ࡱ> ` ;bjbjss ;2'44484dV5?G&6<6"^6^6^6^6^6^6FFFFFFF$Gh]JF<^6^6<<F^6^6F*>*>*><d^6^6F*><F*>*>:C,C^66 0yeT4<XJC :EG0?GTCRJP=JCCJ&D^68:*>P9L:H^6^6^6FF=X^6^6^6?G<<<<d$V*d V* MOUNT MARY COLLEGE MS PROGRAM IN COUNSELING COURSE SYLABUS: CCO 679: SPECIAL TOPICS IN COMMUNITY COUNSELING: COGNITIVE BEHAVIORAL INTERVENTIONS Summer, 2008 Class meets: 5/19, 6/2, 6/9, 6/16 & 6/23; 10:00am to 4:30pm Meets in NDH room 246 Instructor: Amy Ridley Meyers Ph.D. E-mail:  HYPERLINK "mailto:ridleyma@mtmary.edu" ridleyma@mtmary.edu Office: 329 Fidelis Hall, 414-258-4810 ext. 318 Cell: 414-531-2581; Home: 262-677-0559 Mailbox: I have a blue bin in the mailroom; you can also slide things under my office door Summer Office hours: Mondays only, 4:30-5:30pm COURSE DESCRIPTION: In this course we will have the opportunity to explore at length the Cognitive-Behavioral approach to counseling. This course is a combination of didactic and experiential elements that will include lectures, discussions, student presentations, and small group work. We will focus on the Cognitive- Behavioral approach to the etiology, assessment and treatment of individuals with maladaptive behaviors and/or psychological disorders. Theory, interventions, and research in Cognitive-Behavioral treatments will be explored. Topics include cognitive-behavioral therapy for anxiety and mood disorders, integrating research into practice, and utilizing outcome measures to assess effectiveness. COURSE OBJECTIVES: To become familiar with the cognitive-behavioral approach to the treatment of various DSM-IV diagnoses. To identify from a cognitive-behavioral perspective the etiology of various DSM-IV diagnoses. To understand how cognitive-behavioral interventions fit within a multidisciplinary approach to counseling and treatment. To become familiar with current research in the area of cognitive behavioral therapy. To understand how race, ethnicity, sex, discrimination, physical limitations and other issues affect the diagnosis, prognosis, and treatment of clients. To correctly use APA style and format in an empirically based research paper, exploring cognitive- behavioral approaches to the treatment of psychological problems. REQUIRED TEXTS: American Psychological Association. (2001). Publication Manual of the American Psychological Association. Washington, D.C. American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, D.C. Beck, A., Rush, A., Shaw, B., & Emery, G. (1979). Cognitive Therapy of Depression. New York: Guilford Press. Burns, D. (1999) Feeling Good: The New Mood Therapy. Avon Books: New York, New York. Hawton, K., Salkovskis, P., Kirk, J. & Clark, D. (1989). Cognitive Behavior Therapy for Psychiatric Problems: A Practical Guide. Oxford Press. Additional readings/handouts will be provided in class Course Requirements: Attendance is required. Because of the nature of this class and the Saturday format, regular participation by all students is critical. Students are strongly encouraged to speak with the instructor if they are concerned about attendance or participation in class. No extra credit assignments will be given for students, and assignments turned in after the scheduled due date will be marked one full letter grade down for each day late. For example, the highest grade a student could receive for an assignment that is one day late is a B." COURSE REQUIREMENTS AND POINT TOTALS RequirementsPoints Attendance, Participation20Journal article presentation (due dates will vary) 25Group demonstration (due 6/23/08)25Research Paper (due 6/23/08) 30TOTAL  100 Mount Mary Grading Scale GradePoints CD75-78 No Credit AwardedA95-100D70-74 No Credit AwardedAB91-94 F69 and below: No Credit AwardedB87-90 *BC83-86*C79-82 *A note about final course grades: per the 2007-2009 Graduate Bulletin, any graduate student who receives a final class grade of BC or below is placed on academic probation. Any student on probation who earns an additional final course grade of BC or below is dismissed from the college (pg. 23). SCHEDULE OF ACTIVITIES Spring 2008 prior to first class, please read the following: Burns, Chapters 1-7 Beck, Chapters 1-6 DSM-IV, read chapter on Mood Disorders (pgs. 345-428) Hawton, Chapters 1, 2, & 6 5/19/08 Topics to cover: Overview of course & syllabus, review of assignments Form groups for demonstration assignment Choose special topics of interest for last 2 classes Development and principles of cognitive-behavioral interventions Cognitive-behavioral assessment Cognitive-Behavioral homework/assignments Depression and suicide Review (in class or prior to next class) Self-Assessment/Depression Checklist TIC-TOC Technique List of Cognitive Distortions Assignment (for next class) Beck, Chapters 7-14 DSM IV, read chapters on Anxiety Disorders (pgs. 429-484); Dissociative Disorders (pgs. 519-534) & Personality Disorders (pgs. 685-730) Burns, Chapters 8-16 Hawton, Chapters 3, 4 & 5 6/2/08 HAVE GROUP DEMONSRATION TOPIC ARRPOVED HAVE RESEARCH PAPER TOPIC APPROVED HAVE JOURNAL ARTICLE APPROVED Topics to cover: Guest Speaker: Erin McGinty, MS, LPC, Rogers Memorial Hospital, MMC alum! Will cover: Cognitive-behavioral treatments for Panic, generalized anxiety, phobias, obsessional disorders and OCD Guest Speaker: Janine Rochwite, MS, Aurora Psychiatric Hospital, MMC alum!! Will cover: Borderline Personality Disorder and Dialectical Behavior Therapy Trauma/PTSD Personality disorders and schema theory Review (in class or prior to next class) Triple Column Technique DRDT Daily Activity Schedule Assignment (for next class) Beck, Chapters 15-Appendix Burns, Chapters 17 & 18 Hawton, Chapters 7, 8 & 10 DSM-IV, read chapters on Eating Disorders (pgs. 583-596) & Somatoform Disorders (pgs. 485-512) 6/9/08 Draft of research paper due Topics to cover: Somatic problems, Somatoform Disorders Guest Speaker: Janine Rochwite, MS, Aurora Psychiatric Hospital, MMC alum!! Will cover: CBT for Eating disorders Marital problems Quick Course Eval Journal article presentations_____________________________________ Journal article presentations_____________________________________ Journal article presentations_____________________________________ Journal article presentations_____________________________________ Journal article presentations_____________________________________ Review (in class or prior to next class) Coping with Criticism Anger Scale Should Rules Downward Arrow Technique Assignment (for next class): Hawton, Ch. 12 DSM-IV, Chapter on disorders usually diagnosed in infancy, childhood, or adolescence (pgs. 39-134) 6/16/08 Draft of research paper due Topics to cover: Problem solving/psycho education Cognitive Behavioral approaches with children Special topics (chosen by students):_______________ ____________________________________________ ____________________________________________ Journal article presentations_____________________________________ Journal article presentations_____________________________________ Journal article presentations_____________________________________ Journal article presentations_____________________________________ Review (in class or prior to next class) Dysfunctional Attitude Scale Cost-Benefit Analysis Assignment (for next class) Work on group presentations & final paper 6/23/08 LAST CLASS FINAL COPY OF RESEARCH PAPER DUE Topics to cover: Special topics (chosen by students): _________________________________________________________ _________________________________________________________ Group demonstrations_________________________________________ Group demonstrations_________________________________________ Group demonstrations________________________________________ Group demonstrations________________________________________ Course Evals Journal Article Presentations You will be responsible for finding a research article related to the use of a cognitive-behavioral intervention to treat some type of psychological issue and/or DSM-IV disorder and presenting a summary of the study to the class. Presentations will take about 15-20 minutes. You will provide your classmates and instructor with a handout (1-2 pages) that includes the following information: Complete reference of article Summary of rationale/ purpose of the study Summary of method/procedure Summary of analysis/statistics Summary of findings What are the implications or recommendations based on these findings? Of course, any other relevant, useful, or interesting information is appreciated You may use overheads or visual aids, charts, diagrams, as well Some ideas for journals: The Counseling Psychologist Journal of Counseling and Development Psychological Bulletin Journal of Abnormal Psychology Annals of Behavioral Medicine Journal of Consulting and Clinical Psychology Behavior Modification Behavior Research and Therapy Group Demonstration You will choose your topic for your group demonstration and work together in researching, preparing, and presenting your finished work. You should plan your demonstration to take about 20-30 minutes. It is expected that all group members will contribute equally to this assignment. Each group member will grade themselves and the other members and this feedback will be used in computing your final grade. Your task is to demonstrate the use of a cognitive-behavioral intervention via a role play/mock counseling session. You may videotape your demonstration for the class or you may do it live in class. Your demonstration must include the following: -an identified client with a clinical concern/psychological issue/DSM-IV diagnosis -an identified counselor who employs a specific cognitive behavioral intervention(s) to help the client reduce their distress -the clients reaction to the intervention/follow up -the counselors reaction to the session/prognosis for the client -a brief (no more than TWO pages) written summary of the intervention used and its strengths & limitations, target population for the intervention, etc. Please distribute this to the class and instructor. RESEARCH PAPER You will use correct APA format to write a research paper on your choice of the following topics. AT LEAST 4 empirically based, published journal articles should be used to complete your paper. You MAY NOT use information obtained from websites and/or the internet in place of published empirical research studies. Other topics can be chosen if approved by the instructor. Students are ENCOURAGED to turn in drafts of the research paper to the instructor for review prior to the final due date on 6/23/08. For students who are not familiar with APA format, this is a course requirement. Choose a specific DSM-IV disorder and research the current cognitive behavioral treatments for this disorder. Evaluate your findings in terms of the empirical support for specific cognitive behavioral treatments and what you might choose (and why) in working with a client with this disorder. Choose a specific cognitive behavioral intervention and research the empirical basis for this intervention. What types of issues/disorders are most helped by this intervention? What types of clients are most helped with this technique? Discuss how you may use this technique in your own counseling sessions. Choose a specific DSM-IV disorder and research the etiology of this disorder from the cognitive behavioral perspective. How does this disorder come to be, how is the pathology maintained, and what other cognitive behavioral issues are important in the formation of this disorder? Academic Honesty and Integrity In keeping with the values of the School Sisters of Notre Dame and the Mount Mary mission, the College is an academic community dedicated to the intellectual, social and ethical development of each of its members. In keeping with these goals, all students are expected to strive for integrity in both academic and non-academic pursuits. Acts that involve any attempt to deceive, to present anothers ideas as ones own, or to enhance ones grade through dishonest means violate the integrity of both the student and the College. A faculty member has the right and authority to deal with such violations the first time they may occur with a given student; however, a student who commits multiple violations against academic integrity shall be subject to administrative disciplinary action, which may include suspension or dismissal from the College. Mount Mary College complies with Section 504 of the Rehabilitation Act of 1973, which stipulates that the College will make reasonable accommodations for persons with documented disabilities. If you have a disability that may have some impact on your work in this class and for which you may require accommodation, please see me or Marci Ocker, Coordinator of Disability Services (NDH 152) so that such accommodations may be arranged.     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