Antony, M. M. & Barlow, D. H. (2004), Handbook of Assessment and Treatment Planning for Psychological Disorders. New York: Guilford.Interpersonal Practice with Adult Individuals Laura Sanders, LMSW SW 628, sec. 2 734-662-3509 Spring/Summer, 2011 Tuesday, 6:00 – 10:00pm [email protected] Office hours: by appointment classroom: 3816 REQUIRED TEXTS: * Teyber, E. (2010). Interpersonal Process in Psychotherapy: An Integrative Model. 6th Edition. Belmont, CA: Brooks/Cole. *Davis, M., McKay, M., Eshelman, E. R. (2008). The Relaxation and Stress Reduction Workbook. Oakland, CA: New Harbinger. Sixth edition. RECOMMENDED READINGS TO HELP WITH SPECIFIC ASSIGNMENTS: Antony, M. M. & Barlow, D. H. (2004), Handbook of Assessment and Treatment Planning for Psychological Disorders. New York: Guilford. Beck, A.T., Freeman, A. & Associates, (1990). Cognitive Therapy of Personality Disorders, New York, Guilford Press *Eamon, Mary Keegan. (2008). Empowering vulnerable populations: Cognitive-behavioral Interventions. Chicago, IL: Lyceum Books Inc. *Fischer, J. & Corcoran, K. (2007). Measures for Clinical Practice: A sourcebook. New York: Oxford University Press. Herman, Judith, (1992). Trauma and Recovery , New York, Basic Books. *Hudson, W. (1982). The Clinical Measurement Package: A field manual. Homewood, IL: Dorsey. *Hunter and Hickerson (2003), Affirmative Practice: Understanding and Working with Lesbian, Gay, Bisexual and Transgender Persons, NASW press Ivey, A. E., D'Andrea, M., Ivey, M. B., and Simek-Morgan, L. (2006). Theories of Counseling and Psychotherapy: A Multicultural Perspective (6th Edition). Boston: Allyn & Bacon. Murdock, N. (2008). Theories of Counseling and Psychotherapy: A Case Approach (2ndEdition). Prentice-Hall.Kort, J., (2008). Gay Affirmative Therapy for the Straight Clinician. New York, Norton Lev, Arlene Istar (2004): Transgender Emergence: Therapeutic Guidelines for Working with Gender-Variant People and Their Families, Hawthorn Clinical Practice Press. Linehan, Marsha M., (1993). Skills Training Manual for Treating Borderline Personality Disorder , New York, Guilford Press. Mellody, Pia, (2003). Facing Codependence , San Francisco, Harper. Miller, W.R., Rollnick, S., (2002). Motivational Interviewing . New York, Guilford. Neukrug, E.S. & Schwitzer, A.M. (2006). Skills And Tools For Today's Counselors And Psychotherapists. Thompson: Belmont, CA. Prochaska, J.O., Norcross, J.C., DiClemente, (1994). Changing for Good. New York, Quill. Real, Terence, (1997). I Don’t Want to Talk About It. New York, Scribner. Schwartz, Richard C., (1995). Internal Family Systems Therapy . New York, Guilford Press. *Turner, F. J. (1996). Social Work Treatment: Interlocking Theoretical Approaches. Glencoe IL: Free press. Walker, M. and Rosen W.B., (eds.) (2004). How Connections Heal: Stories from Relational-Cultural Therapy . New York: Guilford Press Wood, J., (2010, 2007). Interpersonal Communication: Everyday Encounters. 6th Edition. Wadsworth Cengage Learning. Books on reserve in Social Work Library are marked with * Course Description: This course will approach work with individual clients from a person-in-environment perspective and build on the content presented in course SW521. The stages of the treatment process (i.e. engagement, assessment, planning, evaluation, intervention, and termination) will be presented for work with individual adults. The relevance and limitations of various theoretical approaches will be reviewed as they apply to assessment, planning, and intervention methods. This course will focus on empirically evaluated models of intervention and will teach students how to monitor and evaluate their ownpractice. Special attention will be given to issues of the key diversity dimensions such as “ability, age, class, color, culture, ethnicity, family structure, gender (including gender identity and gender expression), marital status, national origin, race, religion or spirituality, sex, and sexual orientation” including identification of one’s own social and cultural identities and group memberships, and how these relate to working with clients, colleagues, and other professionals. The course will emphasize time-limited treatment methods, and practice with involuntary clients. Course Content: This course will present several models of intervention designed to prevent and treat psychosocial problems of individual adults. Emphasis will be placed on approaches that enhance social functioning, strengthen problem solving capacities, and support the coping capacities of individual adults. The various models will be time-limited, responsive to the impact of social environments, and supported by empirically based efficacy studies (e.g., stress management and stress reduction models). Treatment models that focus on specific psychosocial problems associated with work, relationships, mood, anxiety, and impulse problems will be discussed. Several treatment models will be presented such as Brief Psychodynamic Therapy, Cognitive Behavioral Interventions for depression and anxiety, Task-Centered Practice, Focused Analytic Single Session interventions, Interpersonal Psychotherapy for Depression, etc. These intervention models will also be evaluated for how well they fit the special needs of diverse populations within the key diversity dimensions. Each model that is presented will cover all phases of the intervention process: engagement and screening, assessment, planning, evaluation, implementation, and termination. Although evaluation will be discussed in much greater depth in the Practice Area evaluation courses, students will learn how to integrate evaluation techniques and measures into their on-going interventions with individual adults so that they can employ systematic measures of their effectiveness in the field. This course will carefully explore the issues that influence and determine client motivation because many individual adults come into the treatment process with varying degrees of willingness and sometimes are coerced to seek help by authorities or family members. Strategies that workers can employ to engage reluctant or resistant clients will be presented. Intervention models in this course will be general enough to apply to a wide range of adult clients in a wide range of adult situations, since other courses will focus more specifically on special