Cognitive Behavioral Therapies: Theory and Principles

Cognitive-behavioral therapies (CBTs) are considered evidence-based treatment in a wide range of psychological disorders. This course will cover foundations and principles of CBTs, including case formulation, treatment overview, conceptualization-based treatment planning and examples of therapy protocols. An emphasis will be given on CBT rationale, as well as an evolution of this approach over the past years and the newest trends and developments. We would combine clinical and empirical perspectives in aim to capture strengths and weaknesses of CBT.

The course will cover theoretical foundations of cognitive-behavioral therapies and their principles. We will discuss similarities and differences between different approaches, their historical and philosophical roots and newest developments in the field including so-called “third wave” therapies. You will get familiar with several ways of conceptualizing patients’/ clients’ problems in cognitive-behavioral approaches and adequate treatment planning using disorders-specific protocols, transdiagnostic models and case formulation driven strategies. We will focus on evidence-based status of CBTs, as well as critical perspectives and gaps in empirical research. Focusing on theoretical aspects we will explore their empirical basis and rationale for using CBT interventions. All the topics will be illustrated with case studies, therapy sessions’ transcripts and/ or video presentations to explore their clinical relevance. Finally, participants will have a possibility to develop and master practical skills in CBT-based case formulation and treatment planning.

Seminar will be divided in 5 main blocks. Exact dates of classes will be

provided during the first class.

Covered topics and obligatory readings (in suggested order):

1. What is CBT? Historical and philosophical bases of the cognitive-behavioral therapies.

 Beck, J. (2011). Introduction to Cognitive Behavior Therapy. In: Cognitive behavior therapy: basics and beyond. 2 nd edition (Chapter 1, pp. 1-16). New York/ London: Guilford Press.

 Wenzel, A. (2017). Evolution of Cognitive Behavioral Therapy. Innovations in Cognitive Behavioral Therapy. Strategic Interventions for Creative Practice (Chapter 1, pp. 1-16). New York: Routledge.

 Tolin, D. (2016). Laying Out the Basics. In: Doing CBT. A Comprehensive Guide to Working with Behaviors, Thoughts, and Emotions. (Chapter 1, pp. 1-17)

2. Why do people suffer? – cognitive-behavioural perspective

 Tolin, D. (2016). Oh, Behave!: The Behavioral System and How It Can Go Wrong. In: Doing CBT. A Comprehensive Guide to Working with Behaviors, Thoughts, and Emotions. (Chapter 2, pp. 21-50)

 Tolin, D. (2016). Stinkin’ Thinkin’: The Cognitive System and How It Can Go Wrong. In: Doing CBT. A Comprehensive Guide to Working with Behaviors, Thoughts, and Emotions. (Chapter 3, pp. 51-81)

 Tolin, D. (2016). I Got a Bad Feeling about This: The Emotional System and How It Can Go Wrong. In: Doing CBT. A Comprehensive Guide to Working with Behaviors, Thoughts, andEmotions. (Chapter 3, pp. 82-93)

3. Case formulation in CBTs.

 Beck, J. (2011). Cognitive conceptualization. In: Cognitive behavior therapy: basics and beyond. 2nd edition (Chapter 3, pp. 29-45). New York: The Guilford Press.

 Tolin, D. (2016). Therapy Assessment and Case Formulation. In: Doing CBT. A Comprehensive Guide to Working with Behaviors, Thoughts, and Emotions. (Chapter 3, pp. 119-137)

4. Process of therapy: therapeutic relationship, treatment planning,

techniques and mechanisms of change

 Beck, J. (2011). Overview of Treatment. In: Cognitive behavior therapy: basics and beyond. 2nd edition (Chapter 2, pp. 17-28). New York/ London: Guilford Press.

 Dobson, K. (2008). Cognitive Therapy for Depression. In: M. Whisman (ed.) Adapting Cognitive Therapy for Depression. Managing Complexity and Comorbidity.

 Barlow, D. (ed.) (2014). Emotional Disorders. A Unified Transdiagnostic Protocol. In: Clinical Handbook of Psychological Disorders. A Step-by-Step Treatment Manual. 5th edition. (Chapter 6, pp. 237-270)

5. Summary – putting it all together.

 Tolin, D. (2016). Putting It All Together: William’s CBT. In: DoingCBT. A Comprehensive Guide to Working with Behaviors, Thoughts, and Emotions. (Chapter 20, pp. 433-465)

 Tolin, D. (2016). Putting It All Together: Anna’s CBT. In: Doing CBT. A Comprehensive Guide to Working with Behaviors, Thoughts, and Emotions. (Chapter 21, pp. 466-481)

 Lorenzo-Luaces, L., Keefe, J., DeRubeis, R. (2016). Cognitive- Behavioral Therapy: Nature and Relation to Non-Cognitive Behavioral Therapy, Behavior Therapy, 47(6), 785-803.

New developments and “third wave” therapies.

 Students will know the theoretical foundations of cognitive-behavioral therapies

 Students will know treatment principles in CBT approaches

 Students will be able to make a case formulation in CBT approach

 Students will know treatment protocols for several psychological disorders

 Students will be able to construct a basic treatment plan based on a case conceptualization

 Students will know empirical foundations of CBTs

 Students will be able to critically evaluate CBTs’ strengths and weaknesses

 Students will know the new developments on CBTs, including principles of “third wave” of CBTs

 Two tests (multiple-choice and short-answer open questions) assessing your understanding of theoretical issues covered during previous classes and relevant literature indicated above. [2 x 30 points.]

 Group projects prepared during and between classes, shortly presented in class. Their aim is to verify your understanding of a basic CBT case conceptualization and treatment planning, as well as relevant theoretical and empirical issues. Detailed guideline will be provided during the first class. Late work will not be accepted. You will get a comprehensive feedback of your work [40 pts.]

In order to pass the course both the overall grade and the grade of each test and final paper need to be above 60%.

Grading:

97% or more = 5!

92-96% = 5

84-91% = 4.5 

76-83% = 4

68-75% = 3.5 

60-67% = 3 

below 60% = 2 (fail)

4 hrs unexcused absence are allowed. The overall number of absences (whether excused or unexcused) cannot exceed 8 hrs.

Students must respect the principles of academic integrity. Cheating and plagiarism (including copying work from other students, internet or other

sources) are serious violations that are punishable and instructors are required to report all cases to the administration.