Instructor:

David M. Fresco, Ph.D.

Office:

226 Kent Hall Annex

Office Hours:

TBA; By appointment

Email/Telephone:

fresco@kent.edu / (330) 672-4049

Course Web Page:

http://www.personal.kent.edu/~dfresco/

Assigned Texts:

Eells, T. D. (Ed.) (2006). Handbook of psychotherapy case formulation (2nd Ed). New York: Guilford. ISBN 978-1-59385-351-8 (Required. Available at the bookstore.)
Kuyken, W., Padesky, C.A., & and Dudley, R. (2008). Collaborative Case Conceptualization Working Effectively with Clients in Cognitive-Behavioral Therapy. New York: Guilford. ISBN 978-1-60623-072-5 (Optional. Available at the bookstore.)

Goals:

1. "Putting it all together," that is, taking the skills and knowledge acquired in other clinical courses and applying it in a clinical context
2. Introduction to- and practice in developing case conceptualizations and formulations
3. Formal training and practice in administering and interpreting information the Structured Clinical Interview for DSM-IV-TR (SCID)
4. Introduction to- and practice in oral presentation and written reports on clinical case material (e.g., diagnostic summaries, case formulations, etc.), including the intake report format used in our clinic

Format:

The teaching format will begin at the outset with lecture and discussion. We will also watch videotapes together followed by discussion. Finally there will be student-delivered presentations followed by discussion. Class participation is expected. Participation can come in the form of questions, comments, or class discussion appropriate for a classroom setting.

Computer/Internet:

Some of the materials that I will provide for you will be text or audio/video files that require you to install free software on your computer. 

1. Many of the readings I assign outside of our text as well as copies of lecture notes are saved as Adobe Acrobat *.pdf files.  The Adobe Acrobat reader is a free program that is pre-installed on most computers, but can be downloaded at the Adobe webpage.
2. One title you may need is QuickTime from Apple Computer.  Please visit the QuickTime website and install this software for Macintosh or Windows.
3. You may also need the RealOne Player, which is also available for Macintosh or Windows.

Lecture Notes & Readings:

I do provide handouts for my lectures in hopes that you will not simply spend your time writing what you see on the screen or the board. Also, there may be some supplemental readings.  You can download them below.

Graded Assignments:

1. First and foremost, I am interested in having ample class discussion. Half of your grade will be based on your participation.
2. In addition to general participation, you will be required to make two presentations in class (one with a partner and one on your own). These presentations are described below.
3. You will administer a general intake interview and SCID on a confederate.
4. Write a psychological clinic style report on the case you interview and SCID.
5. Write a 1-2 page “wiki” style summary of an evidence-based treatment to share with your classmates.
   

Note: For written assignments that you hand in, I like to receive papers in electronic form via email. Please use MS Word (*.doc) or Rich Text Format (*.rtf) instead of Word Perfect (*.wpd).

Final Grade:

This course is graded Pass/Fail.  Your grade for the course will be determined as follows:

Class participation and formal presentations50%
Written Assignments 50%

ASSIGNMENT

Week 1

Introductions, Nuts & Bolts, Case Formulation

In-Class Activities:

Lecture on Case Formulation followed by discussion

Introduction to case presentations and the person-centered report followed by discussion

Testing data for Sarah

Person centered report of Sarah (will be posted later)

Readings:

Eells Chapter 1.

Bieling, P. J. & Kuyken, W. (2003). Is Cognitive Case Formulation Science or Science Fiction?, Clinical Psychology: Science and Practice, 10, 52-69.

Persons, J. B., Davidson, J., Tompkins, M. A. (2001).  Chapter 2. Individualized case formulation and treatment planning. Essential components of cognitive-behavior therapy for depression. Washington, DC:  American Psychological Association.

Go into the clinic and skim old charts.

For Wednesday, review test data on "Sarah" and be prepared to contribute to a class discussion.

Week 2

Generating a Case Conceptualization

In-Class Activities:

Class this week is Tuesday & Thursday!

Watch the film voted on by the class (TUE)
As a group, develop a case conceptualization of relevant character(s) (THURS)

Readings (Graze):

Eells chapters 2-15.

Teybor, E. (2000). Interpersonal process in psychotherapy (4^th Ed.). Stamford, CT:  Brooks/Cole Publishing.

Strosahl, K. D., Hayes, S. C., & Wilson, K. G. (2005). Chapter 2. An ACT Primer: Core Therapy Processes, Intervention Strategies, and Therapist Competencies and Chapter 3. Hayes, S. C., Strosahl, K. D., Luoma, J., Varra, A. A., & Wilson, K. G. (2005), ACT Case Formulation. In S. C. Hayes & K. D. Strosahl (Eds.). A Practical Guide to Acceptance and Commitment Therapy. New York: Springer.

Wilson, K. G. & Luciano, C. (2002). Chapter 4. Setting the Context for Therapy. Terapia de Aception y Compromiso: Un Tratamiento Conductual Centrado en los Valores. (Acceptance and Commitment Therapy: A Values-Centered Behavioral Treatment.) Madrid: Editorial Piramide.

For Thursday:  Come to class ready to discuss and contribute to a group development of a case conceptualization.

Arrange to interview and SCID your confederate "patient."

Week 3

Diagnostic Assessment and Formulations

In-Class Activities:

Review administration of the SCID-IV
Introduction to Psychological Clinic Report
Role-play sections of the SCID (in the clinic)

Theoretical Case Formulations

In-Class Activities:

Individual theoretical case formulations presented by students (appx. 45m of presentation and discussion)

Clinic Reports on confederate "patient" due on Friday by 5p.

Theoretical Case Formulations (cont’d); Topical Student Presentations

In-Class Activities:
Individual theoretical case formulations presented by students (appx. 45m of presentation and discussion) (TUES)
Informal student led presentations based on evidence based practice wikis. (WEDS)