Cognitive Behavioral Theory and Therapy
Shona N. Vas, Ph.D.
Cognitive Therapy: Basics & Beyond
Beck, J. S.
This course does not require the purchase of a course packet.
However, several readings are assigned and will be available in electronic
format or for photocopy in class.
Argosy University, Chicago Campus
COURSE NUMBER: PP 8010
COURSE NAME: Cognitive-Behavioral Theory & Therapy
TERM: Winter 2009
Faculty Name: Shona N. Vas, Ph.D.
Contact Information: [email protected]
, Phone: (773) 702-1517
Office Hours: By appointment only (before and after class on Fridays)
Short Faculty Bio: Dr. Vas graduated from the doctoral program in clinical psychology
at Loyola University Chicago. She completed her internship at Advocate Ravenswood
Hospital and Community Mental Health Center and her postdoctoral training at
Behavioral Health Services of Advocate Illinois Masonic Medical Center. Dr. Vas is
currently on faculty in the Department of Psychiatry at the University of Chicago
where she provides clinical services, teaches several classes, and supervises psychology
graduate students and psychiatry residents. She is also the Director of the CognitiveBehavior Therapy Program and uses this orientation for assessment and treatment.
Her clinical interests include evidence-based practices for Axis I and II disorders and
cultural competence and diversity.
Course Description: This course presents the major concepts and applications of CognitiveBehavior theories. There is a particular emphasis given to issues involved around training mental
health practitioners using cognitive –behavioral approaches.
Course Pre-requisites: None
Beck, J.S. (1995). Cognitive Theory: Basics & Beyond. New York: Guilford. ISBN: 0-89862-8474.
Required Readings (*Optional):
On file in the library:
1. *Beck, A. T. (2005). The current state of cognitive therapy: A 40-year retrospective.
Archives of General Psychiatry, 62, 953-959.
2. *Chambless, D. L. & Ollendick, T. H. (2001). Empirically supported psychological
interventions: Controversies and Evidence, Annual Review of Psychology, 52, 685-716.
3. *Butler, A.C., Chapman, J.E. Forman, E.M., & Beck, A.T. (2006). The empirical status of cognitivebehavioral therapy: A review of meta-analyses. Clinical Psychology Review, 26, 17-31.
4. *Thase, M. & Wright, J. (1998). Cognitive and Behavioral Therapies. In A. Tasman, J. Kay,
& J. Lieberman (Eds.), Psychiatry. Pages 1418-1438. W.B. Saunders Company,
5. Persons, J.B. & Tompkins, M.A. (2007). Cognitive-behavioral case formulation. In T. Eells
(Ed). Handbook of Psychotherapy Formulation (pp 290-316). New York, Guilford Press.
6. Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Application of behavioral
techniques. In Cognitive Therapy of Depression (pp 17-41), New York: Guilford.
7. Jacobson, N.S., Martell, C., & Dimidjian, S. (2001). Behavioral activation treatment for
depression: Returning to contextual roots. Clinical Psychology: Science and Practice, 8,
8. Wright, J. H., Basco, M. R. & Thase, M. E. (2006). Learning cognitive-behavior therapy:
An illustrated guide. Washington D. C.: American Psychiatric Press.
9. Deacon, B. J. & Abramowitz, J. S. (2004). Cognitive and behavioral treatments for anxiety
disorders: A review of meta-analytic findings. Journal of Clinical Psychology, 60, 429-441
10. O’Donohue, W., Fisher, J. E., & Hayes, S. C. (2003). Cognitive behavior therapy: Applying
empirically supported treatments in your practice (assorted chapters). New York: John
Wiley & Sons.
11. Linehan, M. M., & Dexter-Mazza, E. T. (2007). Dialectical-behavior therapy for borderline
personality disorder. In D. H. Barlow (Ed). Clinical handbook of psychological disorders,
4th edition, (pp 365-420). New York: Guilford.
12. *Baer, R. (2003). Mindfulness training as a clinical intervention: A conceptual and
empirical review. Clinical Psychology, 10, 125-143.
13. Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame theory, and the
third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 639-665.
14. Whaley, A. L. & Davis, K. E. (2007). Cultural competence and evidence-based practice in
mental health services: A complementary perspective, American Psychologist, 62, 563-574.
15. Okazaki, S. & Tanaka-Matsumi, J. (2006). Cultural considerations in cognitive behavioral
assessment. In P.A. Hays & G. Iwamasa (Eds), Culturally responsive cognitive-behavioral
therapy: Assessment, practice, and supervision (pp. 267-281). Washington D.C.: American
16. *Sue, S., Zane, N., Levant, R. F., Silverstein, L. B., Brown, L. S., Olkin, R., Taliaferro, G.
(2006). How well do both evidence-based practices and treatment as usual satisfactorily
address the various dimensions of diversity? In J. C. Norcross, L. E. Beutler, and R. F.
Levant (Eds.) Evidence-based practices in mental health: Debate and dialogue on the
fundamental questions (pp. 329-374). Washington, DC, US: American Psychological
17. Voss Horrell, S. C. (2008). Effectiveness of CBT with adult ethnic minority clients.
Professional Psychology: Research and Practice, 39, 160-168.
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
Course length: 14 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University, Chicago
Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-3365500). This program is designed to educate and train students so that they may eventually be able to
function effectively as clinical psychologists. To ensure that students are prepared adequately, the
curriculum provides for the meaningful integration of theory, training and practice. The Clinical
Psychology program at Argosy University Chicago Campus emphasizes the development of
attitudes, knowledge, and skills essential in the formation of professional psychologists who are
committed to the ethical provision of quality services. Specific objectives of the program include
Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select,
administer, score, interpret, and communicate findings of appropriate assessment methods
informed by accepted psychometric standards and sensitive to the diverse characteristics and
needs of clients.
o Objective 1a: Accurately and ethically administer and score various
o Objective 1b: Accurately interpret and synthesize assessment data in the context of
diversity factors, referral questions, and specific objectives of the assessment, and
organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment
instruments, and use that knowledge to evaluate, select, administer, and interpret
psychological tests and measures appropriate for the client, the referral question, and
the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological
interventions consistent with current ethical, evidence-based, and professional standards,
within a theoretical framework, and with sensitivity to the interpersonal processes of the
therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including
psychopathology, human development, diagnosis, diversity, ethics, and various
therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions
with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement
and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity,
including growth of interpersonal skills, and therapeutic relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes
necessary to understand diverse worldviews and the potential meaning of social, cultural,
and individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the current
body of knowledge of biological, cognitive, affective, developmental, and social bases of
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving
body of scholarly literature in psychology to inform professional practice.
Program Outcomes: The Master’s Program in Clinical Psychology has been designed to educate
and train students to enter a professional career as MA level practitioners. Argosy University,
Chicago Campus provides students an educational program with all the necessary theoretical and
clinical elements that will allow them to be effective members of a mental health team. The
program introduces students to basic clinical skills that integrate individual and group theoretical
foundations of applied psychology into appropriate client interactions and intervention skills
In addition, the Program offers excellent preparation for those considering application to the
Doctoral Program in Clinical Psychology.
This course presents and overview of cognitive-behavioral theory and treatment. At the end of this
course, you will be able to:
Understand the principles of the modern cognitive and behavioral models of psychotherapy
Conduct initial and ongoing assessment using a cognitive-behavioral framework
Write and use a cognitive-behavioral formulation
Formulate a CBT treatment plan
Structure and focus the treatment sessions to promote symptom relief
Understand the basic principles of psychoeducation and skills training
Learn the rationale and application of specific cognitive and behavioral techniques
Learn to review the literature in order to find out how to treat a specific problem using
empirically supported practices.
All readings should be completed in time for the class for which they are assigned. In addition to
lectures, the class is designed such that we have extended discussions that assume the completion of
the readings. This schedule is a guideline and the lecture content will modified as needed to
accommodate discussion time.
Martin Luther King Jr. Day
Structuring, educating and
Beck, B&B (1995)
Chapter 1, Beck (2005),
Butler et al. (2006)
B&B: Chapter 2,
Persons & Tompkins
B&B: Chapters 3-5, 16
B&B: Chapters 6-9
Core beliefs and schema
B&B: Chapters 10-11
Behavioral Methods (I)
Behavioral Methods (II)
Therapies: DBT, Mindfulness,
ACT & FAP
Trouble-shooting & Relapse
B&B: Chapters 12-13
Jacobson et al (2001)
Thase & Wright (1998)
Beck et al., 1979
B&B: Chapter 14
Wright et al. (2006)
Deacon & Abramowitz
(2004), O’Donohue et
al.(2003): Chapters 11,
34, 49 & 50
Linehan & DexterMazza (2007)
Cultural competence &
3 column thought
5 column thought
Whaley & Davis (2007) Final paper due
Okazaki & TanakaMatsumi (2006)
1. Participation: This proportion of your grades consists of the following components:
a. Attendance: Having more than one unexcused absence is grounds for an incomplete or
course failure. More than one excused absence (planned absence discussed ahead of time
with the instructor) or frequent tardiness will negatively affect your participation grade.
b. Class involvement: In order to learn about CBT, it is essential that you participate in
class discussion by reading the material, asking questions, sharing your observations, and
volunteering to role-play as a client or therapist.
c. Assignments: You will be asked to hand in materials relevant to topics discussed in class.
For example, as a “homework assignment” similar to one you would give a client, you will
be asked to submit a thought log. While these assignments will not be graded, your
experiences in completing them will be an indicator of participation and important material
for class discussion.
2. Quizzes: You will take 5 quizzes administered randomly during the semester. Quizzes will
cover material from the assigned readings for the day and will be completed at the beginning
of class. If you are late or absent, you will not be allowed to take the quiz and therefore
forfeit the contribution of those points to your final grade. You will be allowed to drop the
3. Midterm assignment: You will write a case conceptualization for a client (no longer than 6
pages double spaced) using the concepts and techniques presented during the course. More
details will be provided in class. It is preferred that you refrain from discussing this
assignment with your classmates. If assignments turned in by two students appear to be
highly similar, both students will be failed.
4. Final presentation: Each student will present a review of the literature for CBT for a specific
Axis I or II disorder, cognitive behavioral concept or adaptation of CBT (e.g. any one of the
anxiety disorders, use of a particular technique, using CBT with a specific population, etc.).
You will make a brief presentation in class (15-20 minutes) and provide your class mates
with a list of resources that they may refer to in the future if required to work with the topic
you researched. You will also turn in a 10-15 page paper on the topic you reviewed and
include your resource list as an addendum (addendum does not count towards the page
limit). All topics must be approved by the instructor by March 2nd, 2009 and should not be
repetitions of lecture materials (e.g. depression is not an acceptable topic for your final
presentation). Only one person will be permitted to present per topic—first come, first
approved! All papers must be received via e-mail to the instructor by 5 p.m. on April 20th
2009 (just before our final class). If you are using MSOffice 2007, please save your
document as a “.doc” file. For every 4 hours that your paper is late, you will be docked by
one letter grade.
Case Conceptualization (Midterm)
Final Paper & Presentation
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 – 68
67 – 63
62 – 60
59 and below
Argosy University’s core online collection features more than 21,000 full-text journals, 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. All electronic resources can
be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are
distributed during orientation, but can also be obtained at the circulation desk, calling 312-7777653, or by e-mail at [email protected]
In addition to online resources, Argosy University’s onsite collections contain a wealth of subjectspecific research materials searchable in the Library Online 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
fundamental and transferable research skills, including selecting sources appropriate for academiclevel research, searching periodical indexes and search engines, and evaluating and citing
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
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
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.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with
disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with
disabilities needs accommodations, the student must notify the Director of Student Services.
Procedures for documenting student disability and the development of reasonable accommodations
will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation
is approved or denied in writing via a designated form. To receive accommodation in class, it is the
student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to
protect student privacy, the Department of Student Services will not discuss the accommodation
needs of any student with instructors. Faculty may not make accommodations for individuals who
have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social,
ethnic, economic, and educational experiences. Both the academic and training
curricula are designed to provide an environment in which students can
develop the skills and attitudes essential to working with people from a wide
range of backgrounds.