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University of Vermont

Graduate Counseling Program


TREATING ANXIETY IN ADOLESCENTS & ADULTS
EDCO 291 - Z4
1 CR
Summer 2016
Monday, June 21st & Wednesday, June 24th
9am to 4:30pm
Mann Hall Room 102C
Instructor: Barbara Boutsikaris, MS LCMHC
802-233-0162
Familyworksvt@gmail.com
COURSE SYLLABUS
Course Description:
This two-day course will focus on how anxietydevelops, how to differentiate
betweeneverydayanxiety andananxiety disorder, and howevidence-based
approaches can beusedinthetreatmentof anxiety. Students willlearnhowto
usepsycho-education and cognitive behavioraltechniques to address a range
ofanxiety-relatedproblemsin adolescents andadults. The entire course will run over a
fourweek period, with pre-readings assigned for the first week and the actual two inclass days running consecutively in the second week. Follow up coursework will be
assigned and turnedin withinthefollowing two weeksafter the inclass portion.
Course Objectives:
1. Students will be able to accurately identify, assess, diagnose and differentiate anxiety
disorders.
2. Students will learn how to make an evidence-based assessment using
questionnaires, interviews and behavioral observation.
3. Students will learn how to use evidence-based treatments for anxiety disorders (e.g.
CBT, Mindfulness and medication, etc.).
4. Students will practice using evidence-based treatments.
5. Students will learn how to involve family members in treatment
6. Students will be able to demonstrate and devise an evidence-based treatment plan.
Course Requirements:
Required Readings:
Text:

Foxman, Paul (2006). Dancing With Fear: Controlling Stress and Creating a Life
Beyond Panic and Anxiety. CA: Hunter House Inc.
(Additional readings will be made available in class.)
Case Study Assignment:

Students are required to conduct a session with a client who is experiencing anxiety. A
recording of the session and a 10 minute transcription must accompany the Case Study
Assignment. During the 10-minute portion, you must demonstrate the use of at least
one intervention taught in the course. The paper should include why you chose this
particular technique, how it worked for you and the client, and your treatment plan going
forward. Students should use the Case Study Assignment Guidelines (which will be
handed out in class) to complete this assignment.
Course Policies:
AssignmentExpectations:
Writing is an important skill for everyone, particularly for trained professionals working in
the human service provisions. We believe that writing facilitates clear thinking when one
allows oneself to work at the product for a period of time. Through the process of
committing thoughts to paper and then revising those thoughts, questioning ones ideas,
examining the material more carefully, and clarifying intent again and again, meaningful
papers are born and important ideas ore expressed. In the end, we believe that clear
writing reflects clear thinking. Naturally, we expect all students to use their writing
assignments as a process for learning the material covered in this course. We also
expect completed assignments to be well written. In this vein, we expect students to
demonstrate appropriate writing mechanics (i.e., spelling, punctuation, sentence and
paragraph structure, etc.) in all of their written work.
You are expected to complete all assigned readings prior to each class. It is likely that
we will not discuss in class everything that you are reading; however, whenever you
want to discuss a specific group issue, do feel free to bring it up in class. Additional
recommended reading will be made available through the UVM Blackboard service.
All assignments are due by July 8th, 2016 at noon. Please submit the assignments to
me via email, using the email address listed above.
Attendance:
Students are expected to actively participate in all class discussions, small group
activities, and practice demonstrations/exercises. The participation grade will reflect my
assessment of the extent to which your participation is contributive: the extent to which I
can determine that you are displaying self-reflection, critical thinking, asking good
questions, and taking risks by participating in role plays and in-class group work.
Multiculture & Diversity Statement:
The American Counseling Association 2016 Code of Ethics stresses the need for
counselors and counseling students to gain awareness, knowledge, and skills in the
competencies of multicultural practice. The Code of Ethics utilizes a definition of
diversity that includes race, class, gender, sexual orientation and ability and emphasizes
the acquisition of awareness, knowledge, and skills that will allow counselors to work
effectively with clients of diverse backgrounds. In this course, in order to become
competent in addressing issues of multiculturalism and diversity, you will be exposed to
issues about race, ethnicity, gender and religion, among others, in class.

Reasonable Accommodation for Students with Disabilities:


If you have a diagnosed disability or believe that you have a disability that might require
rinsable accommodation on the part of the instructor, please call Accommodation,
Consultation, Counseling & Educational Support Services at 656-7753. As part of the
Americans with Disabilities Act, it is the responsibility of the student to disclose a
disability prior to requesting reasonable accommodation.
Intellectual Property Statement:
Consistent with the Universitys policy on intellectual property rights, it is the Counseling
Programs policy that teaching and curricular materials (including, but not limited to,
classroom lectures, class notes, exams, grading rubrics, handouts, and presentations)
are the property of the instructor. Therefore, electronic recording and/or transmission of
classes or class notes is prohibited without the express written permission of the
instructor. Such permission is to be considered unique to the needs of an individual
student (e.g. ADA compliance), and not a license for permanent retention or electronic
dissemination to others.
Academic Honesty:
Students are required to be familiar with and adhere to the Academic Honesty policy
and procedures delineated in the most recent edition of The Cats Tale: http://
www.uvm.edu/-dosa/handbook/
Electronic Devices:
Ringing and beeping pagers and cellphones are disruptive to the classroom learning
environment. As a courtesy to others, we expect students will turn off audible signals for
these devices while attending class and during laboratory segments.
We will communicate occasionally through email; therefore it is essential that you
activate your UVM email account and check it regularly to avoid missing important
information.
Counseling Program Grading Scale:
A+ = 100 pts.
B+ = 89 pts.
A = 94-99 pts.
B = 84-88 pts.
A- = 90-93 pts.
B- = 80-83 pts.

C+ = 79 pts.
C = 74-78 pts.
C- = 70-73 pts.

Course Grading Scale:


Case Study Paper..65%
Classroom Participation35%
Class Schedule:
Day 1: Monday, June 21, 2016 9am-4:30pm

Course overview

What is an Anxiety Disorder and how does it differ from normal anxiety?

The Anxiety Disorders: Panic, GAD, Social Anxiety, Specific Phobia, Separation
Anxiety, OCD, PTSD, Acute Stress

The Three Key Ingredients in order for Anxiety Disorders to Develop


Treating Anxiety: Overview

Day 2: Wednesday, June 23, 2016 9am-4:30pm

Effective Ways to Treat Anxiety: CBT, Relaxation/Mindfulness, Biofeedback,


Family Therapy, Medication

Using Tests (OBQ, CCS, OCI, OC-TCDQ, Yale-Brown OC, CSAQ, PI-PTSD,
LASC, SPTSS, BAI, etc.)

Client Session Demonstration; Role Playing

Treatment Planning

Review of Final Project

Case Study Assignment Guidelines


I. Case History: Choose an Adolescent or Adult Client with Anxiety

Introduce the client and pertinent information (referral source, age, family
of origin, social setting, and the context/setting of the session);

Present the problem(s) or concern(s) briefly, as per referral source and/or


as per your observations;

Identify (briefly) any assessment tools/tests/information that may have


been used (or which you might use in subsequent sessions) to understand this client.
II. Intervention Strategies

Identify any interventions that may have already been taken to address the
problem and if/how they were/were not successful.

In 2-3 paragraphs, identify the specific type of intervention you are using
with this client and your rationale for choosing it.
III Treatment Plan

Identify one of the problems (from the problem list above) that you are
working on with this client.

List up to 3 therapeutic goals for this client (that are related this particular
problem). Keep in mind that goals are what you hope for the client to
accomplish as the result of intervention.

For each goal, identify the success criteria (how you will know if the goal
has been met) and the measurement tool (what you will be using to assess if the
goal has been met).

Identify at least one specific and appropriate intervention strategy a


strategy consistent with the rationale identified above that you will use to work
towards each goal.
III. Outcome

Present a brief summary of your progress with this client.


IV. Reflections

Reflect on the learnings (yours and the clients), challenges and successes

from this session.


What might you do differently or the same if you were to continue your
work with this client.

General Expectations for Assignment:


Please record your 60-minute session (with written permission from the client and clients parent,
if under 18.) Transcribe a 10 minute segment which demonstrates one of the cognitive behavioral
or psycho-educational interventions learned in the course. Include the transcription with your
final paper.
Criteria for Grading Papers

Examination of content

Follows guidelines of the assignment

Demonstrates in-depth understanding of the subject

Demonstrates understanding of contextual application of subject matter

Overall organization of the paper

Ideas within paragraphs are well-developed

Introductory and concluding paragraphs are informative and brief

Paragraphs follow logical order throughout the paper

Logical sequencing of paragraphs

Smooth flow between paragraphs/transitional phrases and ideas utilized

Writing mechanics

Appropriate sentence beginnings/endings (i.e. avoids beginning sentences with


conjunctions, ending with prepositions, etc.)

Evidence of basic editing skills (spelling, grammar, sentence structure, etc.)

Language is technical

Writing style

Ideas are clearly articulated

Sentences are clearly articulated

Sentences are concise

Supporting statements are concrete, substantive, specific, illustrative, and


effective

Transitions are smooth

Information is explained carefully and clearly

Enthusiasm for topic is clearly communicated

Followed APA guidelines

Sentence structure

Paragraph structure

Within context citations

References
*Refer to the APA manual for additional information