Cognitive-Behavioral Theory, Research, and Intervention Across the Life Span
Page 1 of 9PSY 954-001Spring, 2018
Cognitive-Behavioral Theory, Research, and Intervention across the Life Span
Psychology 954Section 1Spring 2018
Location:All class sessions will be held in 153 Psychology Building
Time:Tuesday; 10:20 am – 1:10 pm
(University-scheduled final exam time: Friday 5/4/17; 7:45-9:45 am; to be discussed in class)
Professor:Tim-Goth-Owens, Ph.D.
E-mail:
Campus Office:110B Psychology Building
Office Hours:By appointment
Overview:PSY 954 is an advanced introduction to cognitive-behavioral theory and technique, including mindfulness- and acceptance-based forms of behavioral therapy. It addresses the theoretical foundations and the implementation of empirically supported interventions into human emotional, cognitive, and behavioral functioning. The course will highlight a range of psychopathological conditions across the life span. Its primary focus is on providing students with the academic background needed to begin the supervised practice of ethical, culturally competent, and empirically supported cognitive-behavioral therapy.
Objectives:Students will demonstrate knowledge and skill in the following domains:
- Social, cultural, economic, political, ethnic, gender, sexual, and privilege (or relative lack thereof) contextsthat influence the availability, delivery, and effectiveness of cognitive-behavioral interventions.
- Key research issues associated with the design of culturally adapted interventions that derive from original evidence-based cognitive/behavioral interventions.
- Empirical evidence for the effectiveness of cognitive-behavioral treatment packages and components, and the relationship to the evidence regarding effectiveness of other types of treatment.
- Case conceptualization from a cognitive-behavioral perspective.
- Application of cognitive-behavioral procedures to specific clinical problems.
- Identification of common principles across techniques and treatment packages.
- Supervision and consultation within the cognitive-behavioral framework.
Required texts:
Tolin, D.F. (2016). Doing CBT: A comprehensive guide to working with behaviors, thoughts, and emotions. New York: Guilford. [Personal target worksheets and clinical forms at: (
Barlow, D.J. et al (2011). Unified protocol for transdiagnostic treatment of emotional disorders. New York: Oxford.
Chorpita, B.F. & Weisz, J.R. (2009). Match-ADTC: Modular approach to therapy for children with anxiety, depression, trauma, or conduct problems. Satellite Beach FL: PracticeWise, LLC
Articles: Additional assigned articles are noted in the course schedule. Unless otherwise specified all articles cited below are available through MSU Library’s electronic resources.
These research methods sources are required for multiple required courses in the Clinical Psychology program (including PSY 954). It is my understanding that clinical psychology students already own these books, have used them in previous courses, and will use them in future courses:
Kazdin, A. E. (Ed.) (2003). Methodological issues & strategies in clinical research, 3rd edition. Washington, D.C.: American Psychological Association.
Kazdin, A. E. (2003). Research design in clinical psychology, 4th Edition. Boston, MA: Allyn & Bacon
Additional suggested resources
Barlow, D.H. (Ed.). (2014). Clinical handbook of psychological disorders: A step-by-step treatment manual (5th Ed.). New York: Guilford.
Farmer, R. F. & Chapman, A. L. (2008). Behavioral interventions in cognitive behavior therapy: Practical guidance for putting theory into action. Washington, DC: American Psychological Association.
Hays, P. A. & Iwamasa, G. Y. (Eds.). (2006). Culturally responsive cognitive–behavioral therapy: Assessment, practice, and supervision. Washington, DC: American Psychological Association.
Weisz, J.R. & Kazdin, A.E. (Eds.) (2017). Evidence-based psychotherapies for children and adolescents (3rded.). New York: Guilford.
Class format: Class sessions will consist ofdiscussion, occasional brief lectures, and in-class exercises.
Attendance: Attendance is required for the duration of all class sessions. Unavoidable absences will be communicated to the instructor in advance, via email.
Classroom expectations for you and me: This course is an advanced graduate course offered to an academically privileged and carefully selected group of students. Considering that context, exemplary preparation (thorough reading of and reflection on assigned material) and exemplary levels of focus and participation during class are expected. It is assumed that polite and respectful behavior will be the norm for all interactions occurring in class. You are invited to hold your instructor to the same standards as he holds you.
Assignments:
Course reading: My assumption is that students will come to class having read and considered all the assigned readings for each day. I will reserve the option of modifying the assignments and grading schemes if, at any point, it appears that I am mistaken in my assumption. Such modifications would be designed to increase the probabilities of your coming very well-prepared to each class session. Such modifications would be designed to increase the probabilities of your coming very well-prepared to each class session. These modifications could include quizzes and/or exams.
Participation in class discussion and exercises/activities (30%/30points/2 points per class meeting): I will be looking for you to respond to my questions, initiate comments and questions, and respond to each other’s comments and questions frequently, demonstrating your careful completion of assigned reading. You will also be expected to volunteer to participate in role plays and other related activities.
Personal target worksheets (20%/20 points/1point per worksheet): Details are forthcoming. Due dates are indicated on the course schedule and correspond to when the concepts addressed on the worksheet are covered in the Tolin readings.
Case conceptualization paper (25%/25points): Details are forthcoming. Using a case study presented in class, you will follow the model presented in Tolin and develop your own conceptualization and treatment plan. This paper is due in the D2L drop box by 10:30 am on Tuesday 4/10/18.
Mechanism of change paper (25%/25points): Details are forthcoming. You will “unpack” one of the interventions about which you have learned and a 5-8-page review of an empirically demonstrated or hypothesized mechanism of change associated with the intervention. This paper is due in the D2L drop box by 7:45 am on Friday, 5/4/18.
Grading scale:
Final course grades are dependent upon a straight percentage of points earned during the. There is no “curve’, which means that no one in the course is statistically required to do poorly and everyone in the course is eligible (and expected) to earn a 4.0 for the semester.
4.092 – 100%
3.585 – 91.9%
3.0 79 – 84.9%
2.572 – 78.9%
2.067 – 71.9%
1.562 – 66.9%
1.0 57 – 61.9%
0.0<57%
Academic Honesty: Article 2.III.B.2 of theStudent Rights and Responsibilites (SRR)states that "The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards." In addition, the Psychology Department adheres to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (SeeSpartan Life: Student Handbook and Resource Guideand/or the MSU Web site:
Therefore, unless authorized by your instructor, you are expected to complete all course assignments, including homework, lab work, quizzes, tests and exams, without assistance from any source. You are expected to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the requirements for this course. Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your course work. (See alsotheAcademic Integritywebpage.)
Limits to confidentiality:Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University's student record policies. However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues to protect the health and safety of MSU community members and others. As the instructor, I must report the following information to other University offices (including the Department of Police and Public Safety) if you share it with me:
--Suspected child abuse/neglect, even if this maltreatment happened when you were a child,
--Allegations of sexual assault or sexual harassment when they involve MSU students, faculty, or staff, and
--Credible threats of harm to oneself or to others.
These reportsmay trigger contact froma campus officialwho will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual. If you would like to talk about these events in a more confidential setting you are encouraged to make an appointment with the MSU Counseling Center.
Accommodations for Students with Disabilities[from the Resource Center for Persons with Disabilities (RCPD)]: Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be issued a Verified Individual Services Accommodation ("VISA") form. Please present this form to me at the start of the term and/or two weeks prior to the accommodation date (test, project, etc.). Requests received after this datemay notbe honored.
Course schedule
1/9/17 (Week 1)
Topic: Course introduction; historical perspectives on behavioral therapy
Assigned readings:
Eysenck, H. J. (1959). Learning theory and behaviour therapy. Journal of Mental Science, 105, 61-75. (To find this article in the MSU Library’s electronic resources look in the British Journal of Psychiatry archives)
Beck, A. (2016) Cognitive therapy: Nature and relation to behavior therapy (Republished 1970 article). Behavior Therapy, 47 (6), 776-784.
Hayes, S.C. (2016). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies (Republished 2004 article). Behavior Therapy, 47(6), 869-885.
Tolin, D.F. (2016), preface (pp. vii-x), chapter 1 (Laying out the basics; pp. 1-18)
Assignments due: none
1/16/17 (Week 2) Joint meeting with PSY 952 & Prof. Levendosky
Topic: Research methods, outcome research, evidence-based practice
Assigned readings:
Kazdin (research design) Chapter 7: Control and comparison groups (pp. 184-212)Chapter 14: Assessment and evaluation of interventions (pp. 408-435)
Kazdin (methodological issues) Chapter 23 (Persons & Silberschatz): Are results of randomized control trials useful to psychotherapists (pp.547-569) [Reprinted from (1998) Journal of Consulting and Clinical Psychology, 66, 126-
Tolin, D.F. (2010). Is cognitive-behavioral therapy more effective than other therapies? A meta-analytic review. Clinical Psychology Review, 30, 710-720.
Baardseth, T.P., et al (2013). Cognitive-behavioral therapy versus other therapies: Redux. Clinical Psychology Review, 33, 395-405.
Tolin, D.F. (2014). Beating a dead dodo bird: Looking at signal vs. noise in cognitive-behavioral therapy for anxiety disorders. Clinical Psychology: Science and Practice, 21, 351-362.
Assignments due: Personal Target Worksheet #1 (Personal Target)
1/23/17 (Week 3)Joint meeting with PSY 952 & Prof. Levendosky
Topic:Common factors, mediators, mechanisms of change, active ingredients
Assigned readings:
Wampold, B.E. (2015). How important are common factors in psychotherapy? An update. World Psychiatry, 14, 270-277.
Kazdin, A. E. (2005). Treatment outcomes, common factors, and continued neglect of mechanisms of change. Clinical Psychology: Science and Practice, 12,184-188.
Constantino, M.J., et al (2016). Change in patients’ interpersonal impacts as a mediator of the alliance-outcome association in treatment for chronic depression. Journal of Consulting and Clinical Psychology, 84 (12), 1135-1144.
Hayes-Skelton, S. A., Calloway, A., Roemer, L., & Orsillo, S. M. (2015). Decentering as a potential common mechanism across two therapies for generalized anxiety disorder. Journal of Consulting and Clinical Psychology,83, 395–404.
Radkovsky, A., McArdle, J. J., Bockting, C., & Berking, M. (2014). Successful emotionregulation skills application predicts subsequent reduction of symptom severityduring treatment of major depressive disorder. Journal of Consulting and ClinicalPsychology, 82(2), 248–262.
Pitman, S.R., et al (2017). Therapeutic technique of APA master therapists: Areas of difference and integration across theoretical orientations. Professional Psychology: Research and Practice, 48 (3), 156-166.
Assignments due: none
1/30/17 (Week 4)
Topic: CBT framework: Behavioral, cognitive, and emotion systems
Assigned readings:
Eifert, G. H., Forsyth, J. P., & Schauss, S. L. (1993). Unifying the field: Developing an integrative paradigm for behavior therapy. Journal of Behavior Therapy and Experimental Psychiatry, 24, 107-118.
Tolin Ch. 2-4 (pp.21-93)
Assignments due: Personal Target Worksheets #2 (Understanding your behavioral system), #3 (Listing interpretations), #4 (Identifying emotions)
2/6/17 (Week 5)
Topic:Assessment and case formulation
Assigned readings:Tolin Ch. 5-6 (pp. 94-137)
Tanaka-Matsumi, J., et al (1996). The culturally informed functional assessment (CIFA) interview: A strategy for cross-cultural behavioral practice. Cognitive and Behavioral Practice, 3, 215-233.
Persons, J. (2005). Empiricism, mechanism, and the practice of cognitive-behavior therapy. Behavior Therapy, 36, 107-118.
Chorpita, et al (2004). Efficacy of modular cognitive behavior therapy for childhood anxiety disorders. Behavior Therapy, 35, 263-287.
Norton & Paulus (2016). Toward a unified treatment for emotional disorders: Update onthe science and practice. Behavior Therapy, 47, 854-868.
Assignments due:Personal Target Worksheet #5 (Motivation to change the personal target)
2/13/17 (Week 6)
Topic: CBT: getting started
Tolin, Ch. 7. (CBT finesse; pp. 138-160)
Lejuez, C. W., Hopko, D. R., Levine, S., Gholkar, R., & Collins, L. M. (2006). The therapeutic alliance in behavior therapy. Psychotherapy Research, Theory, Practice, and Training, 42, 456-468.
Miller, W.R. & Rose, G.S. (2009). Toward of theory of motivational interviewing. American Psychologist, 64 (6), 527-537.
Holtforth, M.G. & Castonguay, L.G. (2005). Relationship and techniques in cognitive-behavioral therapy: A motivational approach. Psychotherapy Research, Theory, Practice, and Training, 42, 443-455.
Unified Protocol, Part one (Background for Therapists), pp. 1-36.
Unified Protocol, Ch. 5 (Motivation enhancement for treatment engagement, pp. 37-47)
Explore: Unified protocol forms and worksheets for client workbook
MATCH, Flowcharts and MATCH essentials, pp. 1-11
Assignments due: Personal Target Worksheet #6 (Goal setting)
2/20/17 (Week 7)
Topic:Behavior level interventions I: Stimulus control and contingency management
Assigned readings:
Tolin, Ch. 8-9 (pp. 161-222)
MATCH, Conduct problems modules, pp. 101-161
Corralejo, S.M. et al. (2017) Parameters of time-out: Research update and comparison to parenting programs, books, and online recommendations, Behavior Therapy (2017), (14 pages).
Forgatch, M. S. & Patterson, G.R. (2010). Parent management training – Oregon model: An intervention for antisocial behavior in children and adolescents. In J.R. Weisz and A.E. Kazdin (eds.) Evidence-based psychotherapies for children and adolescents (2nd Ed.) (pp. 159-178). New York: Guilford. [A digital version of this book is available through the MSU Library’s online resources]
Luiselli, J.K, & Sobezenski, T. (2017). Escape motivated bathroom visits: Effects of activity scheduling, cuing, and duration fading in an adult with intellectual disability. Clinical Case Studies, 16(5), 417-426.
Assignments due: Personal Target Worksheet #7 (Situation selection and stimulus control), #8 (Behavioral self-monitoring), #9 (Behavioral charting), #10 (Contingency contracting)
2/27/17 (Week 8)
Topic:Behavioral level intervention II: Exposure
Assigned readings:
Tolin, Ch. 11 (pp.237-273)
Cooper, A.A., et al (2017). Am empirical review of potential mediators and mechanisms or prolonged exposure therapy. Clinical Psychology Review, 56, 106-121.
Unified Protocol, Ch. 10 (pp. 95-106); Ch. 12-13 (pp. 117-138)
MATCH, Anxiety modules, pp. 11-45.
Assignments due: Personal Target Worksheet #12 (Exposure)
Spring Break: 3/5-3/9
3/13/17 (Week 9)
Topic:Behavioral level intervention III: Behavioral prescriptions, graded task assignments, and behavioral skill training.
Assigned readings:
Tolin, Ch. 10 (pp. 223-236), 12 (pp. 277-290)
Benson-Florez, et al, (2017). Culturally adapted behavioral activation: A treatment approach for a Latino family. Clinical Case Studies, 16 (1), 9-24.
Kohrt, B.K., Lincoln, T.M., & Brambila, A.D. (2017). Embedding DBT skill training within a transactional-ecological framework to reduce suicidality in a Navajo adolescent female. Clinical Case Studies, 16(1), 76-92.
Unified Protocol, Ch. 11, Emotion-driven behaviors (pp. 107-116).
MATCH, Problem solving and activity selection (pp. 58-65)
Assignments due:Personal Target Worksheet #11 (Activity scheduling), #13 (Problem solving)
3/20/17 (Week 10)
Topic:Cognitive level interventions I: Restructuring thoughts, core beliefs, information-processing biases
Assigned readings:
Tolin, Ch. 13 (pp. 305-323), 14 (pp. 324-353), 16 (pp. 371-392), 17 (pp. 393-398)
Lorenzo-Luaces, L, Keefe, J.R., & DeRubeis, R.J. (2016). Cognitive-behavioral therapy: Nature and relation to non-cognitive behavioral therapy. Behavior Therapy, 47, 785-803.
Unified Protocol: Ch. 9, cognitive appraisal and reappraisal (pp. 83-94)
MATCH: Cognitive- STOP (pp. 37-41) Cognitive Coping (81-92)
Assignments due:Personal Target Worksheet #14 (Finding distortions), #15 (Restructuring thoughts), #17 (Identifying and challenging core beliefs), #18 (Addressing information processing biases)
3/27/17 (Week 11)
Topic:Cognitive level interventions II: Acceptance-based approaches
Assigned readings:Tolin, Ch. 15 (pp. 354-370)
Hayes, S.C. et al (2013). Acceptance and commitment therapy and contextual behavioral science: Examining the progress of a distinctive model of behavioral and cognitive therapy. Behavior Therapy, 44, 180-198.
Dimidjian, S. et al. (2016). Considering meta-analysis, meaning, and metaphor: Asystematic review and critical examination of “Third Wave” cognitive and behavioraltherapies. Behavior Therapy, 47, 886-905.
Bieling, P. J., Hawley, L. L., Bloch, R. T., Corcoran, K. M., Levitan, R. D., Young, L. T., . . . Segal, Z. V. (2012). Treatment specific changes in decentering following mindfulness-based cognitive therapy versus antidepressant medication or placebo for prevention of depressive relapse. Journal of Consulting and Clinical Psychology, 80, 365–372.
Unified Protocol, Ch. 8, learning to observe experiences (pp. 67-82)
Assignments due: Personal Target Worksheet #16 (Cognitive acceptance)
4/3/17 (Week 12)
Topic: Emotion level interventions
Assigned readings:
Tolin, Ch. 18, 19 (pp. 401-430)
Sloan, E., et al (2017). Emotion regulation as a transdiagnostic treatment construct across anxiety, depression, substance, eating and borderline personality disorders: A systematic review. Clinical Psychology Review, 57, 141-163.
MATCH, learning to relax and quick calming (pp. 66-80).
Hour #3 of the class is a joint meeting with PSY 952 an exercise in conceptualizing anadult case from both CBT and psychodynamic perspectives
Assignments due:Personal Target Worksheet #19 (Relaxation and breathing retraining), #20 (Acceptance of emotional and physical sensations)
4/10/17 (Week 13)
Topic: Putting it all together
Assigned readings:
Tolin, Ch. 20-22 (Putting it all together, pp. 431-522)
Cheng, P-H. & Merrick, E. (2017). Cultural adaptation of dialectical behavior therapy for a Chinese international student with eating disorder and depression. Clinical Case Studies, 16(1), 42-57.
Zapor, H. & Stuart, G.L. (2016). Affirmative cognitive behavioral therapy for a male with depression following sexual orientation discrimination. Clinical Case Studies, 15(2), 143-156.
Review Unified Protocolfrom start to finish
Assignments due: Case conceptualization paper due by 10:30 am in the D2L drop box.
4/17/17 (Week 14)
Topic:Diversity and cultural competence
Assigned readings:
Gonzalez Castro, et al (2010). Issues and challenges in the design of culturally adapted evidence-based interventions. Annual Review of Clinical Psychology, 6, 213-239.
Nagayama Hall, G.C., et al (2016). A meta-analysis of cultural adaptations of psychological interventions. Behavior Therapy, 47, 993-1014.
Hays, P. A. (2009). Integrating evidence-based practice, cognitive–behavior therapy, and multicultural therapy: Ten steps for culturally competent practice. Professional Psychology: Research and Practice, 40, 354-360.
Hour #3 of the class is a joint meeting with PSY 952 an exercise in conceptualizing a child case from both CBT and psychodynamic perspectives
Assignments due: none
4/24/17 (Week 15)
Topic: Supervision
Assigned readings:
American Psychological Association (2015). Guidelines for clinical supervision in health services psychology. American Psychologist, 70(1), 33-46.
Bennett-Levy, J. (2006). Therapist skills: A cognitive model of their acquisition and refinement. Behavioural and Cognitive Psychotherapy, 34, 57-78.
Newman, C. F. (2010). Competency in conducting cognitive-behavioral therapy: Foundation, functional, and supervisory aspects. Psychotherapy Research, Theory, Practice, and Training, 47, 12-19.
Assignments due: none
Finals Week: University-scheduled final exam time is Friday 5/4/18; 7:45-9:45 am
Assignments due: Mechanisms of change paper due by 7:45 am, 5/4/18 in D2L drop box.