ADULT BEHAVIOR THERAPY (PSYC 351) Spring 2008Instructor: Kelly Rohan, Ph.D. Meeting Time: Mondays 12:30 – 3:20 pmI. Course Description and GoalsIII. Course FormatV. Case Conceptualization PresentationsVI. Behavior Change ProjectA. PurposeB. Specific AssignmentsVII. ExaminationsVIII. Student Evaluation Component Potential PointsClass Participation 15XII. Class Schedule and Critical DatesClass Date Topic Book ChaptersJanuary 14 Course Introduction Brief History; --January 21 No class—Martin Luther King, Jr. Day --February 4 Anxiety Disorders I: Barlow 1 Panic Disorder and Specific Phobias Beck 3 *Case Presentation________*Mid-Term Questions Distributed Journal of Applied Behavior AnalysisAdditional Required Readings by TopicIntroduction/Brief HistoryAnxiety Disorders I: Panic Disorder and Specific PhobiasAdult Behavior Therapy 1 ADULT BEHAVIOR THERAPY (PSYC 351) Spring 2008 Instructor: Kelly Rohan, Ph.D. Meeting Time: Mondays 12:30 – 3:20 pm Phone: (802) 656-0798 Classroom: 238 John Dewey Hall E-mail: [email protected] Office Hours: by appointment or anytime Office: 224 John Dewey Hall door is open I. Course Description and Goals This course introduces the student to the theory and practice of behavior therapy and cognitive-behavioral therapy with adults. This course will focus on a wide variety of DSM-IV disorders and psychological problems, including the anxiety disorders (panic disorder, social anxiety disorder, posttraumatic stress disorder, obsessive-compulsive disorder, and generalized anxiety disorder), mood disorders (major depression and bipolar disorder), eating disorders, marital/couple discord, personality disorders, psychotic behavior, and substance-related disorders. The strong scientist-practitioner emphasis behind behavioral and cognitive-behavioral approaches will be highlighted, and students will learn about the current empirical status of the field. This course, in itself, does not qualify students as behavior therapists. Instead, it will provide an academic background for other necessary training experiences, including an organized series of supervised clinical practica and other advanced training opportunities. This course should be viewed as an overview and beginning step in developing your competence as a behavior therapist. Although many of our discussions will be relevant to health problems, we will primarily focus on cognitive-behavioral interventions for psychological problems and disorders. To learn about behavioral approaches to treating physical health problems, students are strongly encouraged to take Health Psychology (PSYC 369). Objectives for this course include increased understanding of and the ability to critically evaluate: a. The history, philosophy, and principles of behavioral and cognitive-behavioral therapy. b. Behavioral and cognitive-behavioral case conceptualization and assessment techniques. c. Behavioral and cognitive-behavioral treatment methods for adult psychological disorders and problems. d. The empirical literature regarding behavioral and cognitive-behavioral treatments for adults.Adult Behavior Therapy 2 II. Required Texts and Selected Readings Barlow, D. H. (2007). Clinical handbook of psychological disorders: A step-by-step treatment manual (4th ed.). New York, NY: The Guilford Press. ISBN 978-1-59385-572-7 (This text presents a detailed account of the actual behavioral and cognitive-behavioral treatment protocols used in treating and assessing specific problems. Written by psychotherapy experts, this text answers the question, “But how do I do it?”) Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York, NY: The Guilford Press. ISBN 0-89862-847-4 (Dr. Beck reviews the fundamentals of cognitive therapy including cognitive case conceptualization, structuring therapy sessions, identifying problems, and challenging cognitions). Additional readings will be assigned for each topic area. These readings will supplement the breath of the textbook readings with an in-depth look at recently published studies in the literature. These studies may examine the efficacy of behavioral and cognitive-behavioral treatments for a specific problem, the hypothesized mechanism of action underlying a certain treatment, or one of the theories we are learning about. Where available, review articles and/or meta-analyses may also be included to summarize the empirical status of behavioral and cognitive-behavioral treatments for specific problems. Additional readings will be made available to students at least 1 week before the scheduled class meeting. If available, PDF copies of readings will be emailed to students. Otherwise, a master copy of the readings will be placed in 208 Dewey for students to photocopy. III. Course Format A combination of didactic lecture and seminar formats will be employed during our class meetings. Accordingly, some of our class time will be devoted to informal lecture (with questions and comments welcome) and some class time will consist of seminar discussion. Students may have opportunities to practice applying the empirically-validated, manual-based, cognitive-behavioral treatments that we discuss in class through in vivo training exercises. Videotaped or audiotaped demonstrations by experts, role-plays, improvisation, discussion, and processing may also be incorporated as training tools. IV. Class Participation and Attendance This course, as a whole, will be interactive, and its success is dependent upon active preparation, involvement, and discussion by the students. Given that a large portion of the course will be taught in seminar format, students are expected to complete the assigned readings and to come to class prepared to discuss them. Students will be asked to respond to questions that have arisen from the readings. This is yourAdult Behavior Therapy 3 opportunity to share your reactions and thoughts about the readings. Students are expected to attend all class meetings and participate fully. If a student must miss a class meeting due to an illness, emergency, or Department-approved travel; he or she should contact Dr. Rohan in advance. If a student misses a class meeting, compose a reflection paper that demonstrates critical thinking and integration across the various readings assigned for the missed class. Reflection papers should be no more than 3 double-spaced, typed