1
Illinois School of Professional Psychology
at Argosy University, Chicago
COURSE SYLLABUS
PP8950
Cognitive Behavioral Therapy for the Anxiety Disorders
Spring 2012
Faculty Information
Faculty Names: Sue H. Bae, Ph.D. & Mirjam Quinn, Ph.D.
Contact Information:
Office Phone Numbers: 312-777-7682; 312-777-7634
E-Mail: ;
Office Hours: TBA
TA Information
TA Name:
Contact Information
E-mail:
Phone:
Short Faculty Bio: Mirjam Quinn earned her Ph.D. in clinical psychology at Purdue University in 2007. She is interested in the development of identity and self-concept across the lifespan, women’s issues, child and adolescent development, international psychology, mindfulness, and parenting issues. She has enjoyed working with children, adults, and families from diverse backgrounds in a variety of settings, including schools, university clinics, community agencies, college counseling centers, hospitals, and private practice. She enjoys working on research projects with students, the most recent one of which involved an investigation of the relationship between mentoring and self-efficacy in student therapists. In addition to teaching at Argosy, she has a private practice in Naperville, where she sees children, adolescents, and adults coping with a variety of issues.
Course Description:
This course provides an in-depth look at the way in which the anxiety disorders are conceptualized and treated from a cognitive-behavioral perspective. The class will focus on CBT theory and evidence-based treatments as well as on a comprehensive review of the current empirical literature on anxiety and somatoform disorders. The learning format will be didactic and experiential.
Course Pre-requisites: PP8010 – Cognitive Behavioral Theory and Therapy
Required Textbooks:
Barlow, D. H. (2008) Clinical handbook of psychological disorders: A step-by-step treatment
manual. (4th Ed) New York: The Guilford Press.
Williams, M. B. & Poijula, S. (2002) ThePTSD workbook: Simple, effective techniques for
overcoming traumatic stress symptoms. Oakland: New Harbinger Publications, Inc.
Antony, M. M. & Swinson, R. P. (2000) Phobic disorders and panic in adults: A guide to
assessment and treatment. Washington, DC: American Psychological Association.
Phillips, K. A. (1998) The broken mirror: Understanding and treating bodydysmorphic disorder.
Oxford University Press.
Penzel, F. (2003) The hair-pulling problem: A complete guide to trichotillomania. Oxford
University Press.
Abramowitz, J. S. (2009) Getting over OCD: A 10-step workbook for taking back your life. New
York: The Guilford Press.
Craske, M. G. & Barlow, D. H. (2006) Mastery of your anxiety and worry. (2nd Ed) Oxford
University Press.
March, J. (1995) Anxiety disorders in children and adolescents. New York: The Guilford Press.
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.
Course length: 15 Weeks
Contact Hours: 23 Hours
Credit Value: 3
Course Objectives:
Course Objective / Program Goal / Method of AssessmentArticulate cognitive-behavioral conceptualizations of anxiety/somatoform disorders and explain the empirical support available for these in the literature. / Goal 2 – Intervention; Goal 4 – Scientific Foundations / Final paper; class participation; midterm presentations
Conceptualize therapy cases from a CBT perspective. / Goal 2 - Intervention / Class participation; final paper; midterm presentations
Identify, define, and apply appropriate CBT interventions for the different anxiety/somatoform disorders. / Goal 2 - Intervention / Final paper; class participation; midterm presentations
Explain methods for assessing progress and outcome in CBT – empirically-based practice. / Goal 1 – Assessment; Goal 5 – Scholarship / Final paper; class participation
Identify cultural and other group and individual factors that may affect the manner in which anxiety symptoms are expressed and presented as well as therapy process and outcome. / Goal 3 - Diversity / Midterm presentations
Articulate the research on the efficacy and effectiveness of CBT. / Goal 2 – Intervention; Goal 5 - Scholarship / Final paper; class participation; midterm presentations
Instructional Contact Hours/Credit
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group-work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.
Assignments:
Midterm Presentations (35% of final grade):
For your midterm presentation, you will be required to participate in a group presentation about culture and anxiety. Specifically, each group will choose one cultural group (e.g., Japanese, Croatian Muslims, Swedes) to discuss in class. Your presentation will need to include the following components:
· A brief primer on the recent history of this group, with a particular emphasis on sociopolitical developments that may have shaped the prevalent worldview of this particular group (25%)
· A discussion of the dominant values and belief systems within this group (25%)
· A discussion of the manner in which what U.S. psychologists refer to as anxiety manifests in this particular group, and how this manifestation is maintained through major sociocultural factors, including e.g. language (e.g., is there a word for anxiety? Is it somatically based, or psychological in nature? What does this tell you about how anxiety is viewed?) (25%)
· A discussion of how culturally sensitive treatment of anxiety issues with a member of this group might look. If there are no “best practices” recommendations, you may develop your own based on the literature. (25%)
· The tricky thing about this assignment will be to walk the line between being too general and being too specific. Obviously, it would not make sense to lump every individual from Africa into one group (too general). At the same time, if you limit your presentation to middle-class women from Burkina Faso, you may have difficulty finding an adequate number of resources.
· For this assignment, you must use a minimum of 15 scientific sources (check with your instructors if you are unsure whether a source meets criteria for being scientific). None of these sources may be older than 12 years (i.e., published previously to 1998).
Final Paper (40% of final grade):
For your final paper, you will be required to write and implement a treatment plan for something in your life that causes you anxiety. You might choose to address a phobia (e.g., a fear of driving or of dogs), social anxiety, perfectionism in your schoolwork, or simply something that you are afraid of but would like to do because you believe that it will make your life better. Your final paper should include the following components:
· An operationalized formulation of the problem (15%)
· Clearly delineated goal(s) for treatment – how will you know that you have been successful? (15%)
· A CBT-based treatment plan (25%)
· A narrative of the implementation of your treatment plan – what was this like for you? Was it easier or more difficult than you anticipated? Are you glad you completed your treatment plan? What were some barriers to the implementation of your treatment plan, and how did you address these? What helped you to follow through on your treatment plan? How can you use this information as a therapist? (45%)
Keep in mind that most CBT treatment plans will require you to participate in a number of “treatment sessions” in order to be successful, so plan accordingly. You will probably want to begin implementing your treatment plan by the seventh week of class at the latest.
Please check with your instructors before you begin this project to ensure that it is of an appropriate scope to be addressed in the context of a classroom final!
Course Policies:
· Approach this class as you would therapy with an individual client in terms of your professional behavior, and show your class peers respect by being on time, not checking your cell phone during class, contributing thoughtfully, and the like.
· It is both necessary and expected that you regularly attend class and participate in classroom activities. We cover a lot of material in a relatively short period of time. Therefore, attendance is extremely important.
· You are expected to come to class fully prepared. It is your responsibility to have assignments (reading, written work, etc.) completed PRIOR to attending each class.
· An absence at any time does not relieve you of your responsibility for material covered in class, assignments, or adhering to announced deadlines.
· Students will take exams and hand in assignments at the required times.
· Plagiarism and cheating will not be tolerated and could result in failure of this course and/or academic suspension. See academic policies listed below.
· As with many classes, as we progress through the semester certain alterations in the syllabus may become necessary. Thus the instructor reserves the right to alter the course outline as deemed necessary.
· All written assignments should follow APA format.
· Please feel free to contact me with your concerns or questions regarding the class, either ask to speak with me after/before class, stop by my office, or e-mail me about making an appointment.
Course Schedule:
Week / Topic / Readings / Assignments1 / CBT principles; common factors/themes in anxiety disorders / Anxiety Disorders in Children and Adolescents, Chapter 14 Cognitive-Behavioral Psychotherapy by Francis and Beidel
2 / Generalized Anxiety Disorder in Children & Adults / Anxiety Disorders in Children and Adolescents, Chapter 7 Specific Phobia and Generalized Anxiety Disorder by Silverman and Ginsburg
3 / Obsessive-Compulsive Disorder / Treatment of OCD in Children & Adolescents: A CBT Manual by Pinto-Wagner
4 / Obsessive-Compulsive Disorder
5 / Trichotillomania / Penzel’s The Hair-Pulling Problem, Chapters 1, 5, 7, and 9
6 / Panic & Agoraphobia / Barlow’s Clinical Handbook of Psychological Disorders, Chapter 1 Panic Disorder & Agoraphobia by Craske & Barlow
7 / PTSD / Barlow’s Clinical Handbook of Psychological Disorders, Chapter 2 Posttrumatic Stress Disorder by Resick, Monson, & Rizvi
8 / PTSD / The PTSD Workbook: Simple, Effective Techniques for Overcoming Traumatic Stress Symptoms by Williams & Poijula
9 / Midterm/ Midterm Presentations / None / Midterm/ Midterm Presentations
10 / Separation Anxiety Disorder/Selective Mutism / Meeky Mouse Manual
11 / Specific Phobia / Antony & Swinson”s Phobic Disorders & Panic in Adults, Chapters 3, 4, & 5
12 / Body Dysmorphic Disorder / Broken Mirror: Understanding and Treating Body Dysmorphic Disorder by Phillips
13 / Somatoform Disorder
14 / Social Anxiety/Avoidant Personality Disorder / Barlow’s Clinical Handbook of Psychological Disorders, Chapter 3 by Turk, Heimberg, & Magee; Shyness & Social Anxiety Workbook by Antony & Swinson
15 / Final Project/Paper / None
Grading Information
Class Participation / 25%Midterm Presentations / 35%
Final Paper / 40%
100%
A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
F / 69 and below
Grading Scale Grading Criteria
Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.