Instructor: Ben Ogles Phone #: 597-1833 Email: ogles@ohio.edu

Course: 750B Individual Psychotherapy II Spring Quarter 2008

Class time: 10:00a.m.-12:00p.m. MW

Office Hours: by appointment (contact Diana Glaizer, glaizer@ohio.edu, 7-1833)

Purpose: This course is designed to give an introduction to the basic concepts and theories of facilitating change through individual psychotherapy with an emphasis on a foundation of relationship building using humanistic theory and intervention coupled with cognitive behavioral therapy interventions for change. In addition, current and historical research regarding the effectiveness of psychotherapy is addressed.

Texts:

Barlow, D. H. (Ed.). (2008). Clinical handbook of psychological disorders (4th Ed.). New York: Guilford Press.

Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York: Guilford Press.

Lambert, M. J. (Ed.) (2004), Bergin and Garfield’s Handbook of psychotherapy and behavior change (5^th ed.). New York: John Wiley & Sons.

Ogles, B. M., Lambert, M. J., & Fields, S. (2002). Essentials of outcome assessment. New York: John Wiley & Sons.

Articles:

Ahn, H. & Wampold, B. E. (2001). Where oh where are the specific ingredients? A meta-analysis of component studies in counseling and psychotherapy. Journal of Counseling Psychology, 48, 251-257.

Howard, K. I., Kopta, S. M., Krause, M. S., & Orlinsky, D. E. (1986). The dose -effect relationship in psychotherapy. American Psychologist, 41, 159-164.

Kelly, M. A. R., Roberts, J. E., & Ciesla, J. A. (2005) Sudden gains in cognitive behavioral treatment for depression: When do they occur and do they matter? Behavior Research and Therapy, 43, 703-714.

Jacobson, N. S., Dobson, K. S., Truax, P. A., Addis, M. E., Koerner, K., Gollan, J. K., Gortner, E., Prince, S. E. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.

Lambert, M. J., Masters, K. S., & Ogles, B. M. (1991). Outcome research in counseling. In C. E. Watkins & L. J. Schneider (Eds.), Research in Counseling (pp. 51 - 83). Hillsdale, New Jersey: Lawrence Erlbaum.

Lambert, M. J., Whipple, J. L., Smart, D. W., Vermeersch, D. A., Nielsen, S. L., & Hawkins, E. J. (2001). The effects of providing therapists with feedback on patient progress during psychotherapy: Are outcomes enhanced? Psychotherapy Research, 11, 49-68.

Landman, J. T., & Dawes, R. M. (1982). Smith and Glass' conclusions stand up under scrutiny. American Psychologist, 37, 504-516.

Luborsky, L., Diguer, L., Seligman, D. A., Rosenthal, R., Krause, E. D., Johnson, S., Halperin, G., Bishop, M., Berman, J. S., & Schweizer, J. S. (1999). The researcher's own therapy allegiances: A "wild card" in comparisons of treatment efficacy. Clinical Psychology: Science and Practice, 6, 95-106.

Luborsky, L., McClellan, A. T., Woody, G. E., O'Brien, C. P., & Auerbach, A. (1985). Therapist success and its determinants. Archives of General Psychiatry, 42, 602-611.

Martin, D. J., Garske, J. P., & Davis, M. K. (2000). Relation of the therapeutic alliance with outcome and other variables: A meta-analytic review. Journal of Consulting & Clinical Psychology, 68, 438-450.

Ogles, B. M., Lunnen, K. M., & Bonesteel, K. (2001). Clinical significance: History, definitions, and applications. Clinical Psychology Review, 21, 421-446.

Shadish, W. R., Navarro, A. M., Matt, G. E., & Phillips, G. (2000). The effects of psychological therapies under clinically representative conditions: A meta-analysis. Psychological Bulletin, 126, 512-529.

Stein, D. M., & Lambert, M. J. (1995). Graduate training in psychotherapy: Are therapy outcomes enhanced? Journal of Consulting & Clinical Psychology, 63, 182-196.

Wampold, B. E., Mondin, G. W., Moody, M., Stich, F., Benson, K., & Ahn, H. (1997). A meta-analysis of outcome studies comparing bona fide psychotherapies: Empiricially, "all must have prizes." Psychological Bulletin, 122, 203-215

Attendance and Participation: The nature of this course requires punctual and consistent attendance and active participation. We will be conducting role-plays and experimenting with therapy techniques in class. The class will be divided into 4 parts – psychotherapy research, CBT theory, CBT intervention, and therapy observation.

Grading:

Biweekly Exercises 50

Take Home midterm 50

1 Paper 100

Final exam 100

Total 300

Biweekly Learning Exercises (10 points each):

Article Overview: Each student will be assigned one of the articles listed above. The student should be prepared to find an article published in the last five years that addresses the same or similar topic as that presented in the article. The student will then present a BRIEF overview of the UPDATE article along with a BRIEF outline (1 page) of the article to the students in the class. This overview should be no longer than 10 minutes and will be due on the date indicated.

1^st Session Script: Each student should select one of the topics that a CBT therapist might cover in the first (or an early) session (e.g., setting the agenda, brief overview of the cognitive model, educating the client about their disorder, etc.). The student should then write a brief script that might be used to inform the client about that topic.

CBT Intervention: Each student should select one cognitive strategy (e.g., Socratic questioning, What is the evidence?, Are their any alternatives?) that might be used in CBT. Then along with a fellow student, the student should role play the implementation of that intervention in a brief scripted, videotaped, interview. The example should be no more than 3 minutes long.

Behavioral Outline: Each student should construct a one-page OUTLINE of a behavioral intervention (e.g., relaxation training, activity scheduling, problem solving).

Reference Check: Your assignment is to find and check 2 references cited in any of the readings for this course. Identify a reference cited in one of the books or articles, look at the context of the citation and the way in which the writer uses the cited article to make their point. Read the original cited article and make your own conclusions about the findings of the article. Write a brief summary of the way the article is cited/used in the chapter and compare it to your conclusions about the findings of the article. Assess the degree to which you think the reviewer has accurately and fairly used the article to make their point. This should be brief – no more than one single spaced page per reference.

Take Home Midterm. You will be given a take home midterm worth 50 points. It is meant to be an opportunity to demonstrate mastery of reading materials and will be brief essay and short answer questions for which you are welcome to search any and all reference materials in the reading list or elsewhere. You should complete this independent of other students in the class and without the assistance of others.

Paper: The paper can be a scholarly review, an essay, or a research proposal or project related to individual psychotherapy. A variety of topics are acceptable, but each student should approve their topic with the instructor. Papers will be graded according to the following criteria: writing style, grammar, accuracy of the content and adequate depth and breadth of coverage. Papers are due the day indicated. Late papers drop one letter grade.

Final Exam: The final exam will cover any detail of the reading assignments. The exam will be primarily short answer, definitions, and essay but may include some multiple-choice questions.

Cheating, plagiarism and the like will not be tolerated and will result in immediate sanctions ranging from an F on the assignment to proceedings to be expelled from the university.

M	D	Topic	Readings	Assignment
Mar	31	Introductions and overview	Lambert 1; Beck 1-2
Apr	2	Therapy Research overview	Lambert 5; Ogles 1	Landman & Dawes, 1982
		CBT paradigm
	7	First Session - overview	Beck 3
	9	Comparative designs	Lambert 2, 4	Wampold et al., 1997
			Lambert et al (1991)	Ahn & Wampold, 2001
	14	CBT Middle Sessions	Beck 4-7	1^st session script
	16	Guest Lecture	CBT in action
	21	Allegiance, adherence, and the client	Lambert 6, 8	Luborsky et. al., 1999
	23	CBT Middle continued	Beck 8-9; Barlow 6
	28	Specific effects	Lambert 9, 10, 11	Kelly et al., 2005
				Jacobsen et al., 1996
	30	No Class – Take Home Midterm
	5	CBT Core Schema	Beck 10-11	CBT Intervention
	7	Therapist Effects	Lambert 7, 17	Luborsky et al., 1985
				Stein & Lambert 1995
May	12	CBT Behavioral	Beck 12-14; Barlow 13	Reference Check
	14	Therapy Process	Lambert 8	Martin et al., 2000
	19	Behavioral Strategies – Panic, Activation	Barlow 1, 8	Behavioral Outline
	21	Effectiveness & clinical significance		Shadish et al., 2000
				Ogles et al. 2001
	26	MEMORIAL DAY
	28	DBT	Barlow 9
Jun	2	Patient Oriented Research	Ogles 2-4	Lambert et al., 2001
		Evaluation in Practice	Ogles 5-7	Howard et al., 1986
	4	Therapist Values/Diversity	Lambert 17	Paper Due 5:00 p.m.
	9	FINAL EXAM 10:00 a.m.