UNIVERSITY OF TEXAS AT EL PASO



EDPC 5349 – Cognitive Behavioral Therapies

The University of Texas at El Paso

College of Education

Department of Educational Psychology and Special Services

Counselor Education

COURSE SYLLABUS

Summer 2014

6/20 & 6/21; 7/11 & 7/12; and 7/25 & 7/26

Fridays [5 p.m. – 10 p.m.]

Saturdays [8 a.m. – 5 p.m.]

Education Building - 318

INSTRUCTORS: Richard “Craig” Williams, Ph.D.

Phone: (915) 747-7581 Office (302) 563-1369 Cell

E-mail: rcwilliams@utep.edu

Office: EDUC 704 Hours: Mon. & Wed. 2:30 p.m. – 4:30 p.m.

(If possible, please make an appointment in advance.)

TEXTBOOKS:

Required

1. O'Donohue, W.T. & Fisher, J.E. (Eds.) (2012). Cognitive Behavior Therapy: Core Principles for Practice.  Hoboken, NJ : John Wiley & Sons. ISBN-10: 0470560495, ISBN-13: 9780470560495

2. Beck, J.S. (2011).  Cognitive Behavior Therapy, 2nd Edition. New York: Guilford Press. ISBN-13: 9781609185046

Recommended

1. Dryden, W. (2012). Cognitive Behaviour Therapies (Paperback). Thousand Oaks, CA : Sage Publications. ISBN-13: 9780857021199

COURSE DESCRIPTION:

This course examines the foundations of the major assumptions and theories underlying current, leading cognitive and behavioral therapies. Major theorists and their models are explored. Techniques associated with the theories and their clinical applications to common mental health issues are presented. Prerequisites: EDPC 5317 and EDPC 5341, each with a grade of "B" or better, and departmental approval.

2016 CACREP Standards

COURSE OBJECTIVES/STUDENT COMPETENCIES:

GOAL A (Theory):

Understand cognitive, behavioral, and cognitive-behavioral counseling theories and therapy models and be able to formulate case conceptualizations and select appropriate counseling interventions from those perspectives.

(CACREP STANDARDS II.F.5. a, f, g, h, i; CLINICAL MENTAL HEALTH COUNSELING STANDARDS B, D)

Knowledge Learning Outcome: The student will:

A-1 Be knowledgeable about cognitive, behavioral, and cognitive-behavioral theories and therapeutic models and how they are selected and applied in clinical mental health counseling practice. (II.F.5. a, f, g, h, I; B, D)

A-1 Learning Activity: a) Reading, lecture and discussion (classroom and/or online environments) of cognitive, behavioral, and cognitive-behavior therapeutic models, b) Submit a Cognitive Behavioral Therapy Case Study Research Paper.

A-1 Outcome Indicator: a) Achieve a passing score on the Final Exam, and b) Achieve a satisfactory score on the Cognitive Behavioral Therapy Case Study Research Paper Scoring Rubric.

GOAL B (Research):

Understand how to use current evidence-based practices research literature regarding cognitive, behavioral, and cognitive-behavioral therapy approaches, strategies, and techniques to choose effective intervention strategies for working with specific populations of clients with mental and emotional disorders. (CACREP STANDARDS II.F.5.i; II.F.8.a; CLINICAL MENTAL HEALTH COUNSELING STANDARDS B, D)

Knowledge Learning Outcomes: The student will:

B-1 Be knowledgeable about current empirical research on cognitive, behavioral, and cognitive-behavioral therapy evidence-based practices shown to be effective when working with specific populations of clients with mental and emotional disorders. (G.8.e, E3)

B-1 Learning Activity: a) Reading, lecture and discussion (classroom and/or online environments) of research demonstrating the application and outcomes of cognitive, behavioral, and cognitive-behavioral therapeutic models and treatment and b) Submission of Cognitive Behavioral Therapy Case Study Research Paper.

B-1 Outcome Indicator: a) and b) Achieve a satisfactory score on the Cognitive Behavioral Therapy Case Study Research Paper Scoring Rubric.

GOAL C (Practice):

Demonstrate the ability to apply culturally responsive cognitive, behavioral, and cognitive-behavioral therapy approaches, skills, strategies, and techniques when counseling clients (CACREP STANDARDS II.F.G.5.f; CLINICAL MENTAL HEALTH COUNSELING STANDARDS U)

Skill Learning Outcome: The student will:

C-1 Demonstrate the effective use of a culturally responsive cognitive, behavioral, or cognitive-behavioral therapy approach. (II.F.G.5.f; U)

C-1 Learning Activity: a) Observe videos and classroom demonstrations and participate in role-plays of cognitive, behavioral, and cognitive-behavioral therapy approaches that demonstrate the use of skills, strategies and techniques. EITHER: b) Record a role play counseling session with a volunteer that demonstrates the use of a cognitive, behavioral, or cognitive-behavioral therapy skill, strategy and/or technique, OR c) Give a psycho-educational workshop presentation that teaches and facilitates the class to practice a cognitive, behavioral, or cognitive-behavioral therapy skill, strategy and/or technique.

C-1 Outcome Indicator: b) Achieve a satisfactory score on the Cognitive Behavioral Therapy Role Play Scoring Rubric OR c) Achieve a satisfactory score on the Cognitive Behavioral Therapy Classroom Demonstration Scoring Rubric.

EXPECTATIONS OF STUDENTS:

1. Professionalism is expected at all times. Professionalism includes, but is not limited to, arriving to class and other meetings with classmates on time; completing assignments on time; working collaboratively and effectively with professors and classmates; apprising your professors of issues with the class or attendance in a timely manner; communicating with professors and fellow students in a courteous respectful, and honest manner; appropriately working out disagreements with professors and classmates; attending all classes unless there is a documented emergency or work conflict that has been excused by your professor; and following the ethical codes that pertain to your profession (e.g. ACA Code of Ethics).

2. Attendance is required. As indicated in the Graduate Catalog, attendance is required at all class sessions and is considered crucial in order to gain maximum benefit from the course. You are expected, as a professional, to discuss/notify the professor and the members of any assigned group exercise of any planned or emergency related absence prior to the absence. Any missed work must be made up in a manner determined by the instructor. Any unexcused absences will result in a decrease of your final grade. Students cannot miss more than 7.5 hours of the scheduled classes and pass this course, excused absence or not. An absence will be considered excused at the discretion of the instructor and documentation should be offered and provided if requested for the absence to be considered excused (e.g., doctor’s note, letter from your employer etc.). Remember, if you encounter unexpected events in your life during the course of the semester, you can drop the class, stop out, and return during another semester. You are also expected to be at this class ON TIME. Please use your time management skills properly and be on time and ready to learn at the designated start time. If you are late to class more than three times it will result in a decrease of your final grade. Being late is disruptive to the class and its process. If you have a verified and documented reason to be late to class you may be excused from this requirement at the discretion of the instructor. However, documentation from your job, doctor, or another authority figure that can verify your tardiness is beyond your control is required. In addition, you are expected to remain in class for the duration of the class. Unless you have a documented, unavoidable reason for leaving class early, you are expected to stay until released by the professor. If you leave early more than twice without approval of the instructor, you will be dropped from the course.

3. Active class participation is expected. The course is designed for students to learn by active interaction with each other. You must participate fully in classroom discussions and practice exercises to earn full participation points toward your final grade. Please demonstrate enthusiasm and a high level of interest in your classroom experiences.

4. Personal use of electronic devices is not allowed during class. Your help and cooperation in ensuring a cell/lap top free zone during class time is greatly appreciated. No electronic devices (e.g., cell phones, computers, pagers, tablets, etc.) are allowed for “personal” use in class without the explicit permission of the instructor unless the student has an accommodation from the Center for Accommodations and Support Services (CASS). However, laptops and tablets can be used for class projects at specified times during class. Please notify the professor at the start of class if a family, work, or personal emergency necessitates that a cell phone be left on during class. (If so, it should be in silent or vibrate mode). However, emergency requests should not be a continuing, on-going event. Please avoid being on call for work during class time. (Your priority on the scheduled dates of class should be class. If this is not possible, you should defer taking the course until another term.) The unauthorized student use of cell phones, laptops or any other electronic device during class (and it is always very obvious when this occurs) may result in a request to leave class as this is a distraction to the professor and the other students around you. This will be counted as an unexcused absence. Refer to number 2 above regarding unexcused absences.

5. Readings must be completed prior to each class session. Most classroom presentations will be reviews and discussions of the readings. The more you have read and understand the topics prior to class, the more you will learn during class and practice sessions.

6. Quizzes/Exams must be completed on time. Quizzes/Exams will be available on Blackboard up until the specified deadline and will not be available after the deadline which means that a student who misses a quiz/exam deadline will receive a score of zero for that quiz/exam.

7. Assignments must be submitted on Blackboard by the due dates. This allows for timelier grading and feedback. A late assignment will lose 20 percent of the total possible points on the assignment for every 24 hour period for which it is late. There is a grace period of 8 hours after the deadline time, after which the assignment loses 20 percent. Another 20 percent will be lost if the assignment is not submitted within 48 hours after the deadline, another 20 percent will be lost if the assignment is not submitted within 72 hours after the deadline, etc.

ASSIGNMENTS: All assignments and quizzes/exams will be posted on Blackboard and must be submitted to Blackboard by the specified deadline to be eligible to earn full credit. Assignments will be explained in detail in class and on Blackboard.

1. Cognitive Behavioral Therapy Case Study Research Paper Each student will submit a 10-12 page term paper in APA style that answers questions related to creating a cognitive, behavioral, and/or cognitive-behavioral conceptualization and treatment plan for a clinical case assigned by the instructor. The paper will include reviews and references to empirical research that documents the effectiveness of the chosen strategy /strategies for the population/issue being treated. (100 points)

2. Role Play Counseling Recording, Transcript, Critique, & Presentation Students will video record a 50 minute role-play counseling session that demonstrates cognitive, behavioral, and/or cognitive-behavioral therapy skills. Students will transcribe 20 minutes of this counseling session that portrays their use of the skills/techniques/strategy and will also prepare a self-critique of their session. An audio recording of the counseling session, the transcript and the critique will be submitted to Blackboard. If time permits, students will give a 30 minute presentation to the class that demonstrates and discusses the skills using the video recording. (100 points)

OR

Cognitive/Behavioral Therapy Technique Classroom Demonstration Each student will prepare and present a 60 minute psycho-educational workshop presentation that teaches, demonstrates, and facilitates the class to learn and practice a cognitive, behavioral, or cognitive-behavioral therapy skill, strategy and/or technique. A thorough review of the possible issues and populations for which the skill could be effective, a bibliography, and a protocol for how to use the skill will be included in comprehensive handout for the class. (100 points)

3. Final Exam. Each student will complete the final exam which covers the material in the textbooks, required readings, and classroom lectures/presentations. (100 points)

EVALUATION:

Grades are earned as follows:

A = 270 - 300 points, B = 240 – 269 points, C = 210 – 239 points, F = < 210 points

ASSIGNMENT SCORING RUBRICS: (Posted on Blackboard & Distributed in Class)

COURSE OUTLINE: (See Below)

MISCELLANEOUS:

1. Students with Disabilities. If you have a disability and need classroom accommodations, please contact The Center for Accommodations and Support Services (CASS) at 747-5148, or by email to cass@utep.edu, or visit their office located in UTEP Union East, Room 106. For additional information, please visit the CASS website at sa.utep.edu/cass. Students with disabilities or who believe they have a disability may wish to self-identify. If you have a condition, which may affect your ability to exit safely from the premises in an emergency during class, you are encouraged to discuss this in confidence with the professor and/or the director of CASS. You may call (915) 747-5148 for general information about the Americans with Disabilities Act (ADA).

2. Academic Dishonesty. Students are expected to work independently on all assignments unless specifically stated otherwise. Academic honesty is expected of all students. Academic dishonesty (including but not limited to cheating, plagiarism, and collusion) is considered a violation of the UTEP Handbook of Operating Procedures and will not be tolerated. Plagiarism includes: a) failing to cite another’s work when you have used that person’s ideas; b) copying another’s work or just changing a word or two in a passage or phrase (even if you cite it); c) copying another’s work without appropriate quotation citation; or d) copying your own work without appropriate citation. Make sure that your paper does not contain plagiarism! Cheating may involve copying from another student or giving information to another student, or using unauthorized materials during a quiz or test. Collusion involves collaboration with another person to commit any academically dishonest act. Any act of academic dishonesty will be reviewed and forwarded on for possible disciplinary action.

3. UTEP email. You MUST have a working UTEP e-mail for this course in order to access BLACKBOARD. If you have a UTEP e-mail and it is not working properly, it is your responsibility to contact the HELP DESK not the professors. If you do not have a UTEP e-mail, you can get one free by following these directions:

a. Log on to utep.edu

b. Click on my.utep.edu

c. Click on Get your UTEP account here

d. Follow prompts to activate your E-mail

e. If you experience any problems with Blackboard call the HELP DESK # 4357 on campus; 747-5257 off campus

EDPC 5349 – Cognitive Behavioral Therapies

Tentative Course Outline (As of 3/29/14)

Summer 2014

O/F= Chapters in O'Donohue, W.T. & Fisher, J.E. (Eds.) (2012). Cognitive Behavior Therapy: Core Principles for Practice.  Hoboken, NJ : John Wiley & Sons. (Required Text)

B= Chapters in Beck, J.S. (2011).  Cognitive Behavior Therapy, 2nd Edition. New York: Guilford Press. (Required Text)

D= Chapters in Dryden, W. (2012). Cognitive Behaviour Therapies (Paperback). Thousand Oaks, CA : Sage Publications. (Recommended Text)

Bb= Submitted on Blackboard

|Spring 2014 |

|Class |Class Dates |Topics/Activities |Readings |Assignments/Quizzes |

|#1 |Friday 6/20 |Introductions |O/F – 1, 2, 3, 6 | |

| | |Syllabus |B – 1, 2, 3 | |

| | |Overview |D – 2, 9 | |

| | |Principles of Skills Training | | |

| | |REBT | | |

| | |Cognitive Restructuring | | |

|#2 |Saturday 6/21 |REBT |O/F - 9 |Cognitive Behavioral Therapy Case Study |

| | |Cognitive Restructuring |B – 4 thru 14, |Research Paper (Bb) (Due: Friday, 73/11/14, 5 |

| | |Behavioral Activation |Appendix A |p.m.) |

| | |Evidence-Based Practices |D – 2, 9, 11 | |

|#3 |Friday 7/11 |Schema Therapy |O/F – 1 thru 14 | |

| | |Relaxation |B – 1 thru 21 | |

| |Case Study Research |Exposure Therapy |D – 2 thru 11 | |

| |Paper Due |Self-Regulation | | |

| | |Emotion Regulation | | |

| | |Mindfulness Based CT | | |

| | |ACT | | |

| | |DBT | | |

| | |Communication (Couples, Family) | | |

| | |Narrative CBT | | |

| | |Compassion Focused Therapy | | |

| | |CBT Groups | | |

| | |Social Skills Training | | |

| | |Metacognitive Therapy | | |

| | |Positive Psychology | | |

|#4 |Saturday 7/12 | | |Role Play Recording, Transcript, Critique, and |

| | | | |Presentation (Bb) |

| | | | |OR |

| | | | |Therapy Technique Classroom Presentation (Bb) |

| | | | |(Due: Friday, 7/25/14, 5 p.m. |

|#5 |Friday 7/25 |Role Play Presentations |O/F – 1 thru 14 | |

| | |Technique Presentations |B – 1 thru 21 | |

| |Role Plays | |D – 2 thru 11 | |

| |OR | | | |

| |Technique | | | |

| |Presentations | | | |

| |Due | | | |

|#6 |Saturday 7/26 |Role Play Presentations | |Final Exam (Bb) (Due: Sunday, 8/3/14 11:59 |

| | |Technique Presentations | |p.m.) |

|#7 |Sunday 8/3 | | | |

| | | | | |

| |Final Exam Due | | | |

Please Detach and Sign and Submit this page to the Instructor

I, _____________________________________ ,

(Print Your Name)

1. Have received a copy of the Syllabus for EDPC 5349 –Cognitive Behavioral Therapies being taught during the 2014 Summer Term.

2. The syllabus was explained to me.

3. I have had an opportunity to ask questions regarding the expectations of the class including assignments, due dates, quizzes, grading, etc.

4. I have read the syllabus and understand it and will seek further clarification if needed at any time by contacting the instructor.

Signature: _______________________ Date:__________

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