Graduate School of Applied and
Professional Psychology
Rutgers, The State University of New Jersey
152 Frelinghuysen Rd
Piscataway, NJ 08854-8020
http://gsappweb.rutgers.edu
Phone: 848-445-2000
Fax: 848-445-4888
Learning Theory and Cognitive Behavioral Foundations
GSAPP, Course # 18:820:507:01
Fall 2023
Instructor
Connie Hoyos Nervi, PsyD
Office: GSAPP, Room A217
E-mail: connie.hoyosnerv[email protected]
Phone: 848-445-7793
Course Assistant
Jenna Juma
Course time and location:
Tuesdays 8:45am – 11:30am
Room: Psychology Building Rm 306
COURSE OBJECTIVES
The goal of this course will be to introduce students to cognitive-behavioral and learning theories,
concepts, principles, and strategies, especially as they apply to psychotherapy. At some point during
the semester, you will be assigned a psychotherapy case through GSAPP’s Psychological Services Clinic
for which you will apply CBT and receive CBT supervision. CBT Supervision groups will be led by a
separate instructor and begin in October. This course provides the theoretical background and didactic
material needed to begin to become proficient at CBT. Time will be allotted for discussing students’
CBT cases (including cases from practica) in relation to coursework. The specific learning goals are:
• To become familiar with several theories, techniques, and strategies that form the basis of most
CBT approaches.
• To learn the prerequisite skills for learning how to conceptualize a clinical case formulation
from a CBT standpoint.
• To become fluent in generating (from a learning theory perspective and a cognitive theory
perspective) explanations of (case formulations of) (case conceptualizations of) (interpretations
of) human events, through modeling, rehearsal, and shaping.
• To learn the prerequisite skills for incorporating tools into therapy to evaluate clinical outcomes
and progress, including the use of psychometrically valid measures.
REQUIRED READINGS
1) Tolin, D.F. (2016). Doing CBT: A comprehensive guide to working with behaviors, thoughts, and
emotions. New York: Guilford Press.
2) Persons, J.B. (2008). The case formulation approach to cognitive-behavior therapy. New York:
Guilford Press.
3) Other required readings, in the form of journal or media articles, are listed in the syllabus by
week and will be available via Canvas.
RECOMMENDED READINGS (especially if content pertains to your specific clinical case)
1) Barlow, D.H. (2021). Clinical Handbook of Psychological Disorders (6
th
ed.). New York: Guilford
Press.
2) Barlow, D. H., et al. (2017). Unified protocol for transdiagnostic treatment of emotional
disorders: Therapist guide, 2
nd
edition. New York: Oxford University Press.
3) Barlow, D. H., et al. (2017). Unified protocol for transdiagnostic treatment of emotional
disorders: Workbook (2
nd
edition). New York: Oxford University Press
4) Beck, J.S. (2011). Cognitive Therapy: Basics and Beyond, 2
nd
edition. New York: Guilford Press.
5) Chang, E. C., Downey, C. A., Hirsch, J. K., & Yu, E. A. (Eds.). (2018). Treating depression, anxiety,
and stress in ethnic and racial groups: Cognitive behavioral approaches. American Psychological
Association. https://doi-org.proxy.libraries.rutgers.edu/10.1037/0000091-000
6) Hays, P. A. (2022). Addressing cultural complexities in practice: Assessment, diagnosis, and
therapy (4th ed.). American Psychological Association.
7) Iwamasa G, Hays PA. Culturally Responsive Cognitive Behavior Therapy : Practice and
Supervision. Second edition. (Iwamasa G, Hays PA, eds.). American Psychological Association;
2019.
8) Pryor, K. (1999 or 2006 edition). Don’t Shoot the Dog. New York: Bantam Books.
9) Treatments that Work Series for specific disorder/problem: Oxford University Press
Recommended references:
1) APA Division 12 Psychological Treatments: https://div12.org/treatments/
2) APA Division 53 Society of Clinical and Adolescent Psychology’s website: Effective Child Therapy
https://effectivechildtherapy.org/
3) University College London Competency Frameworks
a. https://www.ucl.ac.uk/pals/research/clinical-educational-and-health-
psychology/research-groups/competence-frameworks
b. https://www.ucl.ac.uk/pals/research/clinical-educational-and-health-
psychology/research-groups/core/competence-frameworks-2
c. https://www.ucl.ac.uk/clinical-psychology/competency-maps/cbt-map.html
GRADES
Grading will be based on:
50% written assignments
25% attendance and participation in class discussions
25% final paper
Attendance is important and refers to in-person, on-time presence in the classroom as well as
“mindful” attention to the course (i.e., no cell phones or computer use). Grades will be affected, and
credit may not be given if more than two classes are missed (other than for observance of religious
holidays). Please contact the instructor before class if you must be absent.
The final paper is a CBT case conceptualization and treatment plan for a CBT client assigned to you in
the clinic. The paper is due 12/5 or within two weeks of your fourth session with your client, whichever
comes later. Because I cannot control the timing of the case assignments, if you haven’t completed
your final paper by 12/5, you will receive an incomplete in the course until the paper is turned in and
graded satisfactorily. This decision has been approved by the faculty at-large and will not reflect poorly
on your academic standing. In some circumstances, student may receive approval to submit a final
paper based on a case seen in their practicum setting.
SCHEDULE OF READINGS AND ACTIVITIES (subject to change)
September 12th
Course Overview and Introduction to Cognitive Behavioral Foundations:
• Groopman, J. (2007, January 29). What’s the trouble?: How doctors think. The New
Yorker, p. 36-41.
• https://www.npr.org/2007/03/14/8892053/how-doctors-think
• O'Sullivan, E. D., & Schofield, S. J. (2018). Cognitive bias in clinical medicine. Journal
of the Royal College of Physicians of Edinburgh, 48(3), 225-232.
• Tolin, Chapter 1
September 19th
Learning Theory: Behavioral Foundations & Respondent Conditioning
• Tolin, Chapters 2 and 4
• Persons, Chapter 3
• In class we will watch original video of Dr. John B. Watson, “The Little Albert
Experiment”
September 26th
Learning Theory: Operant Conditioning; Stimulus Control
• Tolin, Chapters 8-9
• Pryor, Chapter 4 (available on Canvas)
• In class we will watch original footage of Dr. B.F. Skinner’s “Shaping Experiment”
October 3rd
Cognitive Foundations
• Tolin, Chapter 3
• Persons, Chapter 2
• Beck AT. The past and future of cognitive therapy. J Psychother Pract Res. 1997
Fall;6(4):276-84. PMID: 9292441; PMCID: PMC3330473.
• Beck, A. T. (1970). Cognitive therapy: Nature and relation to behavior therapy.
Behavior Therapy, 1, 184-200.
October 10th
Behavioral Assessment- Guest Lecture Dr. Liza Pincus
Assignment #1 Due
• Tolin, Chapter 6
• Rizvi, S.L., & Ritschel, L.A. (2014). Mastering the art of chain analysis in Dialectical
Behavior Therapy. Cognitive and Behavioral Practice, 21, 335-349.
• In class, we will watch a brief demonstration of Chain Analysis by Dr. Marsha
Linehan https://video.alexanderstreet.com/watch/the-evolution-of-
psychotherapy-chain-analysis
For further reading:
Yoman, J. (2008). A primer on functional analysis. Cognitive and Behavioral Practice, 15,
325-340.
October 17th
CBT Supervision & Cultural Competency
Assignment #2 Due
• Wenzel, Amy ; Dobson, Keith S. ; Hays, Pamela A. . (2016). Cognitive behavioral
therapy techniques and strategies , (pp. 145-160). Washington, DC, US: American
Psychological Association.
• Duckworth, M.P. (2009). Cultural awareness and culturally competent practice. In
O’Donohue, W.T., & Fisher, J.E. (Eds.), General principles and empirically supported
techniques of cognitive-behavior therapy (p.63-76). Hoboken, NJ: Wiley.
For further reading (optional)
• Interian, A., Diaz-Martinez, A.M. (2007). Considerations for Culturally Competent
Cognitive-Behavioral Therapy for Depression With Hispanic Patients. Cognitive and
Behavioral Practice, 14, 84-97.
• Kelly, S. (2019). Cognitive behavior therapy with African Americans. In G. Y.
Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy:
Practice and supervision (pp. 105–128). American Psychological
Association. https://doi.org/10.1037/0000119-005
• CaCBT for Canadians of South Asian Origin Culturally Adapted Cognitive
Behavioural Therapy https://www.camh.ca/en/science-and-research/institutes-
and-centres/institute-for-mental-health-policy-research/sharing-our-
knowledge/culturally-adapted-cognitive-behavioural-therapy
• Friedberg, R.D., Gorma, A.A., Beidel, D.C. (2009). Training psychologists for
cognitive-behavioral therapy in the raw world: A rubric for supervisors. Behavior
Modification, 33, 104-123.
• Iwamasa G, Hays PA, eds. Culturally Responsive Cognitive Behavior Therapy :
Practice and Supervision. Second edition. American Psychological Association;
2019. https://bit.ly/3PeLqV8
October 24th
From Foundations to Practice: Getting Started in CBT Treatment
Assignment #3 Due
• Tolin, Part II intro and Chapter 7
October 31st
From Foundations to Practice: Beginning Case Formulation
• Persons, Chapters 1 – 4 [skim]
• Tolin, Chapter 5
• Assignment #3 Due
November 7th
CBT Treatment Planning: Identifying goals, targets, and developing treatment plan
Persons, Chapters 5-7
In class we will watch a brief demonstration of a therapy session with Dr.Judy
Beck:
Beck, J. (2005). Series I: Systems of Psychotherapy, Cognitive Therapy. APA.
Psychological Measurement of Outcomes: Ongoing Assessment Strategies
• Persons, Chapter 9
• PLUS: Listen to interview with Michael Lambert www.sscpweb.org/SciPrac
November 14th
Introduction to Cognitive Restructuring
Assignment #4 Due
• Tolin, Chapters 13-17
November 21st
Exposure Therapy- Guest lecture, Dr. Mark Versella
Craske, M. G., Treanor, M., Conway, C. C., Zbozinek, T., & Vervliet, B. (2014). Maximizing
exposure therapy: An inhibitory learning approach. Behaviour Research and Therapy, 58,
10-23.PLUS:
Listen to interview with Michelle Craske www.sscpweb.org/SciPrac
Tolin, Chapter 11
November 28th
Transdiagnostic CBT: Unified Protocol for Emotional Disorders I
• Barlow et al., Chapters 1-7
December 5th
Final Paper Due
Transdiagnostic CBT: Unified Protocol for Emotional Disorders II
• Barlow et al., Chapters 8-14
December 12th
Introduction to “Third Wave CBT”: Theoretical Foundations
Guest lecturer- Dr. Deirdre Waters
• Hayes, S.C. (2004). Acceptance and Commitment Therapy, relational frame theory,
and third wave behavioral and cognitive therapies. Behavior Therapy, 35, 639-665.
• Kohlenberg, R.J., Hayes, S.C., & Tsai, M. (1993). Radical behavioral psychotherapy:
Two contemporary examples. Clinical Psychology Review, 13, 579-592.
• Rizvi, S.L., Steffel, L.M., Carson Wong, A. (2014). An overview of Dialectical
Behavior Therapy for professional psychologists. Professional Psychology: Research
and Practice.
December 19th
Hold date for make-up class, if necessary
ATTENDANCE, TARDINESS, & PARTICIPATION
Attendance: It is expected that each student attends every scheduled class. If you are unable to attend
a class due to illness or will be late, please email me prior to class. Students are excused from class
when observing religious holidays, in accordance with Rutgers University policy, however the instructor
must be informed of the absence. An excused absence can also occur if the student is ill, and/or the
student has been told to quarantine, and/or are experiencing symptoms of any transmittable disease.
Please note as per University Policy students must register/report their absence from class Self
Reporting Absence System https://sims.rutgers.edu/ssra/ and students may be asked to verify their
absences https://studentsupport.rutgers.edu/services/absence-and-verification-notices
Students will be responsible for all material covered during their absence. Credit will be given if
no more than 1 class is missed, all written assignments are submitted, and you participate in class
presentations and small group discussions. Note: you may need to submit a brief assignment to make
up for a missed class. As psychologists-in-training, it is expected students will schedule activities
around their classes, clinical work, supervision and practicum. Please see student handbook:
https://gsapp.rutgers.edu/current-students/student-guidelines- employment and
https://gsapp.rutgers.edu/current-students/student-handbook-polices-and-procedures
Computer use in class: Students are not to use computers for purposes other than note-taking or class-
related activities. Students may be asked to leave class if they are identified as using computers for
non-class activities.
Academic Integrity: All Rutgers students should review and adhere to the University principles of
academic integrity, available at: http://academicintegrity.rutgers.edu/academic-integrity-at-rutgers/
Statement on Disabilities: Rutgers University welcomes students with disabilities into all of the
University's educational programs. In order to receive consideration for reasonable
accommodations, a student with a disability must contact the appropriate disability services office at
the campus where you are officially enrolled, participate in an intake interview, and provide
documentation: https://ods.rutgers.edu/students/documentation-guidelines. If the documentation
supports your request for reasonable accommodations, your campus’s disability services office will
provide you with a Letter of Accommodations. Please share this letter with your instructors and
discuss the accommodations with them as early in your courses as possible. To begin this process,
please complete the Registration form on the ODS web site at:
https://ods.rutgers.edu/students/registration-form.
Names and Pronouns: Class rosters are provided to the instructor with the student’s legal name. I will
gladly honor your request to address you by an alternate name or gender pronoun. Please advise me
of this preference early in the semester so that I may make appropriate changes to my records.
Respect for Diversity: It is my intent that students from all diverse backgrounds and perspectives be
well-served by this course, that students' learning needs be addressed both in and out of class, and
that the diversity that the students bring to this class be viewed as a resource, strength and benefit. It
is my intent to present materials and activities that are respectful of diversity: gender identity,
sexuality, disability, age, socioeconomic status, ethnicity, race, nationality, religion, and culture. Your
suggestions are encouraged and appreciated.
Competencies Addressed in the Course
Profession-Wide Competencies (PWC)
1.3: Critically interprets and applies empirical findings to address problems, make decisions, and
enhance the social, behavioral, and/or academic/occupational functioning.
2.3: Conducts self in an ethical manner across professional activities.
3.1: Displays an awareness of how personal bias and cultural history, attitudes, and biases affect
understanding and interactions with people different from themselves.
3.2: Demonstrates knowledge of current theoretical and empirical models to support human diversity
across core professional roles.
3.3: Demonstrates the ability to consider and integrate cultural and diversity concepts in the design,
implementation, and evaluation of programs, products, and services.
4.1: Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment,
professional identity, accountability, lifelong learning, and concern for the welfare of others.
4.3: Engages in self-reflection and professional and personal growth activities to maintain and improve
performance and professional effectiveness
5.1: Develops and maintains effective relationships with students, teachers, parents, other health
service professionals, and other stakeholders in the provision of psychological services.
6.1: Selects and conducts psychological assessments that are multi-method and multisource, technically
adequate, and relevant to service recipient needs and the goals of the assessment.
6.2: Interprets and uses assessment results that guide case conceptualization, classification, and
recommendations while recognizing the multiple systems impacting student functioning.
6.4: Demonstrates current knowledge of diagnostic classification systems, adaptive and maladaptive
behaviors, and the impact of client behaviors on functioning.
6.5: Demonstrates the ability to apply knowledge of functional and maladaptive behaviors to the
assessment and/or diagnostic process.
7.2: Identifies and develops evidence-based interventions that are informed by the current scientific literature,
assessment findings, diversity characteristics, and contextual variables.
7.3: Applies relevant literature and empirically-based principles to clinical decision making.
7.4: Modifies evidence-based approaches effectively when empirical data is lacking for a particular
population, problem, or context.
7.5: Evaluates intervention effectiveness and adapts intervention goals and methods consistent with
ongoing evaluation.
10.1: Demonstrates an understanding of the impact of multiple systems on student development and
functioning.
10.3: Utilizes knowledge of systems to design, implement, and evaluate assessment, intervention,
consultation and/or other professional services.
