Therapeutic Interventions

SPRING 2006

 

 

Professor:                               Elizabeth Jeglic Ph.D.               

Office Tel:                              (212) 484-1195                                                                                  

Fax:                                         (212) 237-8742                                                                      

E-mail:                                    ejeglic@jjay.cuny.edu

Office hours:                         By appointment

Office:                                     Rm 2111 North Building

Website:                                 http://web.jjay.cuny.edu/~ejeglic/

 

COURSE DESCRIPTION

 

This course examines the theories, empirical foundations, and applications of empirically supported interventions for the treatment of psychological disorders, with a focus on cognitive behavioral techniques and their application with forensic populations.

 

TEXTBOOKS

 

Barlow, D.H. (2001). Clinical handbook of psychological disorders (3rd Ed.). Guilford

Beck, J.S. (1995). Cognitive Therapy: Basics and beyond.  New York: Guilford

 

CLASSS FORMAT

 

Attendance at every class is essential because an interactive seminar format will be the primary method of instruction. Lectures, role-plays, mock therapy sessions and student presentations will also be used. Students will develop a resource notebook from their reading, research, class lectures, and student presentations.

REQUIREMENTS

Your grade for this course will be based on 7 requirements: participation, a presentation, a therapy assignment, a case conceptualization, a treatment plan, a Daily Thought Record (DTR) and the completion of a therapy notebook. These requirements will be weighted as follows:

Participation

20%

Presentation

30%

Therapy Assignment

25%

Case Conceptualization

5%

Treatment Plan

10%

DTR

5%

Therapy Notebook

5%

 

 

Participation

 

Learning how to do psychotherapy well is a skill that has to be developed and practiced.  During this semester we are going to spend a great deal of in-class time practicing basic therapy skills. We will have “actors” come into the class and portray various types of patients. This will be an opportunity for you to try out various therapy skills in a safe environment and for me to observe you and give you feedback.  Therefore it is vital that you attend class.  Your class participation is worth 20% of your grade.  This grade will be based on your willingness to participate in these role-plays seriously, your preparedness for class, and your participation in in-class discussions.

 

Presentation

 

In addition to the topics covered in class, each student will be responsible for choosing a population or disorder that is not already the focus of a lecture and make a presentation to the class.  This presentation should be based upon the most current research literature and should focus on therapeutic techniques.  It is suggested (but not required) that these presentations focus on a specific forensic population.  Handouts and references should be provided for your classmates to be used in their therapy notebooks (see below).  These presentations should be approximately 30 minutes in length.  More details about this assignment will be distributed in class.  This assignment is worth 30% of your final grade.

 

Therapy Assignment

 

Each student will be required to create two videotaped role-plays with another member of the class or volunteer.  In these role-plays each student will act as the therapist and demonstrate the skills discussed and practiced in class.  Specific scenarios will be distributed on March 8th.  The final video will be due on April 26th.   If you do not have access to video recording equipment, arrangements can be made to borrow John Jay equipment.  Arrangements to borrow video equipment can be made with the professor.  These role plays will be graded based on the skills the student exhibits. Written feedback will be provided to each student. This assignment is worth 30% of your final grade.

 

Case Conceptualization

 

You will be asked to develop a case conceptualization of a patient based upon a description that will be provided to you in class.  More information on this assignment will be provided in class.    This assignment is worth 10% of your final grade and will be due on March 1st.

 

 

 

 

 

 

 

 

Treatment Plan

 

You will be each provided with a brief description of a patient intake assessment including some testing data results.  You will be asked to develop a treatment plan for this patient.  More specific details will be distributed in class.  This assignment will be due on April 5th and will be worth 10% of your final grade.

 

DTR

 

Each student will be asked to complete a complete Daily Thought Record.  More details will be provided in class.  This assignment is due on March 15th and will be worth 5% of your final grade.

 

Therapy Notebook

 

During the course of the semester your peers and I will be providing you with various therapy handouts and citations that can be used for future reference.  One of the goals for this class is for each of you to compile a “Therapy Notebook” that you can use as a handy reference when you are conducting therapy in the real world.  This notebook can take on any shape or form that you will like as you will be the ultimate consumer.  I will be collecting your notebooks on May 10th and they will be worth 5% of your final grade.

 

Class Readings

 

There will be weekly required readings for this course that will form the basis for classroom discussion.  In order to be prepared for class it is imperative that the readings are completed.

 

Grades

 

Grades will be assigned as follows        

93-100%                     A

90-92%                       A-

87-89%                       B+

83-86%                       B

80-82%                       B-

77-79%                       C+

73-76%                       C

70-72%                       C-

67-69%                       D+

60-66%                       D

Below 60%                  F

 

POLICIES AND PROCEDURES

Academic Dishonesty:

In accordance with the Student Code of Conduct, any individual caught cheating, preparing work for another student, plagiarizing, or aiding in academic dishonesty will receive a failing grade for the work in question.

Late Assignments:

Late assignments will not be accepted unless you have an excused absence.

Cellular Telephones:

Please note that cell phones will not be tolerated in the classroom.  Please turn your cell phones off when you enter the classroom.  If you are expecting an urgent call – leave your cell phones on vibrate and leave prior to answering the call.  Any student talking on their cell phone will be asked to leave the classroom immediately.

 Students with Disabilities:

If you are visually, hearing, or physically impaired, have a learning disability, and/or have a communication disorder that may affect your performance in this class, please schedule an appointment with the professor as soon as possible so that provisions may be made to better ensure that you will have an equal opportunity to meet the requirements of the class.

The Office of Services for Students with Disabilities offers assistance for individuals who are temporarily or permanently disabled. The phone number is 212-237-8185, or x8031.

Communication

The best way to contact me is via e-mail at ejeglic@jjay.cuny.edu.  I generally respond within 24 hours.  I also pleased to speak with you in person either by appointment or following class.

I lecture using PowerPoint.  I make my PowerPoint slides available before class in text version on the class website accessible via the link http://web.jjay.cuny.edu/~ejeglic/.  The purpose of having the notes on the web is for students to be able to pay more attention to the lecture material and to more fully participate in classroom discussion.

 

 

REQUIRED RESERVE READINGS

 (On e-reserve – password PSYCHOTHERAPY)

COURSE OUTLINE AND READING ASSIGNMENTS

 

February  1st              Introduction

 

February 8th                   Empirically Supported Treatments and Ethics

 

Chambless, D.L. & Ollendick, T.H. (2001). Empirically supported psychological interventions: Controversies and evidence.  Annual Review of Psychology, 52, 685-716.

Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66(1), 7-18.

Messer, S. (2004).  Evidence –based practice: Beyond empirically supported treatments.  Professional Psychology: Research and Practice, 35(6), 580-588.

 

American Psychological Association (2002). Ethical principles of psychologists and code of conduct.  American Psychologist, 57(12),1060-1073.

 

Committee on Ethical Guidelines for Forensic Psychologists. (1991). Specialty guidelines for forensic psychologists. Law and Human Behavior, 15, 655-665.

 

February 15th                         Case Conceptualization and Therapeutic Alliance

 

Beck Chapters 1 and 2

 

Goldfried and Davidson Chapter 4

 

Havens, L.  (2004). The Best Kept Secret: How to form an Effective Alliance.  Harvard Review of Psychiatry, 12(1), 56-62.

 

Ackerman, S. J., & Hilsenroth, M. J. (2003).  A review of therapist characteristics and techniques positively impacting the therapeutic alliance.  Clinical Psychology Review, 23(1), 1-33.

 

Sue, S., Fujino, D., Hu, L., Takeuchi, D., & Zane, N. (1991). Community mental health services for ethnic minority groups: A test of the cultural responsiveness hypothesis. Journal of Consulting and Clinical Psychology, 59, 533-540.

 

 

 

February 22nd                        CBT Techniques I

 

 

Beck Chapters 3-7, 14, and 16

 

March 1st                               CBT Techniques II

 

Case Conceptualization Assignment due

 

Beck Chapters 8-11

 

March 8th                               CBT Techniques III

 

 

Therapy Assignment Distributed

 

 

March 15th                             Anxiety Disorders I

 

DTR assignment due

 

Barlow Chapters 3 and 5

 

Rodebaugh, T.L., Holaway, R.M., & Heimberg, R. G. (2004). The treatment of social anxiety disorder.  Clinical Psychology Review, 24(7), 883-908.

 

McNally, R. J. (1990). Psychological approaches to panic disorder: A review. Psychological Bulletin, 108, 403-419.

 

 March 22nd                           Anxiety Disorders II

 

Barlow Chapters 1,2 and 4

 

Jaycox, L.H., Zoellner, L., & Foa, E.B. (2002). Cognitive-behavior therapy for PTSD in rape survivors.  Journal of Clinical Psychology, 58(8), 891-906.

Foa, E.B. & Kozak, M.J. (1986). Emotional processing of fear: Exposure to corrective information. Psychological Bulletin, 99, 20-35.

Borkevec, T.D., & Costello, E. (1993). Efficacy of applied relaxation and cognitive-behavioral therapy in the treatment of Generalized Anxiety Disorder. Journal of Consulting and Clinical Psychology, 61, 611-619.

 

 

 

 

March 29th                 Depression

 

Presentations

Barlow Chapters 6 and 7

 

Beck Chapter 12

 

Elkin, I., Shea, T., Watkins, J. T., Imber, S. D., Sotsky, S. M., Collins, J. F., Glass, D. R., Pilkonis, P. A., Leber, W. R., Docherty, J. P., Fiester, S. J., & Parloff, M. B. (1989). National Institute of Mental Health Treatment of Depression Collaborative Research Program: General effectiveness of treatments. Archives of General Psychiatry, 46, 971–982

 

Jacobson, N., Dobson, K., Truax, P., et al. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.

 

Dobson, K.S. (1989). A meta-analysis of the efficacy of cognitive therapy for depression. Journal of Consulting and Clinical Psychology, 57, 3, 414-419.

 

 

April 5th                                  Dialectical Behavior Therapy

 

Treatment Plan Assignment Due

 

Presentations

Barlow Chapter 11

 

Grossman, P., Niemann, L., & Schmidt, S. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57(1), 35-43.

 

April 12th – No class – Spring Break

 

April 19th – No class – Spring Break

April 26th                                Schizophrenia and Eating Disorders

 

Therapy Assignment Due

 

Presentations

 

Barlow Chapter 8

 

Tarrier, N., & Wykes, T. (2004). Is there evidence that cognitive behaviour therapy is an effective treatment for schizophrenia? A cautious or cautionary tale?  Behaviour Research & Therapy, 42(12), 1377-1401.

 

Richards, P. S., Baldwin, B.M., & Frost, H.A. (2000).  What works for treating eating disorders? Conclusions of 28 outcome reviews.  Eating Disorders: The Journal of Treatment & Prevention, 8(3), 189-206.

 

May 3rd                        Treatment of Childhood Disorders

 

Presentations

 

Goldfried and Davidson Chapter 10

 

Borduin, C. M., Mann, B. J., Cone, L. T., Henggeler, S. W., Fucci, B. R., Blaske, D. M., & Williams, R. A. (1995). Multisystemic treatment of serious juvenile offenders: Long-term prevention of criminality and violence. Journal of Consulting and Clinical Psychology, 63, 569-578.

 

Kazdin, A.E. & Weisz, J.R.  (1998).  Identifying and developing empirically supported child and adolescent treatments.  Journal of Consulting and Clinical Psychology, 66, 19-36

Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children.  Journal of Consulting and Clinical Psychology, 55(1), 3-9.

May 10th                    Substance Abuse Disorders  and Marriage Therapy

 

Therapy Notebooks Collected

 

Presentations

 

Barlow Chapters 9, 10, 13 and 14

 

Prochaska, J.O., DiClemente, C.C., & Norcross, J.C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47, 1102-1114.

 

Jacobson, N. S (1995). A component analysis of behavioral marital therapy: 1-year follow-up.  Behaviour Research & Therapy, 23(5), 549-555.

 

Baucom, D.H., Shoham, V., Mueser, K.T., Daiuto, A.D., & Stickle, T.R. (1998). Empirically supported couples and family therapies for adult problems. Journal of Consulting and Clinical Psychology, 66, 53-88.

 

 

May 17th                                  Last Class!!!!!! - Presentations