. Freeman (Eds.), Cognitive behavior
therapy in clinical social work practice. New York: Springer. (Copies on desk reserve in social
welfare library.)
Hunsley, J. & Nash, E. J. (2007). Evidence-based assessment. Annual Review of Clinical
Psychology, 3, 29-51.
ASSIGNMENT 1: Due Session 2. Typed description of self (or other) change goal including
examples (what, when, who, how often, and reason for change).
ASSIGNMENT 2: Due Session 3. Descriptive analysis of self (or other) behavior including
baserate.
Weeks 2 and 3 (January 26 & February 2): Understanding Contingencies – Behavioral Principles
Related to Cognitive-Behavioral Assessment and Intervention
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Descriptive and functional assessments
Kinds of contingencies: aversive compared to positive contingencies
Options for rearranging contingencies
Influential parameters
Rearrangement of antecedents
Required Reading
Kuyken, et al. (op.cit.), Chapter 3 (pp. 59-92), Chapter 5 (pp. 121-170).
Pryor, K. (2002). Don't shoot the dog (rev. ed.). Surrey, UK: Ring Press Books.
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Recommended Reading
Chandler, L. K. & Dahlquist, C. M. (2005). Functional assessment: Strategies to prevent and
remediate challenging behavior in school settings (2nd Ed.).
Cipani, E. & Schock, K. (2007). Functional behavioral assessment, diagnosis, and treatment: A
complete system for education and mental health settings.
Gambrill, E. (2006). Social work practice: A critical thinker's guide (2nd Ed.). New York:
Oxford, Chapter 7, Taking advantages of research findings about behavior and how it is
influenced by the environment (pp. 157-183). Chapter 12, Contextual Assessment (pp. 309342). (Copies on desk reserve.)
Houts, A. C. (2002). Discovery, invention, and the expansion of the modern diagnostic and
statistical manuals of mental disorders. In L. E. Beutler & M. L. Malik (Eds.), Rethinking the
DSM: A psychological perspective (pp. 17-65). Washington, DC: American Psychological
Association.
Kearney, A. J. (2008). Understanding applied behavior analysis. Philadelphia: Jessica
Kingsley.
Persons, J. B. (2008). The case formulation approach to cognitive behavioral therapy. New
York: Guilford.
Wong, S. E. (2006). Behavior analysis of psychotic disorders: Scientific dead-end or casualty of
the mental health political economy? Behavior and Social Issues, 15(2), 152-177.
ASSIGNMENT 3: Due Session 4 (February 10). Description of a plan for achieving your goal
drawing on required reading in Pryor (op.cit) and other relevant sources and application of this
plan over the next week.
Week 4 (February 9): Basic Clinical Skills and Challenges
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Key decisions including agenda setting
Common errors regarding agenda setting.
Relationship issues.
Engaging clients: enhancing participation
The role of “homework”
What about medication?
What about motivational interviewing?
Empathic skills
David Burns: five secrets of effective communication
Required Reading
Burns (op.cit.), Part 1 (pp. 31-63) and Part 4 (pp. 313-329).
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Kuyken et al (op.cit.). Chapter 4 (pp. 93-120).
Recommended Reading
Arkowitz, H., Westra, H. A., Miller, W. R., & Rollnick, S. (2008). Motivational interviewing in
the treatment of psychological problems. New York: Guilford.
Duncan, B. L., Miller, S. D., Sparks, J. A., Claud, D. A., Reynolds, L. R., Brown, J., & Johnson,
L. D. (2003). the session rating scale: Preliminary psychometric properties of a "working"
alliance measure. Journal of Brief Therapy, 3(1), 3-12.
Duncan et al (op.cit.).
Gambrill, E. (2006). Social work practice: A critical thinker’s guide. New York: Oxford.
Chapter 15, Interpersonal helping skills (pp. 407-430); Chapter 16, Handling challenging social
situations, (pp. 431-455).
O’Donohue, W., Cummings, N. A., & Cummings, J. L. (Eds.) (2006). Clinical strategies for
becoming a master psychotherapist. New York: Elsevier.
ASSIGNMENT 4: Due Session 5 (February 16). Description of results of implementing your
plan including graphed data. Describe any challenges faced and how you addressed them.
Week 5 (February 16): Cognitions: Varieties, Antecedents, and Functions
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Cognitive distortions
Core beliefs: schemas and scripts
Dysfunctional expectations and self-assessments
Required Reading
Burns (op.cit.), Part 2 (pp. 99-143).
Kuyken, et al. (op.cit.). Chapter 6 (pp. 171-216).
Recommended Reading
Burns, D. D. (1999). (op.cit), Chapter 6. Ten ways to untwist your thinking (pp. 93-119).
Dunning, D., Heath, C., & Sul, J. M. (2004). Flawed self-assessment. Psychological Science in
the Public Interest, 5(3), 69-106.
Nezu et al (op.cit), Chapter 3 (pp. 35-49).
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Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003). Schema therapy. A practitioner's guide.
New York: Guilford.
Weeks 6 and 7 (February 23 and March 2): Use of Cognitive-Behavioral Methods with Anxiety
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What is anxiety? Differences among stress, anxiety and fear.
Is anxiety a mental disorder?
Anxiety as a learned response.
Sources of anxiety
Is anxiety a bad thing?
Developmental issues
Assessment methods and related research.
Intervention options and related research; the key role of exposure.
The importance of homework assignments.
Evaluating progress
What about medication?
Required Reading
Burns (op. cit.) (pp. 64-95; 99-247; 333-409; 415-436).
Recommended
Lohr, J. M., Olatunji, B. O., & Sawchuk, C. N. (2007). A functional analysis of danger and
safety signals in anxiety disorders. Clinical Psychology Review, 27(1), 114-126.
Moynihan & Cassels (2005), Selling sickness (op.cit), Chapter 7, Shaping public perceptions:
Social anxiety disorders (pp. 119-138).
Weeks 8 & 9 (March 9 and March 16): Behavioral Methods Often Combined with Cognitive
Methods
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Contingency management
Exposure
Discussion of applications and obstacles.
Social skills training
Assertion training
Activity scheduling
Homework assignments
Identifying hidden emotions
Required Reading
Burns (op.cit.), Part 3 (pp. 251-309).
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Click on example DVD on website for Learning Cognitive-Behavior Therapy by Wright, Basco,
& Thase, American Psychiatric Pub. Inc. www.apps.org/book.cfm. Critique what is shown (1/2
page).
Kuyken, et al. (op.cit.), Chapter 7 (pp. 217-247).
Recommended: See list of additional sources distributed in class.
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Spring Break March 22-26
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Week 10 (March 30): MIDTERM
Week 11 (April 6): Assessment and Intervention Concerning Depression
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What is depression? Different kinds of depression. Is depression a mental disorder?
Clashing grand narratives (e. g., biomedical/psychological/sociological)
Evolutionary factors
Developmental issues
Intervention options and related research.
Evaluating risk of suicide.
Assessment issues.
The role of homework assignments.
What about medication?
Practice of key skills
Required Reading
Kuyken, et al (op.cit.) review as relevant
Recommended
Breggin, P. R. & Cohen, D. (1999). Your drug may be your problem. Perseus.
Leventhal, A. M. & Martell, C. R. (2006). The myth of depression: Limitations and alternatives
to drug treatment. Westport, CT: Praeger.
Luyten, P., Blatt, S. J., Van Houdenhove, B., & Corveleyn, J. (2006). Depression research and
treatment: Are we skating to where the puck is going to be? Clinical Psychology Review, 26(8),
985-999.
Martell, C. R., Addis, M. E., & Jacobson, N. S. (2001). Depression in context: Strategies for
guided action. New York: Norton.
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Moncrieff, J. (2008). The myth of the chemical cure: A critique of psychiatric drug use. New
York: Palgrave.
Newport, D. J., et al (2002). Parental depression: Animal models of an adverse life event.
American Journal of Psychiatry, 159, 1265-1283.
Wampold, B. E., Minami, T., Baskin, T. W., & Tierney, S. C. (2002). A meta-(re)analysis of the
effects of cognitive therapy versus “other therapies” for depression. Journal of Affective
Disorders, 68, 159-165.
ASSIGNMENT 5: Due Session 12. CAT
Week 12 (April 13): Assessment and Intervention with Children and Adolescents
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Concerns addressed
Community work programs
Related research
Challenges
Case examples
Journal of Positive Behavioral Intervention
Start of student presentations
Required Reading
Case example (to be assigned).
Recommended Reading
Chorpita, B. F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders.
New York: Guilford.
Kelley, M. S., Raines, J. C., Stone, S., & Frey, A. (2010). School social work: An evidenceinformed framework for practice. New York: Oxford.
Rathvon, N. (1999). Effective social interventions. New York: Guilford.
Week 13 (April 20): Assessment and Intervention with People Diagnosed as "Borderline" or as
Having a "Personality Disorder" (and student presentations)
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What is a personality disorder?
Common characteristics of people said to have a personality disorder.
Relationship issues and clinical skills.
The importance of agenda setting and motivation.
Developmental issues
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What about medication?
Required Reading
Kuyken et al (op.cit.), Chapters 6 & 7 (pp. 171-247).
Recommended Reading. (See also list of references.)
Beck, A. T., Freeman, A., & Davis, D. D. (2003). Cognitive therapy of personality disorders
(2nd Ed.). New York: Guilford.
Beck, A. T, Rector, N. A., Stolar, N., & Grant, P. (2009). Schizophrenia. Cognitive theory,
research, and therapy. New York: Guilford.
Carter, J. (2006). Bipolar: The elements of bipolar disorder.
Carter, J. (
). Nasty people: How to stop being hurt by them without stooping to their level.
2Gratz, K. L., & Gunderson, J. G. (2006). Preliminary data on an acceptance-based emotion
regulation group intervention for deliberate self-harm among women with borderline personality
disorder. Behavior Therapy, 37, 24-35.
Johnson, S. L., & Leahy, R. L. (2003). Psychological treatment of bipolar disorder. New York:
Guilford.
Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder.
New York: Guilford.
Linehan, M. M. (1993). Skills training manual for treating borderline personality disorder.
New York: Guilford.
McKay, M. et al. (2007). Dialectical behavior therapy skills workbook. Oakland, CA: New
Harbinger.
Nezu, et al. (op.cit), Chapter 12, (pp. 182-204).
Week 14 (April 27): Overview: Cognitive-Behavioral Methods in Other Areas and Settings
Recommended Reading
Gallagher-Thompson, D., Steffen, A. M., & Thompson, L. W. (2007). Handbook of behavioral
and cognitive therapies with older adults.
McCracken, L. M. (2005). Contextual cognitive-behavioral therapy for chronic pain (Progress
in Pain Research and Management, Volume 33).
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Ponsford, J. (2004). Cognitive and behavioral rehabilitation: From neurobiology to clinical
practice. New York: Guilford.
Taylor, R. R. (2006). Cognitive behavioral therapy for chronic illness and disability. New
York: Springer.
Taylor, E. & Asmundson, G. J. G. (2004). Treating health anxiety: A cognitive-behavioral
approach. New York: Guilford.
Cognitive-Behavioral Methods in Group Settings
Andersson, G. (2003). Cognitive-behavioral group therapy for social phobia. Basic mechanisms
and clinical strategies. Cognitive Behaviour Therapy, 32, 216.
Baucom, D. H., Epstein, N., & LaTaillade, J. J. (2002). Cognitive-behavioral couple therapy.
In A. S. Gurman & N. S. Jacobson (Eds.), Clinical handbook of couple therapy (3rd Ed.) (pp. 2658). New York: Guilford.
Bieling, P. J., McCabe, R. E., & Anthony, M. M. (2009). Cognitive behavioral therapy in
groups. New York: Guilford.
Christner, R. W., Stewart, J. L., & Freeman, A. (2007). Handbook of cognitive-behavior group
therapy with children and adolescents: Specific settings and presenting problems.
Dattilio, F. M., & Epstein, N. B. (2005). Introduction to the special section: The role of
cognitive-behavioral interventions in couple and family therapy. Journal of Marital and Family
Therapy, 31, 7-13.
Foy, D. W., Ruzek, J. I., & Glynn, S. M. (2002). Trauma focus group therapy for combatrelated PTSD: An update. Journal of Clinical Psychology, 58, 907-918.
Heimberg, R. G., & Becker, R. E. ( ). Cognitive-behavioral group therapy for social phobia:
Basic mechanisms and clinical strategies.
Rose, S. D. (1998). Group therapy with troubled youth: A cognitive-behavioral interactive
approach. Thousand Oaks, CA: Sage.
Assessment and Intervention for Substance Abuse (and continuation of student presentations)
Denning, P., Little, J., & Glickman, A. (2003). Over the influence. The harm reduction guide
for managing drugs and alcohol. New York: Guilford.
Parks, G. A. & Marlatt, G. A. (1999). Relapse prevention therapy for substance-abusing
offenders: A cognitive-behavioral approach. In E. Laessa (Ed.), What works: Strategic
solutions: The International Community Corrections Association examines substance abuse (pp.
161-233). Lanham, MD: American Correctional Association.
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Week 15 (May 4): Review: Continuation of student presentations