Psychology 556: Assessment of Personality



Psychology 564: Individual Psychotherapy

Instructor: Dr. Catherine Lutz Zois

Class Time: Mon., Wed, & Fri. 9:00-11:10

Class Location: 325 St. Joseph’s Hall

Phone: (937) 229-2164

E-mail: czois1@udayton.edu

*Note: I do not systematically check e-mail on evenings and weekends. Thus, please avoid sending me “emergency” messages during that time. I typically respond to e-mails within one to two working days.

Office Location: 308 St. Joseph’s Hall

Office Hours: Mon. & Wed. 11:15-12:00

Required Texts:

Bowers, E. (2013). The Everything Guide to Cognitive Behavioral Therapy. Adams Media.

Frankl, V. (2006, original publication in 1946). Man’s Search for Meaning. Boston,

MA: Beacon Press.

Additional Readings:

McKay, D. (2011). Methods and mechanisms in the efficacy of psychodynamic psychotherapy.

American Psychologist, 66, 147-148.

Spielmans, G.I., Berman, M.I., Usitalo, A.N. (2011). Psychotherapy versus second-generation

antidepressants in the treatment of depression: A meta-analysis. Journal of Nervous and Mental Disease, 199, 142-149.

Selected Chapters From: Cormier, S., Nurius, P.S., & Osborn, C.J. (2013). Interviewing and Change Strategies for Helpers (Seventh Edition). Belmont, CA: Brook/Cole.

*Chapter 10: Cognitive Change Strategies: Reframing, Cognitive Modeling, Cognitive Restructuring, and Schema Therapy.

*Chapter 12: Self-Calming Approaches to Stress Management: Breathing, Muscle Relaxation, and Mindfulness Meditation.

*Chapter 13: Exposure Therapy and Strategies: Imaginal, In Vitro, In Vivo, and Intensive

Selected Chapters From: Pipes, R.B. & Davenport, D.S. (1990). Introduction to Psychotherapy: Common Clinical Wisdom. New Jersey: Prentice-Hall, Inc.

*Chapter 9: Mistakes Therapists Make

*Chapter 11: Resistance

*Chapter 12: Transference/Countertransference

*Chapter 13: Termination

Course Objectives:

1. To learn and practice basic therapeutic skills with a strong (but not exclusive) emphasis on empirically validated techniques for specific disorders.

2. To learn the theoretical underpinnings of these techniques.

3. To develop skills in conceptualizing therapy cases and devising interventions geared toward your understanding of the mechanisms that give rise to symptoms for specific client.

4. To learn the treatment outcome literature (i.e., to be able to answer the question “Does therapy work and under what circumstances?”).

Lecture Outlines:

Outlines of all of my lecture notes can be found on my web page. The address is . If you wish, you can print them and put them in a three ring binder. Many students use them as a structure for taking notes and as an important resource when studying for the quizzes.

Course Requirements:

2 Quizzes @ 100pts. each 200pts.

Oral Presentation and Written Summary 100pts.

Analysis of Fictional Therapy Sessions Paper 50pts.

Participation 50pts.

400pts.

Quizzes:

There will be two, non-cumulative quizzes exams for the course. Likely formats include essays and short-answer questions.

Oral Presentation and Written Summary:

The oral presentation involves a 25 to 30-minute summary of recommended suggestions for psychotherapy with a client diagnosed with one of the specific conditions listed on page 6 of this syllabus. Your presentation should include: 1) a brief summary of the diagnostic features of this condition, 2) the themes, issues, and conflicts that are often encountered in work with these clients, and 3) process suggestions and technique recommendations that are commonly given for work with these clients.

Your perspective should be eclectic (i.e., investigate and summarize suggestions from a variety of theoretical viewpoints). However, the inclusion of any empirically validated techniques, procedures, or strategies is required.

A brief, 2-3 page summary (not power-point handouts) should be distributed to the class on the day of your presentation. I just want you to pass out this summary; I do not want you to pass out power-point handouts, as I want more detail in your summary paper than what is typically on power-points. This paper should be based on and include a minimum of three references (in APA style). The presentations will take place in pre-determined blocks throughout the semester (see “Class Schedule” portion of this syllabus on pages 4 and 5 for specific dates).

Important Hint 1: I would like you to spend the least amount of time on diagnostic features (section 1) above and the most on therapeutic approaches (section 2). That is, the largest portion of your grade will be based on the depth of your coverage of the therapeutic approaches to your chosen disorder.

Important Hint 2: Going over or under the time limit will negatively affect your grade.

Important Hint 3: I grade, in part, on the quality of your speaking style. Thus, it important to make eye contact and avoid reading from your notes.

Analysis of Fictional Therapy Sessions Paper:

You will be expected to write a brief (4-5 full pages double spaced) paper analyzing the first four “weeks” of therapy for one “client” (i.e., Laura, Alex, Sophie, or Amy and Jake) from the first season of the HBO series “In Treatment.” Please note that it is expected that students in class will analyze different clients and write distinctive analysis papers. The paper will involve linking concepts presented in class to the “weeks” you choose to analyze. Specifically you should address the following questions in detail:

1. From class material on Common Mistake Therapists Make, what were mistakes that the therapist, Paul, made? Alternatively, were there potential pitfalls that he skillfully avoided?

2. What were example of transference and counter-transference? In your view, how well did Paul handle these issues? Explain.

3. Which of Wohlberg’s three types of therapy did Paul appear to use? Was it the same or different throughout the four sessions? If not, what factors might have accounted for the differences? Related, strategies and techniques from several different therapeutic approaches will be discussed in class. Which of these did Paul attempt to utilize in response to the clients specific therapeutic issues broached within a given session? Based on your own conceptualization of the “client’s” issues, did you agree with his strategies? If not, how would you have responded to the client and why? Note: here, I am asking you to analyze specific interactions between the client and therapist and suggest alternative responses if you see warranted.

Participation:

You are expected to attend class and arrive on time. Although some participation will be voluntary, because of the skills-based emphasis of this course you will be asked to work with a client role-played by the instructor and respond to client statements or therapy situations.

I expect you to turn off your cell phones once class begins. If I see you texting or sending e-mails at any time during the class period (including during videos or student presentations), it will greatly impact your participation grade.

Grading System:

A = 400-372pts.

A- = 371-360pts.

B+ = 359-348pts.

B = 347-332pts.

B- = 331-320pts.

C = 319-280pts.

F = 279-Below

Class Schedule

Class Date Topic Readings

WEEK 1

5/13 Introduction—Types, Stages, Tasks, P & D Chp. 9

& Other General Issues

5/15 Cognitive Behavioral Therapy for Bowers, at least pp. 10-125

and 147-156†

Depression C, N, & O

Chp. 10

5/17 Same

_____________________________________________________________________________________

WEEK 2

5/20 Same

5/22 Exposure and Relaxation Techniques C, N, & O

for Anxiety Disorders Chps. 12 & 13

Bowers 159-184

5/24 Same

_____________________________________________________________________________________

WEEK 3

5/27 No Class

5/29 Same

5/31 Round 1 of Presentations

_____________________________________________________________________________________

WEEK 4

6/3 Quiz #1

6/5 Dialectical Behavior Therapy for

Borderline Personality Disorder and

Self-Injurious Behaviors

6/7 Time Limited Dynamic Psychotherapy P & D Chp. 12

_____________________________________________________________________________________

WEEK 5

6/10 Challenges in Psychotherapy P & D Chp. 11

6/12 Is Therapy Effective? McKay (2011) &

Spielmans et al. (2011)

Termination P & D Chp. 13

6/14 Round 2 of Presentations

Paper Due

_____________________________________________________________________________________

WEEK 6

6/17 Catch Up

6/19 Existential and Logotherapy—Guest Frankl, all

Lecturer Dr. Jack Ling

6/21 Quiz #2

_____________________________________________________________________________________

†As will be discussed in class, this book is one that you are likely to recommend for clients to read. It will also be useful in terms of providing a model for how to frame CBT to a lay audience. Thus, although you are not expected to have this entire book read before the first quiz, it is a helpful book to complete at some point during this course.

Oral Presentation

Psychotherapy with Specific Diagnostic Conditions

Note: In order to avoid redundancy, one student will be permitted to cover a given disorder. Additionally, these disorders were chosen with the goal of avoiding overlap with the larger course content.

Substance-Related Disorders

Alcohol Dependence.

Schizophrenia

Paranoid Type.

Disorganized Type.

Mood Disorders

Bipolar I Disorder.

Anxiety Disorders

Post-Traumatic Stress Disorder.

Somatoform Disorders

Hypochondriasis.

Dissociative Disorders

Dissociative Identity Disorder.

Sexual and Gender-Identity Disorders

Frotteurism.

Eating Disorders

Anorexia Nervosa.

Bulimia Nervosa.

Impulse Control Disorders

Kleptomania.

Pathological Gambling.

Personality Disorders

Antisocial Personality Disorder.

Dependent Personality Disorder.

Histrionic Personality Disorder.

Narcissistic Personality Disorder.

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