Models of Psychotherapy

AS.200.382, Spring 2018

Class: Tues/Thurs 10:30 – 11:45 am
Location: Hodson 313

Professor: Professional Teaching Assistant:

Dr. Alison Papadakis Meghan McGlaughlin
137 Ames Hall 140 Ames Hall
alison.papadakis@jhu.edu meghan.mcglaughlin@jhu.edu
Office hours: Mon 1:30 – 3:00 Office hours: Mon 12:00 – 2:00
Thurs 1:30 – 3:00 Tues 1:30 – 3:00
Thurs 1:30 – 2:15

Meetings with the Professor:

While I hope that you will ask questions during class, often it is helpful to meet with me individually. If
you wish to meet with me, I encourage you to make an appointment during my office hours, using my
online scheduling tool: https://papadakis.youcanbook.me/ . To make an appointment outside of office
hours, please email or catch me after class. While appointments are encouraged, feel free to drop by my
office (both during and outside of my office hours), I will meet with you if I do not have an appointment
or other obligation. Similarly, appointments are preferable for Meghan’s office hours, and you may
schedule an appointment for office hours or outside of office hours by emailing her.

Required Texts:
Wedding, D., & Corsini, R. J. (Eds.) (2014). Current psychotherapies (10th ed.). Belmont, CA: Cengage
Learning.
Wedding, D., & Corsini, R. J. (Eds.) (2014). Case studies in psychotherapy (7th ed.). Stamford, CT:
Cengage Learning.

Additional Required Readings:

Additional readings will be assigned and distributed via Blackboard. Most are listed below, but others
may be assigned later in the semester. They will be announced in class and on Blackboard.

Course Description:
This course reviews the major models of psychotherapy, including psychodynamic, cognitive,
behavioral, interpersonal, and family therapy, with a focus on modern and empirically supported
treatments. The application of the models through the analysis of clinical case studies is emphasized.

Course Goals and Learning Objectives:

The course goals and learning objectives for this course are for students to be able to:
 Describe criteria used to determine if psychotherapies are empirically supported.
 Explain current controversies regarding psychotherapy (e.g., the degree of manualization of
treatments, adaptation of psychotherapies for diverse populations, should psychotherapies be
integrated)
 For each model of psychotherapy studied:
o Discuss the history of the therapy.
o Identify how each is similar to and different from other therapies.
o Describe and critique the theory of what causes dysfunction.
o Describe and critique the theory of change and process of the therapy.
 o Describe and critique the evidence for the effectiveness of the therapy for different
diagnoses and presenting problems.
o Use the theory of dysfunction to generate a case conceptualization for a specific case
study.
o For a specific case study, generate a treatment plan that integrates the techniques used in
that therapy in order to achieve the goals outlined by the therapy.
 Develop a beginning personal theoretical orientation with a rationale for the selection of the
orientation.

Class Format:
This course will include lectures, discussions, case studies, and films and other media tools to cover the
material. You are expected to complete readings prior to the date on which they are assigned so that you
may participate eagerly and confidently in class discussions.

Course Requirements:
Class Attendance and Participation
As a small group experience seminar course, class participation is central to both your learning and that
of other members of the class. While part of the class time will be devoted to my sharing information
with you through lectures, a large portion of the class time will consist of discussion about different
types of psychotherapy and about the application of those therapies to case studies. It is expected that
you will read all of the readings prior to class and come to class prepared to ask questions, discuss the
readings, and analyze the cases. For the course to be effective, all members need to contribute in a
meaningful and respectful manner.

My expectations and method for determining attendance and participation grades are as follows:
 Attendance (out of 6 points). Good class participation involves first being mentally present and
engaged in what is being discussed. Therefore, class attendance is required, and I will track
attendance for each class period. For each class period you attend, you will earn 0.25 of a point
toward your final grade. There are 26 scheduled class periods. You can have two unexcused
absences in the semester and receive the full 6 points. If you attend all 26 scheduled class
periods, you will receive extra credit (i.e., up to 0.5 points). Please refer to the Illness, Absence,
and Extension Policy below regarding excused absences.
 Participation (out of 14 points). Your class participation grade will be determined based on how
much and how well you provide meaningful input to class discussions. Meaningful input
requires not just respectful active listening but also contributing to the class discussion. Your
participation grade will reflect:
o Participation frequency. The frequency of your contributions will be included in your
grade, but meaningful input is not determined solely by the amount said, as one can talk a
great deal about something completely off-topic.
o Meaningful input. Meaningful input is defined as:
 Comments or questions that further the understanding of the class regarding an
issue.
 Comments or questions that add to the discussion by making connections,
illustrating points, demonstrating insights, applying concepts in novel ways, etc..
o Respect of others. This class may include some controversial and challenging topics, and
therefore, openness in discussions is important among class members. Comments or non-
verbal behaviors that are disrespectful and/or repeatedly serve to create a hostile or
guarded environment will be seen as inappropriate and deserving of a very low class
participation grade.
 After each class period, I will rate your contributions in that period (on a 100% scale), taking
into account the above criteria and the amount of opportunities to participate (e.g., a class fully
focused on discussion vs. a class with some lecture and some discussion). Your final
participation grade will be the average of all of my ratings. Excused absences and your two
unexcused absences will not affect your average. Unexcused absences beyond the two allowed
will result in a 0% rating for that day. I also will ask you to complete regular participation self-
ratings, and I will take your perceptions of your participation into account with my ratings. You
will receive midterm feedback regarding your participation from the instructor, although you
may request feedback at any time.
Because computers and other electronic devices can be very distracting during conversations, their use
is not permitted during class discussions, unless you are specifically referencing class related materials
(e.g., the case that is being discussed).

Journal
You will be asked to keep a journal with your thoughts and reactions to the course content, including the
readings and class discussions. Keep in mind that one goal of this class is for you to begin to develop
your own personal theoretical orientation and a rationale for your selection. As we go through the
various theoretical orientations and types of therapies, try each on for size. Consider whether each is an
orientation or type of therapy that you would want to use if you were a practicing psychologist. Your
considerations can be academic in nature (e.g., an analysis of evidence, a discussion of the philosophical
assumptions) or more personal (e.g., it fits with my experience or worldview). For each journal entry,
consider the topics covered since the previous journal entry and write about half to 3/4s of a page (single
spaced) sharing your thoughts and reactions. Please use the journal entry template and turn in your
entries on paper at the beginning of class. In the spirit of keeping a journal, please add your new entry
to the end of your previous entries and turn all of them in together.

Homework Case Assignments

There will be several case study homework assignments throughout the semester. You will read or
watch a case study and answer questions about the case using the worksheet located on Blackboard to
prime you for an in-class discussion about the case. The cases and questions are designed to help you
understand and analyze how the theories of different psychotherapies work in action and how different
techniques are applied. Please type and submit your homework case assignments on paper in class so
that you can take notes on them during our discussion.

All case homework assignments are due at the start of class on the due date. Since they will be
discussed in class, I will not accept late homework assignments. If you are unable to attend class, please
email your submission to myself and the TA before the start of class.

Take Home Midterm Exam: Case Analysis

Two goals for this class are for you to learn 1) to analyze clinical cases by generating a case
conceptualization and 2) to generate a treatment plan consistent with a specific model of psychotherapy.
We will practice analyzing cases and generating plans together in class throughout the semester. You
also will complete a written case analysis and treatment plan for the Midterm Exam. The case and
specific exam questions will be provided a week before it is due.

Paper & Presentation

In this course, we will examine many of the major psychotherapies that are used. However, I want to
give you a chance to investigate a therapy that we are not studying or to investigate the application of
one of the therapies that we are studying to a population or issue that we are not studying in depth
together. You will write a 10-12 page paper in which you describe the therapy. Specifically, you
should focus on: 1) the premises of the therapy (i.e., what does the therapy say is “wrong”), 2) the goals
of the therapy, 3) the techniques used in the therapy, and 4) the empirical support for the therapy. Please
provide not just a summary of those areas but also a critical analysis of them, similar to the critical
analysis that we do in class. You will have an opportunity to turn in a rough draft to get feedback on
your writing, if you choose. To broaden the exposure of the members of the class to different therapies,
you will each give a very brief (approximately 7 minute) in-class presentation about the therapy that you
researched. Your presentation will cover the same areas as your paper and follow the same general
outline.

Take Home Final Exam: Case Analysis and Essay

The Final Exam will include a case analysis similar to the case analysis on the Midterm Exam. The
Final Exam will also include a 2-4 page double spaced essay in response to a question that will be
provided at least a week before it is due. There is no senior option for this course.

Extra Credit:
You may earn extra credit points by registering and participating in research through the Sona system.
You may earn 1 point per hour of participation. The points will be prorated for studies that require
portions of an hour. When an interesting question arises in class that would involve research in the
literature to get the answer, you can also earn 1 extra credit point by doing that research and reporting
back to the class during the next class period. I will point out those opportunities as they come up in
class. The total extra credit for the course is capped at 4 points (2% of your final grade). Please note
that you cannot change your grade from a failing grade (F) to a passing grade (D) or from a D+ to a C-
with extra credit.

Course Grading:
Requirement Points % Grade Points %
Homework Cases 30 points 15% A+ 194 – 200 97 – 100%
Journal Entries 10 points 3.5% A 186 – 193 93 – 96%
Midterm Exam 40 points 20% A- 180 – 185 90 – 92%
Paper Topic 1 point .5% B+ 174 – 179 87 – 89%
Paper Bibliography 2 points 1% B 166 – 173 83 – 86%
Paper 40 points 20% B- 160 – 165 80 – 82%
Presentation 5 points 2.5% C+ 154 – 159 77 – 79%
Final Exam 52 points 26% C 146 – 153 73 – 76%
Class Participation 20 points 10% C- 140 – 145 70 – 72%
Total 200 points 100% D+ 134 – 139 67 – 69%
D 126 – 133 63 – 66%
Note: Final grades will not be rounded. You must F 0 – 125 0 – 62%
fall at or above the minimum points in a range to
earn the grade.

Illness, Absence, and Extension Policy:

If you will be absent or require an extension, please contact both me and the TA as soon as
possible via email. In general, excused absences and extensions will be granted only when you have:
 An illness or injury that is sufficiently severe so as to prevent you from completing a course
requirement.
 The death or serious illness of a family member or close friend.
 A court appearance
Out of fairness to all students, I request that when possible, you provide reasonable documentation of the
illness or situation. I retain the right to use an alternate version of the test or assignment if an extension
is required. If your situation does not fall within those categories or you fail to provide requested
documentation, you will be penalized at least one full letter grade. For course requirements (e.g, cases
studies, journals, and take home exams) with due dates, you will lose 10% of the points if the
requirement is not turned in by the due date and time, which is the beginning of the class period on the
due date unless otherwise specified. For each additional 24-hour period, you will lose an additional 10%
of the points. For all students, it is expected that you will not speak with any student about exams until
after everyone has completed that particular exam. Failure to comply will be considered to be an ethics
violation. If you must miss class, it is your responsibility to check with a classmate to find out what you
missed. After doing so, you are also invited to come to my or the TA’s office hours to discuss the
missed material.

Academic Ethics:
You have an obligation to yourself, your classmates, and instructors to conduct yourself with integrity
and in an ethical manner. The strength of your education, your academic and professional reputation,
and of the University as a whole rest on your integrity. You are expected to know and uphold the
standards of academic ethics as stated in the Constitution of the Krieger School of Arts and Sciences,
specifically the section describing the Undergraduate Academic Ethics Board (http://e-
catalog.jhu.edu/undergrad-students/student-life-policies/). Ethical violations include, but are not limited
to: failure to cite sources properly, cheating, plagiarism, reuse of part or all of your own or others’ work,
receiving or providing unauthorized assistance or collaboration, improper use of sources (including
electronic devices), lying, forgery and falsification, unfair competition, and facilitating academic
dishonesty (including failure to report violations of which you are aware). Please report any violations to
the instructor. All suspected violations will be handled and adjudicated following the policies of the
Academic Ethics Board (http://e-catalog.jhu.edu/undergrad-students/student-life-policies/#UAEB ).
Penalties for violations may include, but are not limited to: failure of the assignment/exam, a lowered
course grade, failure of the course, a notation on your permanent transcript, suspension, or expulsion. If
you have questions regarding what is permissible in this course, consult with the professor.

Accommodation of Disabilities:
To request academic accommodations due to a disability, please contact the Office of Student Disability
Services (https://studentaffairs.jhu.edu/disabilities/ , 385 Garland Hall, 410-516-4720,
studentdisabilityservices@jhu.edu). If you have a registered disability and would like to request
accommodations in this course, please share an accommodation letter with me, and schedule a brief
meeting to discuss the accommodations. Please do so well in advance of when you will require the
accommodation (e.g., assignment, exam).

Counseling Services/Crisis Management:

College can be a very fun but sometimes a stressful experience. Sometimes this class, in particular, stirs
up old issues for people or causes them to become more aware of issues that they may want to deal with.
If you would like to talk about life stressors or issues with a professional, there are lots of resources
available to you. The JHU Counseling Center provides free and confidential counseling and referral
services. More information is available at: https://studentaffairs.jhu.edu/counselingcenter/ . If you or a
friend needs help, do not hesitate to call.
Etiquette and Professionalism:
College is a time of many transitions, one of which the development and refinement of how you present
yourself professionally, and I encourage you to think of the classroom as a professional context. I value
having a classroom environment that is conducive to respectful learning and in which everyone (students
and instructors alike) feel respected by one another. I will conduct myself in a manner to promote such
an environment, and I ask that you do so as well by doing the following:
 Please be punctual to class. It demonstrates conscientiousness.
 If you are late, please enter in a non-disruptive and quiet manner.
 Please remain in the classroom for the full class period, unless it is truly necessary, so as not to
disrupt the instructor or your classmates.
 To promote your own, your classmates’, and your instructor’s ability to focus in class, minimize
disruptions including:
o Inappropriate use of technology (checking text messages, email, facebook, etc.)
o Anything that generates noise (i.e., turn off cell phones, alarms, computer sound, etc.).
o Refrain from chewing gum.
 If you would like to make any recording of the class or a portion of the class, please ask
permission before doing so.
 Most of all, treat your colleagues with civility and respect both in and outside of the classroom.
Understand and be sensitive to the fact that the course material may be personally relevant to
members of the class. Be mindful and respectful of the privacy and feelings of others (e.g., do
not make light of personal information disclosed by another during a class or to others after
class).
 Be judicious about self-disclosure. While this course helps some students gain better insight
about personally-relevant issues, it is designed as an academic course, and not group therapy. If
you find that you need to talk more about such issues, please make use of the JHU Counseling
Center.
 Tentative Course Schedule
This is a tentative schedule; you are responsible for being aware of changes announced in class or on
Blackboard. Reading is due on the day that it is listed. All assignments are due at the beginning of
class.
Week Dates Tuesday Thursday
1 1/30 & 2/1 Course Overview Empirically Supported Treatments
Intro to Models and Psychotherapy (ESTs) & Evidence Based Practice
Chapter 1 (EBP)
Tolin et al. (2015)
Chambless (2015)
Hollon (2015)
Shean (2016)
Pilecki & McKay (2016)
2 2/6 & 2/8 ESTs/EBPs Psychoanalytic/Psychodynamic
Psychoanalytic/Psychodynamic Journal Entry 1
Chapter 2
3 2/13 & 2/15 Psychoanalytic/Psychodynamic Psychoanalytic/Psychodynamic
Casebook Case 1 Journal Entry 2

4 2/20 & 2/22 Client Centered, Existential, Gestalt Behavioral

Chapters 4, 8, and 9 Chapter 6
Therapy Paper Topics Due
5 2/27 & 3/1 Behavioral Behavioral, REBT
Casebook Case 5 Chapter 5
Journal Entry 3
6 3/6 & 3/8 Cognitive Cognitive
Chapter 7 Therapy Paper Bibliography Due
7 3/13 & 3/15 Cognitive 3rd Wave – Mindfulness-Based
Wild & Ehlers (2010) case (on BB) Segal et al. (2013) Chapters 3-5
3/20 & 3/22 Spring Break
8 3/27 & 3/29 3rd Wave – Motivational Interviewing 3rd Wave – DBT
Miller & Rollnick (2013) Chapters 1-3 Koerner & Dimeff (2007)
Midterm Case Analysis Due Excerpts from DBT Skills Training
(midnight) Manual, Handouts and Worksheets –
Linehan (2014)
9 4/3 & 4/5 3rd Wave – DBT 3rd Wave – ACT
Casebook Chapter 11 – 1st Case Luoma et al. (2007) Chapters 1 & 2,
Optional - Therapy Paper Rough Chapter 3 is optional
Draft Due Journal Entry 4
10 4/10 & 4/12 Interpersonal Family Therapy
Chapter 10 Chapter 11
Journal Entry 5
11 4/17 & 4/19 Family Therapy Couples Therapy
Casebook Case 10 Gurman, 2011
Therapy Papers Due
12 4/24 & 4/26 Therapy Presentations Therapy Presentations
13 5/1 & 5/3 Therapy Presentations Unified Protocol
Payne et al. 2014

What’s Next in Therapy

Development?
Kazdin, 2017
Santucci et al., 2015
TAKE HOME EXAM DUE BY 5 PM ON THURSDAY, MAY 17
Supplemental Readings:
Chambless, D. L. (2015). Bringing identification of empirically supported treatments into the 21st
century. Clinical Psychology: Science and Practice, 22, 339-342. doi:10.1111/cpsp.12128
Gurman, A. S. (2014). Couple Therapies. In A. Sauer, S. B. Messer, & A. S. Gurman (Eds.), Essential
Psychotherapies (pp. 345-383). New York, NY: Guilford.
Hollon, S. D. (2015). Empirically supported treatment: A commentary. Clinical Psychology: Science
and practice, 22, 343-344.
Kazdin, A. E. (2017). Addressing the treatment gap: A key challenge for extending evidence-based
psychosocial interventions. Behaviour Research and Therapy, 88, 7 – 18.
http://dx.doi.org/10.1016/j.brat.2016.06.004
Koerner, K., & Dimeff, L. A. (2007). Overview of Dialectical Behavior Therapy. In L. A. Dimeff & K.
Koerner (Eds.), Dialectical Behavior Therapy in clinical practice: Applications across disorders
and settings (pp. 1-18). New York, NY: Guilford.
Linehan, M. M. (2014). DBT Skills Training Manual (2nd ed.). New York: Guilford.
Luoma, J. B., Hayes, S. C., & Wallser, R. B. (2007). Learning ACT: An Acceptance & Commitment
Therapy skills-training manual for therapists. Oakland, CA: New Harbinger.
Miller, W. R., & Rollnick, S. (2013). Motivational Interviewing: Helping people change (3rd ed.). New
York: Guilford.
Payne, L. A., Ellard, K. K., Farchione, T. J., Fairholme, C. P., & Barlow, D. H. (2014). Emotional
disorders: A unified transdiagnostic protocol. In D. H. Barlow (Ed.), Clinical handbook of
psychological disorders: A step-by-step treatment manual (pp. 237-274). New York, NY:
Guilford.
Pilecki, B., & McKay, D. (2016). Evidence-Based therapies, evidence-based practice, and the
intersection of nomothetic and idiographic foundations of psychotherapy research and
application: A reply to Shean. Psychodynamic Psychiatry, 44, 25-38.
http://dx.doi.org/10.1521/pdps.2016.44.1.25
Santucci, L. C., Thomassin, K., Petrovic, L., & Weisz, J. R. (2015). Building evidence-based
interventions for youth, providers, and contexts of real-world mental-health care. Child
Development Perspectives, 9, 67-73. doi:10.1111/cdep.12118
Segal, Z. V., Williams, J. M. G., Teasdale, J. D., & Kabat-Zinn, J. (2013). Mindfulness-Based Cognitive
Therapy for Depression (2nd ed.). New York, NY: Guilford.
Shean, G. (2016). Psychotherapy outcome research: Issues and questions. Psychodynamic Psychiatry,
44, 1-24. http://dx.doi.org/10.1521/pdps.2016.44.1.1
Tolin, D. F., McKay, D., Forman, E. M., Klonsky, E. D., & Thombs, B. D. (2015). Empirically
supported treatment: Recommendations for a new model. Clinical Psychology: Science and
Practice, 22, 317-338. http://dx.doi.org/10.1111/cpsp.12122
Wild, J. & Ehlers, A. (2010). Self-study assisted cognitive therapy for PTSD: A case study. European
Journal of Psychotraumatology, 1. doi:10.3402/ejpt.v1i0.5599 Retrieved from:
http://www.ejpt.net/index.php/ejpt/article/view/5599