Fall 2025 SOWK 581 Week 10 - Cognitive Behavioral Theory

title: Fall 2025 SOWK 581 Week 10 - Cognitive Behavioral Theory date: 2025-10-31 09:43:34 location: Heritage University tags:

  • Heritage University
  • MSW Program
  • SOWK 581 presentation_video: > “” description: >

Week ten is a synchronous week, with class on Saturday (11/01/25). Students will read a chapter from Cooper and Granucci Lesser (2022) about Cognitive Behavioral Theory and complete a reading quiz. There are forums for students to consider the readings, reflect on their own thoughts, and see examples of dysfunctional thinking in practice. During the in-class session, we will practice with some CBT techniques. I have also extended the intervention plan presentations, but students should be preparing to submit them next week. The agenda for the class session includes:

  • Course information discussion
  • Engage in a group activity about feelings
  • Discuss the general structure of CBT
  • Examine and practice skills in CBT

Learning objectives this week include

  • Reflect on personal patterns of thinking and consider how self-awareness of cognitive processes can enhance clinical effectiveness.
  • Explain the core principles and structure of Cognitive Behavioral Theory.
  • Identify common cognitive distortions and describe how these influence emotions and behaviors.
  • Apply CBT techniques to practice scenarios.
  • Demonstrate skills in cognitive restructuring.

Tentative Plan for Week 10

Agenda

  • Course information discussion
  • Engage in a group activity about feelings
  • Discuss the general structure of CBT
  • Examine and practice skills in CBT

Learning Objectives

  • Explain the core principles and structure of Cognitive Behavioral Theory.
  • Identify common cognitive distortions and describe how these influence emotions and behaviors.
  • Apply CBT techniques to practice scenarios.
  • Demonstrate skills in cognitive restructuring.

Midterm Feedback

9 of 12 completed

Going Well

  • Class content (class time activities, readings, lecture, lecture videos, materials)
  • Classroom Structure (instructions, organization)
  • Enthusiasm and care for students (You are all so kind)
    • “Assignments aren’t bad. I’ve always appreciated Dr. Jacobs’ approach, although it can sometimes be a bit too detailed for me to retain […] Dr. Jacob is passionate about his work, and that makes me want to engage”
    • “Some things that are working good for my learning is the way Jacob teaches his lectures, his forums are helpful, and the quizzes he does. I also think how good his communication is also is so helpful. He is very understanding.”
  • Student growth (my most exciting part)
    • “I’m learning […] I am strong.”
    • “That I can do well with clinical skills”
    • “I’ve learned that I’m able to do more than I used to believe I could.”
    • “I’m learning that being overwhelmed is stressful however, I need to give myself grace.”
    • “[…] I really enjoy learning”

Not Going Well and Suggestions

  • Readings (ideas… maybe a podcast)
  • Assignment Due Dates
    • “I think if the quiz was due Friday at 8 am, it would be better.”
    • “Change the assignment due date time I work early morning so if it was P.M. it would be better.”
  • More detail on assignment descriptions or examples

Assignment 04b: Intervention Plan Presentation

Assignment 04: Working with a Client: A Case Study Project

The case study project is a three-part assignment in which students engage in direct social work practice with a client in their practicum setting and demonstrate their ability to navigate the planned change process with the client. It involves submitting documentation from a psychosocial assessment they conduct, presenting an intervention plan they develop, and writing an overview paper that details the engagement process. Students will demonstrate competencies related to ethical and professional behavior, as well as engaging and assessing individuals, families, groups, organizations, and communities.

Meta: Points 75 pts (15% of final grade); Deadline Monday 11/03/25 at 08:00 AM; Completion via submission in MyHeritage Forum; Locations Assignment Grading and Panopto Upload, Submission Forum, and Assignment Description and Rubric;

Purpose: Service delivery planning is the next sequential step after social workers have completed an assessment. Being able to present about the work we are doing with our clients is a valuable skill. Students will be able to share their developed intervention plan for their case study client.

Task: The student’s case study assignment requires the inclusion of a service delivery plan as an appendix. Students will complete a 10–15-minute presentation regarding their intervention plan with their chosen client. Presentations should ground the plan in assessment and provide a brief overview of the client’s needs. Discussion regarding the intervention plan should include the client voice, goal statement, strengths/resources, barriers/obstacles, and tasks or steps. There might multiple goals discussed, and the interventions should span the micro, mezzo, and macro levels. Video presentations will be submitted on MyHeritage.

Success: Student presentation videos will be posted on MyHeritage and will be assessed using the Intervention Plan Presentation Rubric. The presentation will be professionally delivered. The intervention plan discussed will be grounded in the assessment. There will be goals at each level of service delivery, and each goal will include the necessary components for goal setting and planning.

Appendix B: Intervention Plan Presentation Rubric

The Intervention Plan Presentation Rubric evaluates the presentation students deliver regarding the intervention plan for their case study student in SOWK 581. It assesses whether the plan is grounded in the assessment and follows best practices for goal setting; there are goals at each service delivery level, the quality of the presentation is high, and the assignment expectations are fulfilled.

Description Initial Emerging Developed Highly Developed
The intervention plan is grounded in the assessment. The assessment and needs of the client are not identified. The presentation only generally discusses the assessment with an undefined connection between client needs and the intervention plan. The presentation describes the assessment related to the client’s needs, which generally align with the intervention plan. The presentation provides a detailed discussion of the assessment and shares the client’s specific needs, allowing for a clear connection between those needs and the developed intervention plan.
Goal setting includes the necessary components for planning.
There will be at least three goals (one at each level). Each goal should include the following components:

1. Client voice
2. Goal statement
3. Strengths/resources
4. Barriers/obstacles
5. Tasks or steps		 The goals presented do not include all of the necessary components to do planning. At least one of the goals discussed includes all five components, but the rest don’t clearly articulate all of them. Most of the goals discussed include all five components. However, a couple might not clearly articulate some of them. All the goals discussed include all five components of a goal.
Goals are developed at each level of service delivery (micro, mezzo, and macro). The intervention plan does not consider what service delivery levels are needed to address the client’s needs. The intervention plan includes goals at multiple service delivery levels, but only one is described. The intervention plan includes goals at multiple service delivery levels, but only two are described. The intervention plan includes goals at each service delivery level.
The presentation is professionally delivered. The presentation is unclear or highly disorganized. The presentation has some problems with organization, clarity, and delivery. The presentation is organized and clear but lacks smooth flow and engagement. The presentation is professionally delivered, clearly conveys the plan’s details, and uses strong presentation skills.
The intervention plan presentation expectations and time limits are followed. The presentation significantly exceeds or falls short of the time limit. The presentation is within five minutes over or under the assigned time limits but lacks alignment with the assignment’s requirements. The intervention plan presentation is within five minutes over or under the assigned time limits and follows the assignment’s requirements. The intervention plan presentation fits within the assigned time limits and closely follows the assignment’s requirements.

Feelings Ball Game

Taken from Harborview Abuse & Trauma Center has their CBT NOTEBOOK. See the Feelings Ball Game.

Instructions for how to use it:

  1. You can start by tossing the ball in session, the closest the right thumb gets to a face/word, you have to say the last time you felt that way. Goes back in forth with family members and therapist. Great intro to feeling identification and engagement.
  2. You can introduce charades by playing the game similarly only they don’t get to tell you the last time they felt that way, this time they act out the feeling without saying the word. Other family members guess. Creates body sensations to feeling – then end with introducing relaxation if needed with an escalated kid.
  3. Use the “best friend” scenario for resistant kiddos by having them tell you a time their friend might have felt that way. Also assists with empathy building.

Selected Feelings

Surprise, Empathy, Confusion, Anger, Pride, Admiration, Guilt, Jealousy, Trust, Loneliness, Joy, Amusement, Awe, Resentment, Contentment, Disappointment, Fear, Love, Nostalgia, Excitement

What is a therapist who is practicing CBT?

The therapist is a trusted teacher, trainer, and coach who enables the client to actively participate in solving problems and meeting goals. Cognitive therapists can spot the subtle flaws in someone’s reasoning and skillfully elicit a different interpretation of the same events. They are active, direct, and supportive.

(Cooper & Granucci Lesser, 2022)

Structure of Cognitive Therapy Interviews

When we are practicing CBT, we might go many different directions. There are three parts that are consistent and make up the structure of CBT.

  • Start with an agenda set with the client
  • Using CBT techniques and strategies
  • Ends with feedback and homework.

Structure fits within the CBT Triangle of thoughts, feelings, and behaviors. Might go different directions within structure.

(Cooper & Granucci Lesser, 2022)

Demonstrate Resource

Show people the resource CBT Notebook by UW

Cognitive Therapy Techniques and Strategies

There are a number of CBT techniques and strategies

  • Identifying and Testing Automatic Thoughts: understanding beliefs and behaviors, especially to understand distorted thinking
  • Examining the Evidence: Exploring the what is really going on
  • Downward Arrow Technique: Moving from automatic thoughts to what are the core beliefs somebody has.
  • Behavioral Activation: getting clients to re-engage in activities with a sense of satisfaction. Includes activity monitoring and activity scheduling.
  • Cognitive Restructuring: identify, challenge, and modify negative or unhelpful thought patterns

Example of Downward Arrow Technique

I want to have us watch a video, about 10 minutes. It includes an example of using the downward arrow technique and putting our thoughts on trial.

[Whole Group Activity] Watch the video Johnson (2016)

[Whole Group Activity] Debrief Video

  • What moment in the video stood out most, and why?
  • How do the “downward arrow” technique and thought-challenging work together in the context of social anxiety?
  • What would you say is the ‘core belief’ being revealed in the session shown in the video?
  • After watching it, what specific skill (questioning, pacing, validation) do you want to focus on improving in your practice?

Reference

Johnson, J (2016, February 23) CBT for Social Anxiety Disorder: Using downward arrow and thought challenging techniques [Video]. YouTube. https://youtu.be/W3hMmZQAdhw

Distorted Thinking Patterns

There are a great number of ways that we might consider some common ways that we might engage in distorted thinking.

  • All-or-None (Dichotomous) Thinking: Viewing situations in absolute terms (success or failure) with no middle ground.
    “If I fail at an important task, as I must not, I’m a total failure and completely unlovable.”

  • Jumping to Conclusions / Negative Non Sequiturs: Making negative assumptions without sufficient evidence.
    “Since they have seen me dismally fail, as I should not have done, they will view me as incompetent.”

  • Fortune Telling: Predicting negative outcomes as if they were certain facts.
    “Because they are laughing at me for failing, they know that I should have succeeded, and they will despise me forever.”

  • Focusing on the Negative: Paying attention only to problems or failures while ignoring positives.
    “Because I can’t stand things going wrong, as they must not, I can’t see any good that is happening in my life.”

  • Disqualifying the Positive: Rejecting or minimizing positive experiences as meaningless.
    “When they compliment me on the good things I have done, they are only being kind to me and forgetting the foolish things that I should not have done.”

  • Allness and Neverness: Assuming negative conditions will always persist and good things will never happen.
    “Because conditions of living ought to be good and actually are so bad and so intolerable, they’ll always be this way and I’ll never have any happiness.”

  • Magnification and Minimization: Exaggerating the importance of mistakes while downplaying successes.
    “Sure, I got an A, but it was an easy class—it doesn’t really count.”

  • Emotional Reasoning: Believing something must be true because it feels true emotionally.
    “Because I have performed so poorly, as I should not have done, I feel like a total nincompoop, and my strong feeling proves that I am no damned good.”

  • Negative Labeling (Labeling and Overgeneralization): Applying a global negative label to oneself or others based on a single event.
    “Because I must not fail at important work and have done so, I am a complete loser and failure.”

  • Personalization: Taking things personally or assuming excessive responsibility for events beyond one’s control.
    “My friend seems sad; I must have done something wrong.”

  • Phonyism: Feeling undeserving of success or fearing exposure as a fraud despite competence.
    “When I don’t do as well as I ought to do and they still praise and accept me, I am a real phony and will soon fall on my face.”

  • Perfectionism: Holding unrealistically high standards and viewing anything less than perfect as failure.
    “I realize that I did fairly well, but I should have done perfectly well on a task like this and am therefore really an incompetent.”

  • Arbitrary Inferences: Drawing conclusions without supporting evidence or despite contradictory evidence.
    “The professor looked tired; he probably hates my presentation.”

  • Selective Abstraction: Focusing on one negative detail and ignoring the overall positive picture.
    “My boss said ‘good job,’ but I can’t stop thinking about the one small thing I forgot.”

  • Overgeneralization: Drawing broad, negative conclusions from a single event.
    “He didn’t call me back, no one ever likes me.”

[Small Group Activity] Identifying Potential Examples with Clients with Thinking Distortion Cards

Small Group Activity: Using Thinking Distortion Cards, develop a potential case example of what the presentation might look like for somebody who is exhibiting your given distorted thinking cards

  • For the 15 identified examples, bring enough cards that all students in groups of two or three can all get three cards (e.g., 3 sheets)

Cognitive Restructuring

I want to get us thinking about how we can address these distorted thoughts.

[Whole Group Activity] Broad Opening Question

  • What do we mean when we talk about engaging in cognitive restructuring,

-> click

drawing out that we are identifying, challenging, or modifying unhelpful thoughts.

-> click

The following is the questions and the process we go through when we engage in cognitive restructuring. it can look a bit like this:

Identifying The Situation: Think about a situation that impacted your mood. What happened?

Thought Patterns: What were you thinking in response to the situation that was happening?

Is this thought True? Were the thoughts above true?

This thought Makes Me Feel: What were you feeling in response to your thoughts about the situation that was happening?

Modify or Replace Automatic Thoughts: What is a thought we could replace this with when we start thinking it?

-> Click

[Whole Group Activity] Role Play Activity - Cognitive Restructuring. Role play walking a client through this process using the scenarios you developed.

What is the Cognitive Distortion?

[Small Group Activity] Have students go through and talk about which distortion is described:

  • Focusing on the Negative: “Everyone congratulated me on my project, but all I can think about is the one small mistake I made.”
  • Personalizing: “It must be my fault that the meeting went poorly, even though I wasn’t the one leading it.”
  • Labeling and Overgeneralization: “I missed my workout today—I’m so lazy and undisciplined.”
  • Jumping to Conclusions and Negative Non-Sequiturs: “They didn’t respond to my message right away; they must be mad at me.”
  • Selective Abstraction: “Even though I’ve been praised for my work, I’m focused only on the minor critique my boss gave.”
  • All-or-None Thinking: “If I can’t handle every problem on my own, then I must be a failure.”
  • Fortune Telling: “I just know that the presentation tomorrow will go terribly.”
  • Arbitrary Inferences: “She glanced at me in a weird way—she must think I’m doing a terrible job.”
  • Emotional Reasoning: “I feel anxious about this meeting, so it must mean that something bad is going to happen.”
  • Minimization: “Sure, I got an award, but it’s not a big deal. Anyone could have done it.”
  • Overgeneralization: “This relationship didn’t work out; all my relationships will probably end badly.”
  • Dichotomous Thinking: “If I don’t get this promotion, I’m a complete failure.”