CUA
THE CATHOLIC UNIVERSITY OF AMERICA
National Catholic School of Social Service
Washington, DC 20064
202-319-5458
Fax 202-319-5093
SSS 724
Cognitive and Behavioral Theories and Social Functioning
(3 credits)
Instructor: Melissa D. Grady, MSW, PhD, LICSW
Spring 2013
@This course outline is the property of NCSSS and the
instructor and may be distributed with written permission.
I.
COURSE PURPOSE
As one of the three combined Masters/Doctoral advanced clinical theory courses,
Cognitive and Behavioral Theories and Social Functioning examines behavioral and
cognitive theories that seek to explain the bio-psycho-social-spiritual nature of human
beings and predict how change may take place. The two theories are placed within their
historical context as unique theories that developed from different broader paradigms –
behavioral from the positivist paradigm and cognitive from the constructivist paradigm.
The course follows the process of integration of the two theories into practice models and
the integration of these models into social work practice and literature. Grounded in
scholarly literature, lecture, discussion, and experiential exercises, the course challenges
students to critically analyze cognitive and behavioral theories within the context of their
psychological foundations against contemporary ecological, developmental, and strengths
perspectives.
II.
EDUCATIONAL OBJECTIVES
Upon completion of this course, students will be able:
1. To understand and differentiate between theory, clinical practice theory, and practice
model
2. To compare and critique differences flowing from the contextual ground of
behavioral theory in the positivist paradigm and cognitive theory in the constructivist
paradigm.
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3. To compare and critique differences flowing from the unique historical foundation of
each theory within other disciplines and become familiar with the work of social
work scholars who are integrating these theories into the practice of social work.
4. To master knowledge of the basic explanatory and change concepts of both
behavioral and cognitive theories.
5. To understand the connection between the explanatory and change concepts of
cognitive and behavioral theories and the intervention techniques of the
accompanying models.
6. To comprehend the commonality and differences in understanding and technique
between learning and developmental theories.
7. To experience the connection between one's own cognitions and subsequent feelings
and behavior.
8. To experience one's own behavior patterns and the environmental contingencies
which stimulate or maintain those behaviors.
9. To demonstrate competence in applying the explanatory concepts of cognitive and
behavioral theories to the assessment of adults and children of varied populations,
especially those at risk.
10. To demonstrate competence in applying change concepts of the theories to the
formulation of a plan in the treatment of adults and children of varied populations,
especially those at risk.
11. To understand the ethical issues raised by commitment to evidence-based practice.
12. To demonstrate mastery of lecture material, class discussion and required reading
material.
III.
COURSE REQUIREMENTS
A.
Required Texts - MSW Students
Beck, J. (2011). Cognitive therapy: Basics and beyond (2nd ed.). New York, NY:
The Guilford Press.
Granvold, D. (Ed.). (2004). Cognitive and behavioral treatment. Pacific Grove,
CA: Brooks/Cole Publishing Company.
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Additional Required Texts – Phd Students
Berlin, S. (2002). Clinical social work practice: A cognitive-integrative
perspective. New York, NY: Oxford University Press.
Recommended Texts
Berlin, S. (2002). Clinical social work practice: A cognitive-integrative
perspective New York: Oxford University Press.
Spiegler, M., & Guevremont, D. (2010). Contemporary behavioral therapy (5th
ed.). Belmont, CA: Thomson/Wadsworth.
B.
Course Assignments
Midterm Exam
Masters Level Students
Required, objective, inDue Class #6
class, closed book
Case Formulation
Required, take-home,
application to case material
Due Class #9
Treatment Plan
Required, take-home,
application to case material
Due Class #13
Midterm Exam
Doctoral Level Students
Required, objective, inDue Class #6
class, closed book
Scholarly Paper
Required, critical analysis
of a clinical issue via
theory (to be individually
negotiated with professor)
Doctoral level
participation
Required negotiation with
professor re. class
attendance, individual
meetings with professor,
extra readings, scholarly
participation
C.
Due date to be negotiated
with professor
Grading Policy: The letter grade for this course will be based on the University
Grading System.
DO NOT PUT YOUR NAME ON ANY ASSIGNMENTS. USE YOUR CUA ID NUMBER
ONLY!!!!!!!!!!!!!!!
4
1. Midterm Exam
2. Case Formulation Paper
30%
3. Treatment Plan & Critique
30%
4. Class participation (see Additional
Behavioral Expectations)
10%
1. Midterm Exam
2. Scholarly Paper
3. Doctoral level participation
F.
IV.
Masters Level Students
30%
Doctoral Level Students
40%
50%
10%
Course and Instructor Evaluation
NCSSS requires electronic evaluation of this course and the instructor. At the end
of the semester, the evaluation form may be accessed at
http://evaluations.cua.edu/evaluations using your CUA username and password.
Additional, informal written or verbal feedback to the instructor during the
semester is encouraged and attempts will be made to respond to requests.
CLASS EXPECTATIONS
A.
Scholastic Expectations
Please refer to NCSSS Announcements, or appropriate Program Handbook for
Academic Requirements, including scholastic and behavioral requirements. All
written work should reflect the original thinking of the writer, cite references
where material is quoted or adapted from existing sources, adhere to APA format,
and should be carefully proof read by the student before submission to the
instructor for grading.
B.
Additional Behavioral Requirements: Please refer to additional section on
professional conduct and classroom expectations.
C.
Policies On The Use of Electronic Devices in the Classroom: No laptops
or other electronic devices are permitted in the classroom, unless you
have a specific documented learning disability. Please turn off all cell
phones or other devices that would disrupt the learning environment of the
classroom and put them away and removed from the classroom
environment.
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D.
Academic Honesty
Joining the community of scholars at CUA entails accepting the standards, living
by those standards, and upholding them. Please refer to University Policy and
appropriate Program Handbooks. Engaging in academic dishonesty will result in
a grade of F in this course.
E.
Accommodations
Students with physical, learning, psychological or other disabilities wishing to
request accommodations must identify with the Disability Support Services (DSS)
and submit documentation of a disability. If you have documented such a
disability to DSS that requires accommodations or an academic adjustment,
please arrange a meeting with the instructor as soon as possible to discuss these
accommodations.
F.
Late Papers
It is expected that students will turn in papers by the due date specified in the
syllabus. For each day that the paper is late, a 10% grade reduction will be given.
If the paper is due at 9:00 am, a paper turned in at 5:00 pm that same day is still
considered late. If you should need an extension, the student must discuss this
with the instructor at least 48 hours ahead of the due date (excluding weekends
and/or holidays).
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Professional Conduct
Class participation is more than mere attendance. It is arriving on time, reading the assigned
material, preparing for class with questions, contributing appropriately to class discussions,
doing assignments, and participating in class activities. The class participation grade is a
subjective grade given by the professor. The professor will use this matrix to determine the class
participation grade (modified from Maznevski, M. (1996). Grading Class Participation. Teaching
Concerns. hhtp://www.virginia.edu/~trc/tcgpart.htm).
Grade
0
No effort
60-70
Infrequent
Effort
70-80
Moderate
Effort
80-90
Good
Effort
90-100
Excellent
Effort
Total Pts
Class Participation Criteria
(Carpenter-Aeby, 2001)
Absent
No effort, disruptive, disrespectful.
Present, not disruptive (This means coming in late.)
Tries to respond when called on but does not offer much.
Demonstrates very infrequent involvement in class.
Demonstrates adequate preparation: knows basic case or reading facts, but
does not show evidence of trying to interpret or analyze them.
Offers straightforward information (e.g. straight from the case or reading),
without elaboration or very infrequently (perhaps once a class).
Does not offer to contribute to discussion, but contributes to a moderate
degree when called on.
Demonstrates sporadic involvement.
Demonstrates good preparation: knows case or reading facts well, has
thought through implications of them.
Offers interpretations and analysis of case material (more than just facts)
to class.
Contributes well to discussion in an ongoing way: responds to other
students’ points, thinks through own points, questions others in a
constructive way, offers and supports suggestions that may be counter to
the majority opinion.
Demonstrates consistent ongoing involvement.
Demonstrates excellent preparation: has analyzed case exceptionally well,
relating it to readings and other material (e.g., readings, course material,
discussions, experiences, etc.).
Offers analysis, synthesis, and evaluation of case material, e.g. puts
together pieces of the discussion to develop new approaches that take the
class further.
Contributes in a very significant way to ongoing discussion: keeps analysis
focused, responds very thoughtfully to other students’ comments,
contributes to the cooperative argument-building, suggest alternative ways
of approaching material and helps class analyze which approaches were
effective.
Demonstrates ongoing very active involvement.
100 points
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724 – Spring 2013 Class Schedule with Corresponding Dates and Assignments
Date
Class Session
1/17
1
1/24
2
1/31
3
2/7
2/14
4
5
2/21
6
2/28
7
3/4-3/9
3/14
Spring Break – No classes
8
3/21
9
3/28
4/4
No Classes – Easter Holiday
10
4/11
4/18
11
12
4/25
13
5/2
14
Assignment
Mid-term Exam
Case Formulation Due
Treatment Plan Due
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Class Schedule
Class 1
COGNITIVE BEHAVIORAL THEORIES AND SOCIAL WORK
Course overview; “There is nothing so practical as a good theory;” Positivist and
constructivist paradigms for theories of inquiry; defining theory, practice theory
and practice model; explanatory and change functions of theories for practice; Is
social work a profession?
Required Readings
Ronen, T. (2007). Clinical social work and its commonalities with cognitive
behavior therapy. In T. Ronen & A. Freeman, (Eds.) Cognitive behavior
therapy in clinical social work practice (pp. 3-24). New York, NY:
Springer Publishing Company, LLC.
Recommended Readings
Dobson, K., & Block, L. (2001). Historical and philosophical bases of the
cognitive-behavioral therapies. In K. Dobson (Ed.), Handbook of
cognitive-behavioral therapies (pp. 3-39). New York, NY: The Guilford
Press.
Gambrill, E. (1999). Evidence-based practice: An alternative to authority-based
practice. Families in Society, 80, 341-350.
2
HISTORY AND BASIC TENETS OF BEHAVIORAL/SOCIAL
LEARNING THEORY: THE POSITIVIST PARADIGM
The bucket theory of the mind. “Xeroxing” or taking-in of external reality unchanged; the behavioral ABC; Operant and respondent behaviors – operant
and respondent conditioning. Focus on explanatory concepts.
Required Readings
Spiegler, M., & Guevremont, D. (2010). Antecedents of contemporary behavior
therapy. In Contemporary behavior therapy (pp. 16-30). Belmont, CA:
Thompson/Wadsworth.
Elliott, W. (1995). B.F. Skinner. In Tying rocks to clouds: Meetings and
conversations with wise and spiritual people (pp. 52-60). Wheaton, IL:
Quest Books.
Thyer, B. (2008). Respondent learning theory. In B. Thyer (Ed.), Comprehensive
handbook of social work and social welfare: Human behavior in the social
environment, Volume 2 (pp. 39-56). Hoboken, NJ: John Wiley & Sons,
Inc.
Wong, S. (2008). Operant learning theory. In B. Thyer (Ed.,) Comprehensive
handbook of social work and social welfare: Human behavior in the social
9
environment, Volume 2 (pp. 69-85). Hoboken, NJ: John Wiley & Sons,
Inc.
Recommended Readings
Grusec, J. (1992). Social learning theory and developmental psychology: The
legacies of Robert Sears and Albert Bandura. Developmental Psychology,
28, 776-786.
Morris, E., Smith, N., & Altus, D. (2005). B.F. Skinner’s contributions to applied
behavior analysis. The Behavior Analyst, 28, 99-131.
3
HISTORY AND BASIC TENETS OF COGNITIVE THEORY: THE
CONSTRUCTIVIST PARADIGM
The motor theory of the mind; Constructing our internal reality; the meditational
model; the cognitive ABC; Focus on explanatory concepts
Required Readings
Beck, J. (2011). Introduction to cognitive behavior therapy. In Cognitive therapy:
Basics and beyond (2nd ed.) (pp. 1-16). New York, NY: The Guilford
Press.
Chatterjee, P., & Brown, S. (2011). Cognitive theory and social work treatment.
In F.J. Turner (Ed.), Social work treatment: Interlocking theoretical
approaches (5th ed.) (pp. 103-116). New York, NY: Oxford University
Press.
Elliott, W. (1995). Albert Ellis. In Tying rocks to clouds: Meetings and
conversations with wise and spiritual people (pp. 203-214). Wheaton, IL:
Quest Books.
Recommended Readings
Beck, A. (1988). Tapping the internal communications; Cognitive content of the
emotional disorders; Principles of cognitive therapy; and Techniques of
cognitive therapy. In Cognitive therapy and the emotional disorders (pp.
24-46, 76-101, 213-305) New York, NY: Meridian.
Dryden, W., & Ellis, A. (2001). Rational emotive behavior therapy. In K. Dobson
(Ed.), Handbook of cognitive-behavioral therapies (pp. 295-348). New
York, NY: The Guilford Press.
Lyddon, W. (1995). Cognitive therapy and theories of knowing: A social
constructionist view. Journal of Counseling and Development, 73, 579585.
4
THEORY BUILDING AND PUTTING IT ALL TOGETHER:
CONTRIBUTIONS OF SOCIAL WORKERS TO COGNITIVE AND
BEHAVIORAL THEORIES AND MODELS
From Pavlov and Skinner to Thyer and Gambrill; From Ellis and Beck to Nurius
and Berlin
10
Combining behavioral and cognitive theories into one unified model
Required Readings
Berlin, S. (1996). Constructivism and the environment: A cognitive-integrative
perspective for social work practice. Families in Society, 77, 326-335.
Nurius, P., & Macy, R.J. (2008). Cognitive-behavioral theory. In B. Thyer (Ed.),
Comprehensive handbook of social work and social welfare: Human
behavior in the social environment, Volume 2 (pp. 101-134). Hoboken,
NJ: John Wiley & Sons, Inc.
Thomlison, R.J., & Thomlison, B. (2011). Cognitive behavior theory and social
work treatment. In F.J. Turner (Ed.), Social work treatment: Interlocking
theoretical approaches (5th ed.) (pp. 77-102). New York, NY: Oxford
University Press.
Recommended Readings
Berlin, S. (2002). Clinical social work practice: A cognitive-integrative
perspective. New York, NY: Oxford University Press.
Gambrill, E. (1995). Behavioral social work: Past, present and future. Research
on Social Work Practice, 5, 460-484.
Thyer, B. (1987). Contingency analysis: Toward a unified theory for social work
practice. Social Work, 32, 150-157.
5
CASE FORMULATION WITH COGNITIVE AND BEHAVIORAL
THEORIES
Behavioral Analysis and Cognitive Conceptualization. Creating a case
formulation.
Required Readings
Beck, J. (2011). Cognitive conceptualization. In Cognitive therapy: Basics and
beyond (2nd ed.) (pp. 29-45). New York, NY: The Guilford Press.
Spiegler, M., & Guevremont, D. (2010). Behavioral assessment. In Contemporary
behavior therapy (pp. 77-112). Belmont, CA, Thompson/Wadsworth.
Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Assessment and formulation. In
Learning cognitive-behavior therapy: An illustrated guide (pp. 45-64).
Washington, D.C.: American Psychiatric Publishing, Inc.
Recommended Readings
Blankenstein, K., & Segal, Z. (2001). Cognitive assessment: Issues and methods.
In K.Dobson (Ed.). Handbook of cognitive-behavioral therapies (pp. 4085). New York, NY: Guilford.
11
6
UNDERSTANDING THE CHANGE PROCESS
Treatment planning; educating about the process; setting the stage for change
** IN CLASS CONCEPT TEST ** First half of class
Required Readings
Beck, J. (2011). The evaluation session. In Cognitive therapy: Basics and beyond
(pp. 46-58). New York, NY: The Guilford Press.
Beck, J. (2011). Structure of the first therapy session. In Cognitive therapy:
Basics and beyond (pp. 59-79). New York, NY: The Guilford Press.
Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Structuring and educating. In
Learning cognitive-behavior therapy: An illustrated guide (pp. 65-88).
Washington, D.C.: American Psychiatric Publishing, Inc.
Recommended Readings
Zayfert, C., & Becker, C.B. (2008). Assessment, case formulation, and treatment
planning. In Cognitive-behavioral therapy for PTSD: A case formulation
(pp. 21-43). New York, NY: The Guilford Press.
7
FROM THEORY TO TECHNIQUE IN BEHAVIORAL THEORY
From theory to model; concepts that explain “how to” facilitate change through
external stimulus and reinforcement. Focus on change concepts. Acceleration and
deceleration.
Required Readings
Gambrill, E. (2004). Concepts and methods of behavioral treatment. In D.
Granvold, (Ed.) Cognitive and behavioral treatment (pp. 32-62). Pacific
Grove, CA: Brooks/Cole Publishing Company.
Spiegler, M., & Guevremont, D. (2010). The process of behavior therapy. In
Contemporary behavior therapy (pp. 47-76). Belmont, CA,
Thompson/Wadsworth.
Recommended Readings
Early, B. (1995). Decelerating self-stimulating and self-injurious behaviors of a
student with autism: Behavioral intervention in the classroom. Social
Work in Education, 17, 244-255.
Shorkey, C. (2004). Use of behavioral methods with individuals recovering from
substance dependence. In D. Granvold (Ed.), Cognitive and behavioral
treatment (pp. 135-158). Pacific Grove, CA: Brooks/Cole Publishing
Company.
12
8
CONCEPTUALIING CHANGE IN BEHAVIORAL THEORIES
Cognitive-Behavioral treatment of anxiety – emphasis on respondent techniques
of behavioral theory.
Required Readings
Beck J. (2011). Behavioral activation. In Cognitive therapy: Basics and beyond
(2nd ed.) (pp. 80-99). New York, NY: The Guilford Press.
Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Behavioral methods I:
Improving energy, completing tasks, and solving problems. In Learning
cognitive-behavior therapy: An illustrated guide (pp. 123-150).
Washington, D.C.: American Psychiatric Publishing, Inc.
Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Behavioral methods II:
Reducing anxiety and breaking patterns of avoidance. In Learning
cognitive-behavior therapy: An illustrated guide (pp. 151-172).
Washington, D.C.: American Psychiatric Publishing, Inc.
Recommended Readings
Berlin, S. (2002). Changing environmental events and conditions; and Changing
behaviors. In Clinical social work practice: A cognitive-integrative
perspective (pp. 279-349). New York, NY: Oxford University Press.
Spiegler, M., & Guevremont, D. (2010). Cognitive-behavioral therapy: Coping
skills. In Contemporary behavior therapy (pp. 346-382). Belmont, CA:
Thompson/Wadsworth.
Whittal, M., Thordarson, D., & McLean, P. (2005). Treatment of obsessivecompulsive disorder: Cognitive behavior therapy vs. exposure and
response prevention. Behavior Research and Therapy, 43, 1559-1576.
9
FROM THEORY TO TECHNIQUE IN COGNITIVE THEORY
From theory to model; concepts that explain “how to” facilitate change through
internally accessing, eliminating, or thinking different mediating thoughts;
making meaning.. Focus on change concepts
** CASE FORMULATION PAPER DUE **
Required Readings
Granvold, D. (2004). Concepts and methods of cognitive treatment. In Cognitive
and behavioral treatment (pp. 3-31). Pacific Grove, CA: Brooks/Cole
Publishing Company.
Beck J. (2011). Identifying automatic thoughts, Identifying emotions, Evaluating
automatic thoughts and Responding to Automatic Thoughts. In Cognitive
13
therapy: Basics and beyond (2nd ed.) (pp.137-197). New York, NY: The
Guilford Press.
Recommended Readings
Berlin, S. (2002). Explicit and implicit memories. In Clinical social work
practice: A cognitive-integrative perspective (pp. 70-93). New York, NY:
Oxford University Press.
DeRubeis, R., Tang, T., & Beck, A. (2001). Cognitive therapy. In K. Dobson
(Ed.), Handbook of cognitive-behavioral therapy (pp. 349-392). New
York, NY: The Guilford Press.
10
CONCEPTUALIZING CHANGE IN COGNITIVE THEORIES
Why do people change? Motivation; What works to help others change?
Treatment planning and the beginnings of change; emphasis on cognitive.
Required Readings
Beck, J. (2011). Identifying and modifying intermediate beliefs, Identifying and
modifying core beliefs, and Imagery. In Cognitive therapy: Basics and
beyond (2nd ed.) (pp. 198-255 and 277-293). New York, NY: The Guilford
Press.
Recommended Readings
Bledsoe, S., & Grote, N. (2006). Treating depression during pregnancy and the
postpartum: A preliminary meta-analysis. Research on Social Work
Practice, 16, 109-120.
Dattilio, F. (2005). The restructuring of family schemas: A cognitive-behavior
perspective. Journal of marital and family therapy, 31(1), 15-30.
Nurius, P., & Berlin, S (2004). Treatment of negative self-concept and depression.
In D. Granvold (Ed.), Cognitive and behavioral treatment (pp. 249-271).
Pacific Grove, CA: Brooks/Cole.
O’Connor, K., Brault, M., Robillard, S. Loiselle, J, Borgeat, F., & Stip, E. (2001).
Evaluation of a cognitive-behavioral program for the management of
chronic and habit disorders. Behavior Research and Therapy, 39, 667-668.
11
PUTTING IT ALL TOGETHER: CHANGE IN THE CBT MODEL
Social work’s person-in-environment perspective; change in the person;
mediating thoughts as factors of person; Cognitive-Behavioral treatment of
depression – emphasis on techniques of cognitive theory.
Required Readings
14
Beck, J. (2011). Additional cognitive and behavioral techniques; and Homework.
In Cognitive therapy: Basics and beyond (pp. 256-276, 294-315). New
York, NY: The Guilford Press.
Muroff, J. (2007). Cultural diversity and cognitive behavior therapy. In T. Ronen
& A. Freeman, (Eds.) Cognitive behavior therapy in clinical social work
practice (pp. 109-146). New York, NY: Springer Publishing Company,
LLC.
Recommended Readings
Abramowitz, J.S., Brigidi, B.D., & Roche, K.R. (2001). Cognitive-behavioral
therapy for obsessive-compulsive disorder: A review of the treatment
literature. Research on Social Work Practice, 11, 357-372.
Berlin, S. (2002). The fundamentals of personal change. In Clinical social work
practice: A cognitive-integrative perspective (pp. 175-206). New York,
NY: Oxford University Press.
Brewin, C. (2006). Understanding cognitive behaviour therapy: A retrieval
competition account. Behaviour Research and Therapy, 44, 765-784.
12
APPLICATION TO CASE MATERIAL
A return to theory. How does theory help explain and plan for change?
Required Readings
Worthless, I.M., Competent, U.R., & Lemonde-Terrible, O. (2002). Cognitive
therapy training stress disorder: A cognitive perspective. Behavioural and
Cognitive Psychotherapy, 30, 365-374.
Small group activities working on case application and materials
13
APPLICATION OF COGNITIVE AND BEHAVIORAL THEORIES TO
PARTICULAR POPULATIONS
** FINAL ASSIGNMENT DUE **
Required Readings
Read 2 of the following that interest you the most.
(Please let me know if there is topic that interests you that is not here and I can
try to find it for you.)
Butterfield, W.H., & Cobb, N.H. (2004). Cognitive-behavioral treatment of
children and adolescents. In D.K. Granvold (Ed.),Cognitive and
15
behavioral treatment (pp. 65-89). Pacific Grove, CA: Brooks/Cole
Publishing Company.
Daoud, L., & Tafrate, R.C. (2007). Depression and suicidal behavior: A cognitive
behavior therapy approach for social workers. In T. Ronen, & A. Freeman
(Eds.), Cognitive behavior therapy in clinical social work practice (pp.
401-418). New York, NY: Springer Publishing Company.
Cohen, J.A., Mannarino, A.P., & Deblinger, E. (2006). The TF-CBT model: How
it works. In Treating trauma and traumatic grief in children and
adolescents (pp. 32-45). New York, NY: The Guilford Press.
Gaudiano, B.A. (2005). Cognitive behavior therapies for psychotic disorders:
Current empirical status and future directions. Clinical Psychology:
Science and Practice, 12, 33-50.
Granvold, D.K. (2007). Working with couples. In T. Ronen, & A. Freeman (Eds.),
Cognitive behavior therapy in clinical social work practice (pp. 303-327).
New York, NY: Springer Publishing Company.
Himle, J.A. (2007). Cognitive behavior therapy for anxiety disorders. In T.
Ronen, & A. Freeman (Eds.), Cognitive behavior therapy in clinical social
work practice (pp. 375-399). New York, NY: Springer Publishing
Company.
Malkinson, R. (2007). Grief and bereavement. In T. Ronen, & A. Freeman (Eds.),
Cognitive behavior therapy in clinical social work practice (pp. 521-550).
New York, NY: Springer Publishing Company.
Meyers, L.L. (2007). Eating disorders. In T. Ronen, & A. Freeman (Eds.),
Cognitive behavior therapy in clinical social work practice (pp. 551-570).
New York, NY: Springer Publishing Company.
Roche, V. (2007). Medical settings. In T. Ronen, & A. Freeman (Eds.), Cognitive
behavior therapy in clinical social work practice (pp. 571-590). New
York, NY: Springer Publishing Company.
Shipherd, J.C., Street, A.E., Resick, P.A. (2006). Cognitive therapy for
posttraumatic stress disorder. In V.M. Follette & J.I. Ruzek (Eds.),
Cogitive-behavioral therapies for trauma (pp. 96-116). New York, NY:
The Guilford Press.
Turkington, D., Dudley, R., Warman, D.M., & Beck, A.T. (2004). Cognitivebehavioral therapy for schizophrenia. Journal of Psychiatric Practice, 10,
5-16.
16
Walsh, B.W. (2006). Cognitive treatment. In Treating self-injury: A practical
guide. New York, NY: Guilford Press.
14
ENDINGS
Termination, transfer of skills, and relapse prevention in cognitive-behavioral. Is
there countertransference in cognitive-behavioral therapy? What happened to
strengths? “It’s all good”: Cognitive and Behavioral theories are not the silver
bullet.
Required Readings
Beck, J. (2011). Termination and relapse prevention; and Treatment Planning. In
Cognitive therapy: Basics and beyond (2nd ed.) (pp. 294-345). New York,
NY: The Guilford Press.
Granvold, D., & Wodarski, J. (2004). Cognitive and behavioral treatment:
Clinical issues, transfer of training, and relapse prevention. In D. Granvold
(Ed.), Cognitive and behavioral treatment (pp. 353-375). Pacific Grove,
CA: Brooks/Cole.
Recommended Readings
Myers, L., & Thyer, B. (1997). Should social work clients have the right to
effective treatment? Social Work, 42, 288-298.
Spiegler, M., & Guevremont, K. (2010). Third-generation behavior therapies:
Acceptance and mindfulness-based interventions; and Contemporary
behavior therapy in perspective: Strengths and challenges. In
Contemporary behavior therapy (pp.383-418 and 471-493). Belmont, CA:
Thompson/Wadsworth.
17
APPENDIX A
CASE FORMULATION
Objective:
The objective of this assignment is for the student to demonstrate the ability to organize and
describe case material using cognitive and behavioral theories.
Assignment:
The student should identify a case, either from their field work or some other helping role to use
for the paper. A brief summary of the case should be provided (1-2 pages) that includes the
presenting problem of the case as if it were being placed in a medical chart. Please see the
suggested guide that is placed under Assignments on the blackboard site. Using the case
formulation form from Appendix 1 as a guide the student should write up a case formulation that
uses the CBT framework to describe the essential elements in the case. In other words, how
would the combined approach of using cognitive and behavioral theories together describe what
is happening with the case. Explain why is the person feeling, thinking and behaving in the way
that they present in treatment.
This paper should be no more than 5 pages
Grading Criteria:
The student has
Clearly described the client and the client’s presenting issues and concerns.
Clearly identified the target issue (i.e., a behavior, a feeling, a reaction)
Explained the issue from a behavioral theory lens
Explained the issue from a cognitive theory lens
The student has thoroughly described other environmental/ social situations or issues that
might have a bearing on the client, such as class, culture or other client specific issues.
Biological, genetic and medical factors have been considered and their potential
influence
The working hypothesis/case formulation:
• Links the formative influences to the current issue
• Is comprehensive and provides an accurate clinical summation of the relevant
issues that are currently influencing the situation of the client using the CBT
framework.
• Is written in client-friendly language
• Provides at least one example of the CBT cycle
The paper is well written with no errors
TOTAL
Possible
Pts.
5
5
20
20
10
5
25
10
100
18
APPENDIX B
TREATMENT PLAN AND CRITIQUE
Objective:
The aim of this assignment is for student to demonstrate their ability to link their assessment and
formulation to an appropriate treatment plan and using the principles of evidence-based practice,
critique the plan.
Assignment:
Using the case from the first assignment, this assignment asks students to develop a treatment
plan using the assessment and formulation developed from the first assignment. The paper does
not have to be in a chart format, but all of the elements within the chart need to be included. In
this assignment, students should pay close attention to linking their assessment to their
interventions. The interventions should address the difficulties presented by the client as outlined
in the assessment. Students should be mindful of the interventions being appropriate and feasible
for the individual issues of that client, considering culture, spirituality, gender identity, class,
sexual orientation, race, and ethnicity. The final section of the paper should include a brief
summary of evidence that supports the use of this model for this client. Please refer to the
grading criteria below.
This paper should be no more than 4-5 pages.
Grading Criteria:
The student has:
Proposed at least 2 treatment goals (1 cognitive oriented goal and 1 behavioral oriented goal)
Possible
Pts.
10
Written each goal and corresponding interventions following the SMART format (Can be singlespaced in an outline/bullet format)
Proposed interventions that utilize behavioral and cognitive strategies appropriately
10
Identified treatment goals that directly address the target issues as described and identified in the
case formulation assignment
Included treatment goals that pay attentive to issues of individual differences in clients.
20
Written a compelling argument for the use or avoidance of CBT using the EBP process for this
client and his/her presenting issues, which includes a discussion of the research, client factors
and clinician expertise (approximately 1-2 pages)
Followed APA formatting correctly
25
Turned in a paper that is free of errors
5
TOTAL
100
15
10
5