School of Social Work



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Arizona State University

College of Public Service & Community Solutions

School of Social Work

Graduate Certificate in Assessment of Integrative

Health Modalities

SWG: 656: Treating the Whole Person

Course Days and Time:

Course Location:

Instructor:

Phone:

Email:

Office Hours:

Course Description:

The theoretical frameworks of Client-Centered Theory, Cognitive Behavioral Therapy and Positive Psychology provides a new lens in which to effectively treat “the whole person”. Client-Centered Theory postulates the therapeutic alliance—defined broadly as the relationship between therapist and client—is more important than the type of treatment orientation in predicting positive therapeutic outcomes. Cognitive Behavioral Therapy follows from a long and esteemed line of reason-based models which stress the central role of cognition in addressing client concerns while Positive Psychology considers the psychological, societal and environmental factors in treating the whole person. CBT used in conjunction with Positive Psychology provides a bio-psycho-social focus that fosters optimal personal health, client empowerment and prevention in lieu of a deficit symptom focused approach. Mindfulness based skills are rigorously operationalized in this course and translated into practical clinical applications regardless of treatment choices. Evidence based decision making practice is incorporated to include using the a) best available evidence through b) therapeutic rapport in the c) context of client wishes/preferences. This model combines core social work values of viewing the whole person through an ecological perspective utilizing all available resources from the clients own cognitive resilience to the environment in developing long term prevention tools to sustain change that takes into account multicultural practice and client preferences.

A core element of the course emphasizes the development of advanced communication skills that open clients to new possibilities and solutions. Referred to as “Questioned-Centered skills” in this course, students are afforded an opportunity to develop advance communication skills, attend to cultural differences, and assess spiritual aspects of the client while gathering pertinent information otherwise lost in a more limited framework of assessment.

Rationale for the Course:

Health care professionals continue to provide the overwhelming majority of health, mental health, and psychological services in the United States. This course focuses on developing advanced skills in being more responsive to the needs of an ever increasingly diverse multicultural population. Social work philosophy and practice naturally support integrative approaches that consider evidence-based practice, clinical judgment, use of self, client preference, values and circumstances innate to the decision making process. None of these elements in health care is afforded primacy over the others.

Students are exposed to a variety of clinical interventions germane to Mindfulness, Cognitive Behavioral Therapy and Positive psychology. The conditions of client-centered theory match the fundamental values and skills of social work especially when purposeful attunement evolves in the organic therapeutic relationship. This paradigm mirrors the many eclectic models that have developed over the past two decades as clinicians have come to understand that one model does not fit all clients.

Course Competencies and Practice Behaviors

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|2.1.1 Identify as a professional social worker and conduct oneself accordingly |

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|Operationalized by: Demonstrating the ability to evaluate bias and reflect on personal practice to further professional development. |

|Knowledge, Values, Skills |Operational Practice Behaviors |Assignment |

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|[2.1.1] Social workers commit themselves to the |2. Practice personal reflection and self-correction to assure |Interview 1 & 2 |

|profession’s enhancement and to their own |continual professional development. |Journal |

|professional conduct and growth. | | |

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|2.1.2 Apply social work ethical principles to guide professional practice |

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|Operationalized by: Demonstrating the ability to proceed ethically while working with clients who have behavioral health disorders. |

|Knowledge, Values, Skills |Operational Practice Behaviors |Assignment |

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|[2.1.2] Social workers have an obligation to |1. Recognize and manage personal values in a way that allows |VIA |

|conduct themselves ethically and to engage in |professional values to guide practice. | |

|ethical decision making. | | |

| |4. Apply strategies of ethical reasoning to arrive at principled | |

| |decisions. |Interview 1 & 2 |

| | |Journal |

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|2.1.3 Apply critical thinking to inform and communicate professional judgments |

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|Operationalized by: Demonstrating the ability to synthesize course content related to behavioral health treatment modalities. |

|Knowledge, Values, Skills |Operational Practice Behaviors |Assignments |

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|[2.1.3] Social workers use critical thinking |1. Distinguish, appraise, and integrate multiple sources of |VIA |

|augmented by creativity and curiosity. |knowledge, including research-based knowledge and practice wisdom.|Interview 1 & 2 |

| | |Journal |

|Critical thinking also requires the synthesis and|2. Analyze models of assessment, prevention, intervention, and | |

|communication of relevant information. |evaluation. | |

| | |Interview 1 & 2 |

| |3. Demonstrate effective oral and written communication in working| |

| |with individuals, families, groups, organizations, communities, |Interview 1 & 2 |

| |and colleagues. | |

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|2.1.4 Engage diversity and difference in practice |

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|Operationalized by: Demonstrated understanding of the role of identity in a practice context and ability to use information to evaluate |

|self-bias. Students will recognize the importance of diversity and apply knowledge in observable ways. |

|Knowledge, Values, Skills |Operational Practice Behaviors |Assignments |

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|[2.1.4] The dimensions of diversity are understood |1. Recognize the extent to which a culture’s structures and |Interview 1 & 2 |

|as the intersectionality of multiple factors |values may oppress, marginalize, alienate, or create or enhance| |

|including age, class, color, culture, disability, |privilege and power. | |

|ethnicity, gender, gender identity and expression, | | |

|immigration status, political ideology, race, |2. Gain sufficient self-awareness to eliminate the influence of|VIA |

|religion, sex, and sexual orientation. |personal biases and values in working with diverse groups. |Journal |

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|Social workers appreciate that, as a consequence of |3. Recognize and communicate their understanding of the |VIA |

|difference, a person’s life experiences may |importance of difference in shaping life experiences. |Interview 1 & 2 |

|include oppression, poverty, marginalization, and | |Journal |

|alienation as well as privilege, power, and acclaim.| | |

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|2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, |

|organizations and communities |

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|Operationalized by: Demonstrating the ability to become familiar with, and apply, current empirically supported approaches to the treatment of|

|behavioral health disorders. Students will gain the ability to use empirically supported interventions with clients. |

|Knowledge, Values, Skills |Operational Practice Behaviors |Assignments |

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|[2.1.10] Social workers have the knowledge and |a2. Use empathy and other interpersonal skills. |Interview 1 & 2 |

|skills to practice with individuals, families, |a3. Develop a mutually agreed-on focus of work and desired |Journal |

|groups, organizations, and communities. Practice |outcomes. |Interview 1 & 2 |

|knowledge includes identifying, analyzing, and |b1. Collect, organize, and interpret client data. |Interview 1 & 2 |

|implementing evidence-based interventions designed |b2. Assess client strengths and limitations | |

|to achieve client goals; using research and |b3. Develop mutually agreed-on intervention goals and |VIA |

|technological advances. |objectives |Interview 1 & 2 |

| |b4. Select appropriate intervention strategies. | |

| | |Interview 1 & 2 |

| | |VIA |

| | |Journal |

VIII. Key Course Concepts:

Client-Centered Theory:

Key aspects of the therapeutic relationship: autonomy, self-determination, empowerment, empathy, unconditional positive regard, authenticity, self worth and dignity

Creating a working alliance: “use of self”

Identify and repair ruptures in the relationship

Evidence based decision making practice:

Critical thinking of the models, intervention and evidenced-based theory

Client centered assessment and interventions

Culturally relevant practice and interventions

Cognitive Behavioral Therapy:

Core principles and tenets of CBT

Psycho education

Thoughts and restructuring beliefs

Schema

Homework

Questioned-center skills

CBT psycho-social assessment

Goal Setting and contracting

Reinforcement schedules

Monitoring motivation and resistance

Positive Psychology:

Values in Action (VIA) Questionnaire

Subjective Well-being and perspective

Protective factors in psychosocial resilience

Adaptive functioning and perception of personal control

Spiritual Life maps

Incorporating mindfulness skills and techniques into your practice:

Neuroplasticty and the biopsychosocial paradigm

Mindfulness as a clinical intervention

Mindfulness and psychotherapy

Mindfulness-based cognitive behavioral (MBCT)

Mindfulness-based stress reduction (MBSR)

Mindfulness skills in Dialectical behavior therapy (DBT)

Mindfulness skills in Acceptance and commitment therapy (ACT)

Self Care:

Making sense of stress

Self-care as a solution

Relationship of self-awareness, self-regulation and self-efficacy to self-care

Workplace Wellness

IX. ASU and Related Professional Policies

Students are responsible for reviewing and complying with all ASU policies, including the following:

Academic Integrity Policy:



Student Code of Conduct:

(click on ABOR Student Code of Conduct)

Computer, Internet, and Electronic Communications Policy:



Missed Classes Due to University Sanctioned Activities:



Accommodations for Religious Practices:



Commercial Note Taking Services:



Handling Disruptive, Threatening, or Violent Individuals on Campus:



School of Social Work Student Academic Integrity Policy:



Social work students are responsible for reviewing and complying with the National Association of Social Workers Code of Ethics:



Sexual Violence and Sexual Assault Policy:

Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity.  Both Title IX and university policy make clear that sexual violence and harassment based on sex is prohibited.  An individual who believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and academic support, from the university.  If you or someone you know has been harassed on the basis of sex or sexually assaulted, you can find information and resources at .

 

Faculty, instructors and university employees are mandated to report allegations of unwelcome sexual conduct (defined here: ). If you tell your instructor about unwelcome sexual conduct that involves an ASU student or employee, they are required to report this information to university authorities. It is your right to choose who, when and where you disclose information about unwelcome sexual conduct; it is also your right to understand the responsibilities of anyone that you disclose to. Before disclosing information about unwanted sexual conduct to anyone, you can ask them whether they can keep the information confidential. For confidential reporting options, see:

X. Accommodations for Students with Disabilities

If you are a student with a disability and have need of assistance or special

accommodations, please review the following policy:

and contact the ASU Disability

Resource Center (DRC). Students requesting accommodations for a disability must be

registered with the DRC, and must submit appropriate documentation to the instructor

from the DRC. Students enrolled with the School of Social Work Downtown Phoenix

Campus may contact the DRC at the Downtown Phoenix Campus:

XI. HIPPA Policy Statement:

In line with the new HIPAA regulations concerning protected health information, it is important that you understand that any case information you present from your work will need to be de-identified. What this means is that any information that would allow someone to know who the person was needs to be changed or eliminated. This includes obvious things like names and birthdates but may also contain other information that is so unique to the person that it will allow for identification, including diagnosis, race/ethnicity, or gender.

COURSE OUTLINE

XII. Required Textbook and Readings:

Lomas, T., Hefferon, K., Ivtzan, I. (2014). Applied Positive Psychology: Integrated Positive Practice. Sage Publications.

Subscription to Calm Circle ($10 for the entire semester). This replaces a textbook for this class at a very moderate price.

Required readings consist of the required text, articles selected from professional journals, and selected book chapters.

XIII. Course Schedule - Plan of Instruction

|Week 1 |Introduction to Course |

|January 13 |Overview of expectations, class syllabus and assignments |

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| |(this is the main site to access the meditation platform that is needed for your journals) |

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| |(this is our Mindfulness blog/site that offers additional info) |

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|Week 2 |Introduction to Calm Circle |

|January 20 |Introduction to SDFC (noon) |

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|Begin journal entries |Evidence-based decision making |

| |Values of Evidenced-based practice |

| |Practice implications for Integrated Health |

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| |Required reading: |

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| |Gambrill, E. (2010). Evidenced-based practice and the ethics of |

| |discretion. Journal of Social Work, (11)1, 26-48. |

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| |McLaughlin, A.M., Rothery, M., Babins-Wagner, R., & Schleifer, B. |

| |(2010). Decision-making and evidence in direct practice. Clinical |

| |Social Work Journal, 38, 155-163. |

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| |Thyer, B.A., & Myers, L.L. (2010). The quest for evidenced-based |

| |practice: A view from the United States. Journal of Social Work, |

| |11(1), 8-25. |

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| |Humphries, B. (2003). What else counts as evidence in evidenced- |

| |based social work? Social Work Education, 22(1), 81-89. |

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| |Guilgun, J.F. (2005). The Four Cornerstones of Evidenced-based practice |

| |in social work. Research on Social Wok Practice, Vol (15), 1, 52-61. |

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| |Gray, M., & McDonald, C. (2006). Pursuing good practice? The limits |

| |of evidenced-based practice. Journal of Social Work, 6(1), 7-20. |

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| |Adams, K. B., Matto, H.C., & LeCroy, C.W. (2009). Limitations of |

| |evidenced-based practice for social work education: Unpacking the |

| |complexity. Journal of Social Work Education, 45(2), 165-186. |

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|Week 3 |Mindfulness in clinical intervention: |

|January 27 |Neuroplasticty and the biopsychosocial paradigm |

| |Mindfulness and psychotherapy |

|Begin Calm Circle |Mindfulness-based cognitive behavioral (MBCT) |

| |Mindfulness-based stress reduction (MBSR) |

|VIA Due |Mindfulness skills in Dialectical behavior therapy (DBT) |

| |Mindfulness skills in Acceptance and commitment therapy (ACT) |

|Facilitation begins at SDFC | |

| |Required Readings: |

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|*Required reading for VIA | |

|assignment |*Biswas-Diener, R. (2006). From the equator to the north pole: A study |

| |of character strengths. Journal of Happiness Studies, 7, 293-310. |

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| |*Wright., B.A., & Lopez, S.J. (2009). Widening the diagnostic focus: A |

| |case for including human strengths and environmental resources. |

| |In C.R. Snyder & S.J. Lopez (Eds.), Oxford Handbook of |

| |Positive Psychology (pp. 71-88). New York: Oxford University |

| |Press. |

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| |*Niemiec, R., Rashid, T., Spinella, M. (2012). Strong mindfulness: |

| |Integrating mindfulness and character strengths. Journal of Mental |

| |Health Counseling, July, 34(3), 240-253. |

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| |Lomas, T., Hefferon, K., Ivtzan, I. (2014). Applied Positive Psychology: |

| |Integrated positive practice (pp 1-47). Sage Publications. |

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| |Cappas., N.M., Hyman., A. & Davidson, L. (2005). What |

| |psychotherapists can begin to lean from neuroscience: Seven |

| |Principles of brain-based psychotherapy. Psychotherapy: |

| |Theory, Research, Practice, Training, Vol 3, 374-382. |

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| |Mace, C. (2007). Mindfulness in psychotherapy: an introduction. |

| |Advances in Psychiatric Treatment, 13, 147-154. |

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| |Garland, E., Howard, M. (2009). Neuroplasticity, psychosocial genomics, |

| |and the biopsychosocial paradigm in the 21st century. Health and |

| |Social Work, August (34), 3, 191-198. |

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| |Baer, R. (2003). Mindfulness Training as a Clinical Intervention: A |

| |conceptual and empirical review. Clinical psychology: Science and |

| |Practice, Summer, Vol 10(N2), 125-143. |

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| |Hamilton, N.A., Kitzman, H., & Guyotte, S. (2006). Enhancing health |

| |and emotion: Mindfulness as a missing link between cognitive |

| |therapy and positive psychology. Journal of Cognitive |

| |Psychotherapy: An International Quarterly, 20(2) 123-134. |

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| |Fjorback, L., Arendt, M., Ornbol, E.,Fink, P., Walach, H. (2011). |

| |Mindfulness-based stress reduction and Mindfulness-based cognitive |

| |therapy: A systematic review of randomized controlled trials. Acta |

| |Psychiatrica Scandinavica, 124. |

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| |Stauffer, M., Pehrsson, D. (2012). Mindfulness competencies for |

| |counselors and psychotherapists. Journal of Mental Health |

| |Counseling, July(34)3, 227-239. |

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| |Campbell, J., Christopher, J. (2012). Teaching mindfulness to create |

| |Effective counseling. Journal of Mental Health Counseling, |

| |July(34)3, 213-226. |

|Week 4 |Client Centered Approach as a precursor to effective therapies |

|February 3 |Key aspects of the working alliance: autonomy, self |

| |determination, empowerment, empathy, unconditional positive regard, authenticity, self worth and |

| |dignity |

| |Characteristics and actions of effective therapists |

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| |Required Readings: |

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| |Lomas, T., Hefferon, K., Ivtzan, I. (2014). Applied Positive Psychology: Integrated positive |

| |practice (pp151-161). Sage Publications. |

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| |Gerdes, K., & Segal, E., (2011). Importance of empathy for social work practice: Integrating new |

| |science. Social Work, 56(2), 141-148. |

| |Blow, A.J., Sprenkle, D.H., & Davis, S.D. (2007). Is who delivers the |

| |treatment more important than the treatment itself? The role of the |

| |therapist in common factors. Journal of Marital and Family |

| |Therapy, 33(3), 298-317. |

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| |Lum, W. (2002). The use of self of the therapist. Contemporary Family |

| |Therapy, 24(1), 181-197. |

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| |Martin, D.J., Garske, J.P.,& Davis, M.K.(2000). Relation of the |

| |therapeutic alliance with outcome and other variables: A Meta |

| |analytic review. Journal of Consulting and Clinical Psychology, 68(3), 438-450. |

|Week 5 |Characteristics of a Client-Centered Model |

|February 10 |Creating a working alliance |

| |Ways to identify and repair ruptures in the relationship |

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| |Required Readings: |

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| |Edelstein, B. (2015). Frames, Attitudes, and Skills of an Existential-Humanistic Psychotherapist. |

| |In Schneider, K.J., Pierson, J.F., Bugental, J. F.T. (2nd Ed.). The Handbook of Humanistic |

| |Psychology: Theory, Research and Practice. Sage Publications. |

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| |Bedi, R.P., Davis, M. D., & Williams, M. (2005). Critical incidents |

| |in the formation of the therapeutic alliance from the client’s |

| |perspective. Psychotherapy: Theory, Research, Practice, |

| |Training, 42(3), 311-323. |

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| |Mallinckrodt, B., Nelson, M.L. (1991). Counselor training level and |

| |the formation of the psychotherapeutic working alliance. |

| |Journal of Counseling Psychology, 38(2), 133-138. |

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| |Safran, J.D., McMain, S., Crocker, P. & Murray, P. (1990). |

| |Therapeutic alliance rupture as a therapy event for empirical |

| |investigation. Psychotherapy, (27) Summer 2, 154-165. |

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|Week 6 |Cognitive Behavioral Therapy—Primer |

|February 17 |Core principles and orientation to CBT Model |

| |Assessment process (CBT psychosocial template) |

| |Cognitive restructuring |

| |Assessing core beliefs and schemas |

| |Challenges in conducting CBT |

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| |Required Readings: |

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| |Lomas, T., Hefferon, K., Ivtzan, I. (2014). Applied Positive Psychology: |

| |Integrated positive practice (pp 48-67). Sage Publications. |

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| |Andrusyna, T.P., Tang, T.Z., DeRubeis, R.J., Luborsky, L. (2001). The |

| |factor structure of the working alliance inventory in cognitive- |

| |behavioral therapy. The Journal of Psychotherapy Practice and |

| |Research, 10(3), 173- 178. |

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| |Cheavens, J.S., Feldman, D.B., Woodward., J.T., & Snyder, C.R. |

| |(2006). Hope in cognitive psychotherapies: Working with client |

| |strengths. Journal of Cognitive Psychotherapy: An International |

| |Quarterly, 20(2) 135-145 |

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| |Jackson, L.C., Wenzel, A., Schmutzer, P.A., Tyler, J.D. (2006). |

| |Applicability of cognitive- behavior therapy with American Indian |

| |individuals. Psychotherapy, Theory, Research, Practice Training, |

| |43(4), 506- 517. |

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| |Miranda, J., Bernal, G., Lau, A., Kohn, L., Hwang, W.C., & |

| |LaFromboise, T. (2005). State of the science on psychosocial |

| |interventions for ethnic minorities. Clinical Psychology |

| |Review,113-142 |

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|Week 7 |The Art of the Question |

|February 24 |Formulating a client centered assessment: applying question-centered skills to the Bio-Psycho-Social|

| |and Spiritual Assessment |

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| |Required reading: |

| |Goldberg, M. (1998). The Art of the Question: A Guide to Short-Term |

| |Question-Centered Therapy (pp3-55). New York: John Wiley & |

| |Sons |

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| |Lomas, T., Hefferon, K., Ivtzan, I. (2014). Applied Positive Psychology: Integrated positive |

|Week 8 |practice (pp. 68-85). Sage Publications |

|March 3 | |

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| |Psycho social assessment in class assignment |

| |Bring a copy of your current psycho-social assessment |

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|March 10 |Spring break |

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|Week 9 | |

|March 17 |Psycho-social Assessment continued |

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| |Required reading: |

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| |Lomas, T., Hefferon, K., Ivtzan, I. (2014). Applied Positive Psychology: Integrated positive |

| |practice (pp. 129-150). Sage Publications. |

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| |Hodge, D.R. (2005). Spiritual lifemaps: A client-centered pictorial |

| |instrument for spiritual assessment, planning and intervention. |

| |Social Work, 50(1) 77-87. |

| |Hodge, D.R. (2001). Spiritual assessment: A review of major |

| |qualitative methods and a new framework for assessing |

| |spirituality. Social Work, 46(3), 203-1 |

| |Haidet, P., & Paterniti, D. (2003). “Building” a history rather than |

| |“taking one”. A perspective on information sharing during the |

| |medical interview. American Medical Association, 163,1134- |

| |1139. |

|Week 10 |Positive Psychology--Primer |

|March 24 |Buffers against deficit model |

| |Fix what’s wrong-build on what is right |

| |Strengths perspective |

| |Challenging the assumptions of the disease model |

| |Schema for understanding the framework of the model |

| |Required Readings: |

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| |Seligman, M., Steen, E.P., Park, T. A., Park, N., & Peterson, C. (2005). |

| |Positive Psychology progress: Empirical validation of |

| |interventions, American Psychologist, 60(5), 410-421. |

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| |Duckworth, A. L., Steen, T., & Seligman, M. (2005). Positive |

| |psychology in clinical practice. Annual Review in Clinical |

| |Psychology, 1, 629-651. (waiting delivery of article) |

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| |Aspinwall, L.G., & Tedeschi, R.G. (2010). The value of positive |

| |psychology for health psychology: Progress and pitfalls in |

| |examining the relation of positive phenomena to health. Annuals of |

| |Behavioral Medicine, 39, 4-15. |

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| |Ingram, R.E., & Snyder, C.R. (2006). Blending the good with the bad: |

| |Integrating positive psychology and cognitive psychotherapy. |

| |Journal of Cognitive Psychotherapy: An International Quarterly, |

| |20(2), 117-122. |

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| |Riskind, J. (2006). Links between cognitive-behavioral hope-building |

| |and positive psychology: Applications to a psychotic patient. |

| |Journal of Cognitive Psychotherapy: An International Quarterly, |

| |20(2), 171-182 |

|Week 11 |Positive Psychology & Influence on the future |

|March 31 |The Pleasant Life |

| |The Engaged Life |

| |Positive subjective experiences |

| |Happiness, pleasure, gratification, fulfillment |

| |Positive Diagnosis |

| |Cultural strengths and environmental factors |

| |Situational benefactors |

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| |Required Readings: |

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| |Maddux, J.E.. (2009). Self-efficacy: The power of believing you can. In |

| |C.R. Snyder & S.J. Lopez (Eds.), Oxford Handbook of Positive |

| |Psychology (pp. 335-345). New York: Oxford University Press. |

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| |Bono, B.G., & McCullought, M.E. (2006). Positive responses to benefit |

| |and harm: Bringing forgiveness and gratitude into cognitive |

| |psychotherapy. Journal of Cognitive Psychotherapy: An |

| |International Quarterly, 20(2), 147-157. |

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| |Wright., B.A., & Lopez, S.J. (2009). Widening the diagnostic focus: A |

| |case for including human strengths and environmental resources. |

| |In C.R. Snyder & S.J. Lopez (Eds.), Oxford Handbook of |

| |Positive Psychology (pp. 71-88). New York: Oxford University |

| |Press. |

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| |Schueller, S.M. (2009). Promoting wellness: Integrating community |

| |and positive psychology. Journal of Community Psychology, |

| |37(7), 922-937. |

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| |Wierzbicka, A. (2009). What makes a good life? A cross-linguistic and |

| |Cross cultural perspective. The Journal of Positive Psychology, |

| |4(4), 281-290 |

|Week 12 |Salutogenesis—or what generates health? |

|April 7 |An introduction |

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| |Antonovsky, A. (1996). The Salutogenic model as a theory to guide health promotion. Oxford Press |

| |University. Downloaded from: . December 3, 2016. |

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| |Becker, C.M., Glascoff, A., & Felts, W.M. (2010). Salutogensis 30 Years Later: Where do We Go From |

| |Here? International Electronic Journal of Health Education, 13:25-32. |

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| |PTSD-Growth |

|Week 13 |Required Readings: |

|April 14 | |

|Journal due |Hagenaars, M. A., Minnen, A.V., (2010). Posttraumatic Growth in Exposure Therapy for PTSD. Journal |

| |of Traumatic Stress, Vol 23 (4), pp504-508. |

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|Week 14 |Final Course Integration |

|April 21 | |

| |Required Reading: |

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| |Wood, E. (2004). In the words of my patients. What it feels like to |

| |suffer and heal. (pp211-260). In There’s Always Help; There’s |

| |Always Hope. CA: Hay House, Inc |

XIV. Course Requirements

1. In order to keep up with the material, completion of the weekly reading assignments is required.

2. All written work must be original contributions; i.e., not used in another course. Please keep copies of all assignments submitted.

3. In fairness to all students, assignment due dates are firm. Please see the instructor if there are extenuating circumstances which prevent you from meeting a deadline. Otherwise, late assignments will be graded down.

4. The written assignments must be neat, typed, and free of spelling, punctuation, grammatical, and typographical errors.

Evaluation Criteria

The course grade will be determined through the evaluation of the following assignments:

|Assignment |Due Date(s) |Points |

|Mindfulness Leadership |Assigned date |5 pts |

|5 follow-up groups at SDFC (1 pt each) |Needs to be completed by April 28th (or before)|5 pts |

|Calm Circle 5 sessions weekly beginning 3rd week of class (11 |This will be accounted for beginning Jan 27 and|30 points |

|weeks, X5=55) |the final due on April 21. The number of times | |

|0-25 entries 5 points total |you access the program (see left side) is the | |

|26-35 entries 15 points total |number of points you earn for this assignment | |

|36-45 entries 20 points total | | |

|46-55 entries 30 points total | | |

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|VIA |Due January 27 |10 points |

|Journal (hand in during semester). We begin the week of January |Due April 14 |50 points |

|20th. | | |

| | | |

|3 points will be deducted for every missing entry per collection | | |

|(there are 3 per week) | | |

| | |Total=100 points |

School of Social Work Grading and Philosophy

A = 90-100 points D = 60-69 points

B = 80-89 points E = below 60 points

C = 70-79 points

An "A" grade at the graduate level means that a student is doing outstanding or excellent work, in which a student attends class regularly, hands in all of the course assignments and demonstrates a thorough grasp of the material. To receive an "A" grade, a student must go above and beyond the basic expectations for the course.

A "B" grade at the graduate level means that a student is doing at least satisfactory work, and meeting the minimum requirements for the course. The student attends class regularly, hands in all of the course assignments, and demonstrates a basic level of understanding of the course concepts.

A "C" grade at the graduate level means that a student is doing inconsistent work. The student does not attend class regularly, fails to hand in some of the course assignments, and/or fails to demonstrate a basic level of understanding of the course concepts.

A "D" or "E" at the graduate level means that a student is doing unacceptable work, demonstrating a complete lack of understanding of course concepts.

XV. Additional Course Requirements

Regular attendance is required. Students are expected to attend all classes, arrive on time for the class, return from breaks promptly, and stay until the end of the class. Any deviation from these expectations must be discussed with the instructor prior to class.

Missing any of the class meetings of this course will result in a lowered grade unless you discuss your absence with me. You do not receive course points for attendance and participation – it is expected- but your grade will be lowered (up to 2 points per absence or non-participation class period).

Active participation is critical and expected. Students should engage in discussions and exercises by sharing their knowledge and understanding of the readings, their critical thinking skills, and appropriate “real world” experiences.

Cell phones are not permitted for use in class. Please refrain from using laptop computers for anything other than class-related activities (i.e. following power point presentations). If your laptop use becomes disruptive, I reserve the right to ban the use of laptops in class. Appropriate classroom behavior fitting that of a professional social worker is required.

Required Course Assignments

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1. Class attendance and participation

This class is based on a cooperative adult learning model. Participation in class discussions, group exercises, and written activities enables you to learn from one another as well as from the instructor and other course resources and materials. Participation of all students is expected and your responsibility. Students are expected to attend all regularly scheduled class sessions. Grades will be lowered 5 points for each day a written assignment is late. Papers are not accepted via email unless prior arrangements with the instructor have been made. Attendance will be taken and you are responsible for getting all material (including assignments and/or schedule changes) when you are absent or late. Students must attend at least 85% of the class sessions (this calculates out to missing no more than 3 classes per semester). Students with 3 or more absences may risk failure. Attendance at classes is required unless legitimate and special reasons exist for absences or tardiness. Any absence should be discussed directly with the course instructor.

You will be asked to discuss the material assigned, offer thoughtful questions related to your field/professional/or experience, and offer feedback in a respectful manner to your colleague’s questions. Knowing the “right” answers is not nearly as important as being willing to risk exploring your ideas and being open to new information and additional ideas. I take class attendance and participation very seriously since most of your learning will occur during participation in class exercises and discussions.

“Participation” is defined as:

Excellent Participation: Your contributions reflect thorough preparation. Your ideas are substantive, reflective that you integrated the required readings, and gave some critical thought to the ideas you share with the class. You know you are an excellent contributor when the class looks to hear about your ideas and encourages your contributions. Your comments further the discussion into more meaningful and insightful conversation for all. When you do not contribute the quality of the classroom discussion is diminished.

Good Participation: Your contributions tend to be less substantive and more along the lines of antidotal and personal experience. The contributions you make are inconsistent (sometimes useful to others, sometimes not). Because of the inconsistency the quality of your discussion is limited. You can bump up your points by substantiating your thoughts with critical thinking, integrating the readings/classroom lectures, and offering meaningful and well thought out idea’s to the class; taking the direction of the discussion into deeper more meaningful conversation. There is awareness from others in class that when you do not contribute classroom discussion is diminished.

Unsatisfactory Participation: Idea’s that are offered can be off topic or have little insight or impact on the class discussion. Personal boundaries are oftentimes crossed and you demonstrate little or no insight. No integration of required readings and critical thinking. Your motivation to share is to appear as though you are participatory.

Non-Participation: This student says little or nothing in class.

If one is to participate in class one must be in class. Attendance will be taken and you are responsible for getting all material (including assignments and syllabi changes) you miss when you are absent or late. Please note the point deductions if you are absent. Consistent class attendance along with all of the above mentioned details are how you can acquire participation points. Arrivals after class has begun will be marked as absent. After the first absence one grace will be given. Five (5) points will be taken for the second and third absence, the fourth absence is worth 30 points. Please note the point deductions if you are absent. If you miss more than 3 classes you will not pass this course.

If you miss more than 3 classes you will not pass this course. Attendance will be taken and you are responsible for getting all material (including assignments and/or schedule changes) you miss when you are absent or late. Consistent class attendance along with all of the above mentioned details are how you can acquire participation points. Late arrival (after 10 minutes) is discouraged. You are expected to stay for the entire time class is scheduled. After the first absence (one grace), five points (5 points each time) will be taken away from the next two missed classes (this makes three missed classes) and on your fourth absence, 30 points will be deducted which will ultimately result in you failing the class.

If you have any special learning needs please speak to me about this within the first few weeks of class.

2. Values in Action (worth 10 points) Due January 27

3-5 page paper

Positive Psychology is the study of strengths, well being and optimal functioning. It aims to broaden the focus of clinical psychology beyond suffering and its direct alleviation. Positive Psychology believes that people who carry even the weightiest psychological burdens care about much more than just the relief of their symptoms or suffering. People experiencing mental/health related difficulties want more satisfaction, contentment and joy, not just less sadness and worry. They want to build their strengths, not just correct their weaknesses. They want lives that have pleasure, engagement, meaning and purpose. Fostering positive emotions and identifying inherent character strengths in our clients may indirectly or directly empower them to alleviate their suffering. Positive psychology asks the practitioner to consider our clients intact faculties, ambitions, positive life experiences, and strengths of character and how those buffer against disorder.

Cognitive Behavioral Therapy engages the client in scientific and rational thinking by examining the presuppositions that lead to negative states. The system of knowledge upon which cognitive therapy is based on is an open feedback system vulnerable to uncertain and unpredictable variables that could impact the system. Cognitive behavior therapy examines the validity of statements, meaning, thoughts, and reality with how a client develops their worldview and actions that follow. The objectives in this assignment is for you to have a direct experience on “building what’s strong” vs. “fixing what’s wrong”.

In this assignment you will be asked to identify and experience your own signature strengths. Begin by identifying your own strengths in the VIA Signature Strengths Questionnaire at . and apply critical thinking and integration skills found in the core principles of Cognitive Behavioral Theory (for example: personal schema’s, irrational beliefs or thoughts, ABC, emotional responses mediated by thought, thoughts as they predispose us to ways of interpreting reality, patterns of thinking becoming self fulfilling events, creating and reacting to your own reality, how generalized idea’s and assumptions affect schema’s, your memories, and impact future development and range of experiences, etc). You will be asked to synthesize and integrate your experience in a 3-5 page formal paper (with references if appropriate) that addresses: 1). What did you learn about yourself in this assignment? Is what you observed consistent (or not) to what the models, theories, required readings, and research are stating and what you are learning in this class? How will you take what you learned and apply it to similar interventions in the work with your clients? Explain why you would apply (or not) this experience or use it in guiding your clinical practice in helping individuals identify their signature strengths.

This paper identifies personal key values and strengths of the social worker. This assignment requires personal reflection and self-correction to assure continual professional development. Identifying key values assist students in “use of self” with consumers and engages in career-long learning and enhancement to professional conduct and growth. [EPAS 2.1.1]

3. Revisiting the psychosocial assessment

This in class assignment has two parts:

Part one:

The purpose of part one is to have a working example of a standard psycho-social assessment tool (preferably one you use on-going at your work place or internship). Please bring to class one copy for each group member the blank psycho-social assessment you normally use in your work setting. If you do not use a psycho-social assessment tool in your internship/workplace than perhaps download one from the Internet. Be prepared to share and talk about it with your group and to share your thoughts within the context of a general classroom discussion. In class we will be addressing cultural sensitivity, traditional inquiry, the impact of your example on the client, and the relevance to client populations.

Part Two:

The purpose of this next part is for you to create your own psycho-social assessment (a more improved version of the standard one you brought to class) that is cultural sensitive and evidence-based that asks questions that draw out the strengths and resiliencies of your client, and enables you to gain deep insight and rich material for your assessment. Your new assessment will integrate CBT (including the mastery of questioned-centered skills), through the lens of Positive Psychology. You will then conduct an in class interview for this assignment using your newly created psycho-social assessment tool.

Keep these ideas in mind as you move forward in designing your revised assessment and formulating your hypothesis:

➢ How does your client/patient define or perceive the “problem”?

➢ What values appear to be important to the individual? Why?

➢ Identify the risk and resiliency factors of your client.

➢ How does your clients behavior influence a self-fulfilling reality?

➢ How does your clients language impact their perception of the problem(s)?

➢ Do you notice thinking patterns or schemas that are influencing your client’s behavior choices? How do schemas, thoughts, beliefs, perceptions, cost-benefits analysis impact your client’s reality and your purposed interventions?

➢ Can your client identify reinforcements that are helpful?

➢ How does mental imagery, desensitization, self-statements, avoidance, or cognitive distortions impact core beliefs for your client?

➢ Discuss any ethical dilemmas or clinical implications of your interventions.

➢ How does your client’s spiritual practice impact (or not impact) their problem?

➢ How does the person you are interviewing intend to address/or has attempted to address/remedy the identified “problem”?

➢ What do you perceive is their expected outcome (measurement that client themselves identified that would demonstrate success at their attempts to resolve the identified problem).

➢ What values (lifestyle, nutrition, spirituality, engagement, meaning, and hobbies/pleasure) did you observe in your client? What is your patient’s current state of “well-being”?

➢ Consider how courage, interpersonal skills, rationality, insight, optimism, honesty, perseverance, realism, capacity for pleasure, putting troubles into perspective, future-mindedness and finding purpose (all strengths) impact your client.

➢ Is there a cultural component influencing your findings? If so, what does the research say about cultural variations?

➢ Does the developmental life stage of your client/patient influence your interview?

➢ Address your own awareness—self reflect on your “presence” during the interview.

➢ Discuss ways you integrated “Use of Self” in your interviewing or interventions.

This exercise emphasizes applying critical thinking to inform and communicate professional judgments. It requires students to distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. It requires students to analyze models of assessment, prevention, intervention, and evaluation and use critical thinking augmented by creativity and curiosity. Students are required to recognize the extent to which culture and values may oppress, marginalize, alienate, create or enhance privilege and power. [EPAS 2.1.3, 2.1.4, 2.1.6,]

One Mindfulness Facilitation class (5pts) and attendance/participation at 5 during the semester (5 pts) for a total of 10 points

Developing a mindfulness practice is one of the core skills highlighted in this class. For this assignment you will facilitate solo one mindfulness class at the Sun Devil Wellness Center. You will responsible for recruiting a min. of 3 (student) participants not from our class and guiding them through a 45 minute mindfulness exercise. You are expected to market or advertise your class in creative ways. The facilitator will submit a one page double-spaced write-up the following week in class (details of your exercise choice, your reaction or self reflection on what you did your strengths and any improvements you may want to consider the next time, your marketing efforts and attach your attendance sheet). Don’t be surprised if you have a show of students that you did not invite as the group will be advertised to other ASU students and members of the SDFC community as a drop-in session. You still need to recruit a min of 3 students in addition to advertise your class! This later idea of advertising brings into play your macro skills and attention to the bigger systems in your community.

Meanwhile aside from facilitating your class you will be expected to attend 5 more as a participant. Your attendance can count as journal entries in your weekly binder and I will cross reference the attendance sheet as a means of keeping accountability for this assignment. You will write up your participation as you normally would in your binder. Of course, you can continue to use this forum to complete your weekly journal entries (rather than use the Sounds True platform) but you need to attend a min. of 5 SDFC sessions in combination with the Sounds True platform.

5.Awareness, Integration and Practice Application Journal (worth a possible 50 points total). Journal due April 14 *and collected throughout semester

The purpose of this assignment is to demonstrate your integration and mastery of the objectives in class. You will be asked to keep a journal that reflects your development of a mindfulness practice and thoughtful reflections on readings, mindfulness practice and topics discussed in class. The expectation is you will have a minimum of three entries per week. The journal will be collected periodically throughout the semester and graded. For the journal you will need a three ring binder with dividers (15). Each week you will be responsible for three journal entries: one weekly in class reflection, one experience taken from our virtual library (or a SDFC session), and the last entry will be on the optional question provided to you each week. Journal templates will be provided. You are to bring your binder to class each week. It will be collected unannounced several times this semester. At the time it is collected you will be expected to have all your entries in place. You can earn a possible 10 points each time the journal is collected. It will be collected at least 5 times for a total of 50 points. The journal entries will be graded based on what you hand in at the time of collection (3X the number of weeks) at the time of collection. You cannot make up entries or points for that section once it is graded. If you are missing entries at the time of collection 3 points per entry will be deducted from total points earned.

This journal engages students to develop and use practice experience to inform their scientific inquiry [EPAS2.1.6, 2.1.4] as they advocate for client access to achieving health and well-being [EPAS 2.1.7]. Professional practice involves the dynamic interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. [EPAS 2.1.10a, 2.1.10b, 2.1.10c, 2.1.10d].

5. Calm Circle: On the second class meeting you will “sign-up” for this program and be expected to pay the $10 subscription fee. You need to complete 5 sessions a week. 3 of the sessions must be Calm Sessions and the other 2 may be Calm, Pause, Sleep or Emergency. See the breakdown for points you can earn based on your use of the program. Worth 30 points

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