Psychology 421: Advanced Behavior Modification
Summer Semester (2022)
Website: http://www.psychology.ilstu.edu/aehouse
Class meets on Tuesday & Thursday 8:00-10:50 a.m. in Degarmo 206, beginning May 18th for eight weeks
Dr. House, DeGarmo 419
aehouse@ilstu.edu
(309) 438-8508; cell (309) 452-7312
Office hour: 10:50-11:50 on Thursday
Course Objectives
The purpose of this course is to review the theory and practice of clinical behavior therapy, including behavioral assessment and relevant research findings. Course objectives include:
1. Knowledge of the history, current status, and possible future directions in behavior therapy.
2. Knowledge of the major conceptual approaches in behavior therapy.
3. Knowledge of the therapy outcome literature with respect to behavior therapy, behavior modification, and cognitive-behavioral approaches.
4. Consideration of ethical and professional issues in the application of behavior therapy, as well as the impact of client characteristics (e.g., individual, societal, cultural, ethnic) on the potential outcome of behavior therapy.
5. Initial applied skills in relaxation training, social skill training, and formulation of cognitive-behavioral approaches to common presenting problems, and approaches to child management training.
Textbooks
Deckersbach, T., Holzel, B., Eisner, L., Lazar, S.W. & Neirenberg, AA. (2014). Mindfulness-Based Cognitive Therapy for Bipolar Disorder. New York: Guilford Press.
Martell, C.R., Dimidjian, S., Herman-Dunn, R. (2010), Behavioral Activation for Depression. New York: Guilford Press..
Beck, J.. (2021). Cognitive Behavioral Therapy: Basics and beyond., 3rd edition. New York: Guilford Press.
Beck, A., et al., (2021) Recovery-Oriented Cognitive Therapy for Serious Mental Disorders. New York: Guilford Press.
A notebook of some type is required and should be brought to class daily.
There will be additional handouts of reading material and some articles for discussion in class.
Assigned Readings:
Class 1: Orientation, Progressive Relaxation Training, theories of change
Class 2: Alternative PMR and Stress Reduction methods, SCT, suggestion, imagery
D pp 3-66
Class 3: hierarchy building, breathing, meditation
D pp 65-158
Class 4: systematic desensitization,
D pp 158-231
Class 5: flooding; exposure & response prevention
D pp 231-289
Class 6: Behavior Activation; Behavioral Rehearsal: Personal Effectiveness Model
MDH pp 1-60
Class 7: Social Skills Training: Expression
MDH pp 60-109
Class 8: Social Skills Training: Assertion
MDH 109-187
Class 9: CBT structuring session; treatment of depression/relapse prevention
JB pp1-70
Class 10: Acceptance & Commitment Therapy (ACT), other mindfulness and acceptance therapies
JB 71-160
Class 11: CBT treatment of PTSD and OCD; prolonged exposure & cognitive processing therapy
JB pp 160-227
Class 12:: CBT treatment of GAD & Social Anxiety; JB pp 227-303
Class 13: Dialectical Behavior Therapy: Treatment of BPD, substance abuse, PTSD
JB pp 303-377; AB et al., vii-xii
Class 14: Parent Training: Barkley Model; reinforcement, extinction, punishmen; AB et al., pp 1-102
Class 15: Parent Training: Other Models; token economies AB et al., pp 103-176
Class 16: Ethics; Conditions for Change. reading tba AB et al., pp 177-230
Recommended Reading
Consult the website for recommended readings.
Review and Consideration:
There will be in class assignments and activities most class days. A literature review paper on a behavior therapy technique or a brief review/summary of their TAP experience is required. Students should check the Class Log page frequently for updated materials on assignments.
Grading:
1/3 Attendance and participation in activities
1/3 In-class assignments
1/3 Technique paper/revew or TAP experience review
Class attendance is necessary barring extraordinary circumstances and is considered in the one-third of your grade for class participation in this course.
Case study material will be used in portions of the course. While this material has been altered to maintain the confidentiality of clients, it appears to be actual case material and will be treated as if it were case material. Students are expected to maintain close personal control of any case material taken from the class. Failure to do so may result in removal from the class and a failing grade.
Students in this course are expected to take an active role in their education and preparation for professional practice in human service careers. Please have the reading assignment(s) completed before the material is being covered in class, so that you can take a meaningful part in the course.
Participation in this course will involve participation in classroom activities involving elements of behavioral assessment and intervention. Students should feel free to withhold, distort, confabulate, or lie about any personal information during these exercises that might make them feel uncomfortable or which they do not wish to share for any reason. At the same time, I expect all students to respect the privacy of their classmates and the confidentiality of any observations or personal information (real or simulated) apparently disclosed in class. Failure to do so will result in a failing grade and a letter of explanation sent to the chair of your graduate program area.
Academic Integrity:
Students are expected to abide by the ISU Code of Conduct. Instances of cheating and willful academic dishonesty will result in referral to the appropriate University office for disciplinary action and will result in a grade of “F” for the course. Other behavior inconsistent with the APA Code of Ethics will be dealt with on a case-by-case manner, in consultation with other members of the Clinical-Counseling Coordinating Committee, in a manner consistent with the spirit of the APA Code of Ethics.
You may wish to review my philosophy of education on my web page.
Dr. House
Any student in need of a special accommodation should contact the Student Access & Accommodations office at 438-5853 or 438-8620 (TDD).