Fall 2025 SOWK 487w Week 11 - Lab Day - Planning and Implementing Change-Oriented Strategies

Slide 1
Title slide with bold black text on a cream background: 'LAB DAY' over 'PLANNING AND IMPLEMENTING CHANGE-ORIENTED STRATEGIES,' then 'Fall 2026 SOWK 486W Week 11' and 'Jacob Campbell, Ph.D. LICSW at Heritage University.' A black right panel shows a cyan toggle switch with a yellow flag and two stacked cyan checkmark boxes.

Fall 2025 SOWK 487w Week 11 - Lab Day - Planning and Implementing Change-Oriented Strategies

Week 11 continues our work in Week 10 Social Work Planning. This week, we will focus on cognitive distortions and how to address them, primarily in the context of Cognitive Behavioral Therapy (CBT). We will also examine crisis planning. The tentative agenda is as follows:

  • Talk about cognitive distortions and cognitive restructuring
  • Practice with planning
  • Documenting our plans
  • The planning process in crisis

Learning Objectives include

  • Identify and challenge common cognitive distortions.
  • Apply a structured goal formulation process to client scenarios.
  • Develop and document client treatment plans and progress notes.
  • Utilize an 8-step crisis intervention model to assess, plan, and respond to client needs.
Slide 2
A presentation slide titled 'WEEK 11' with a bold, underlined agenda on the left: 'Talk about cognitive distortions and cognitive restructuring,' 'Practice with planning,' 'Documenting our plans,' and 'The planning process in crisis.' Four 'Learning Objectives' bullets sit on the right, under a blue-to-pink gradient, with the footer 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Plan for Week 11

Agenda

  • Talk about cognitive distortions and cognitive restructuring
  • Practice with planning
  • Documenting our plans
  • The planning process in crisis

Learning Objectives

  • Identify and challenge common cognitive distortions.
  • Apply a structured goal formulation process to client scenarios.
  • Develop and document client treatment plans and progress notes.
  • Utilize an 8-step crisis intervention model to assess, plan, and respond to client needs.
Slide 3
A pale yellow slide with a yellow-to-orange-to-red gradient band across the top edge. Large bold black text on the left reads 'PLEASE REVIEW,' with smaller text beneath: 'I submitted feedback for the paper. Please look at the papers and the comments/tracked changes in the document. I spent a lot of time trying to provide helpful feedback.' The right side is empty.

Paper Grading Feedback

  • I submitted
  • Can follow up with me for questions
  • Please review comments in word.
Slide 4
A large pink mustache sits atop a yellow rectangle reading 'THINK OF A NUMBER, ANY NUMBER,' against a green-to-yellow gradient background. To the right, an engraved top hat with rabbit ears sticks out of it. Small text at bottom left reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Think of any number

Taken godmode (2008)

[Whole Class Activity] Do the think of any number activity:

I want you to to think of a number, any number. I will warn you that picking complicated numbers (decimals, fractions) will yield complicated math problems.

  • Multiply your number by 2
  • Add 10 to your number
  • Divide that number by 2
  • Subtract your original number

The number you are thinking of now is 5

While that is isn’t mind reading or directly a thinking distortion… it can be easy to jump to conclusions or be difficult to realize why something is the way that it is.

Reference

godmode. (2008, June 30). Mind reading trick with numbers. Instructables. https://www.instructables.com/Mathemagic/

Slide 5
A presentation slide titled 'THINKING DISTORTIONS,' subtitled 'AKA... Cognitive Distortion, Thinking Errors, or Unhelpful Thought Patterns,' lists 17 patterns in three columns, such as 'All or nothing thinking,' 'Catastrophizing,' and 'Mind reading.' A black speech bubble reads 'Small Group Discussion: Examples in the Media, Personal Examples.' Small footer text reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(Hepworth et al., 2023),' on a bright green-to-yellow gradient background.

Thinking Distortions

AKA… Cognitive Distortion, Thinking Errors, or unhelpful thought patterns

The most common types of distortions and negative thinking patterns conceptualized by Beck (1976) have been summarized in the literature (Cormier et al., 2009; Walsh, 2006) and are as follows:

[Whole Class Activity] Discuss each of the thinking errors, what they mean and possible examples of them. Can also look at what the opposite is that you would be trying to encourage in clients.

  • All-or-nothing thinking: seeing things in extremes, as total success or total failure, with no middle ground.
  • Blaming: treating other people or events as the cause of your feelings, which avoids taking responsibility.
  • Catastrophizing: believing that if something happens, the result will be unbearable and will define your worth.
  • Discounting positives: dismissing or minimizing the good things you or others do, or turning a positive into a negative.
  • Emotional reasoning: treating feelings as facts (“I feel stupid, so I am stupid”).
  • Inability to disconfirm: blocking out any information that doesn’t fit your negative beliefs.
  • Judgment focus: rating self, others, or events as good or bad instead of describing or trying to understand what is happening; often measured against arbitrary standards.
  • Jumping to conclusions: assuming the negative with little evidence. Mind reading and fortune telling are forms of it.
  • Labeling: a form of overgeneralizing that attaches a negative label to yourself or others based on a single incident (“I’m a bad student”).
  • Mind reading: assuming you know what others think or how they will respond.
  • Negative mental filtering: singling out bad events and ignoring the positives.
  • Overgeneralization or globalization: drawing broad conclusions from an isolated event (“He never calls on me”).
  • Personalizing: assuming you caused or are responsible for a negative situation that was outside your control. Applied to others, it looks like blaming.
  • Regret orientation: focusing on the past and what could have been (“If I had worked harder…”).
  • “Should” statements: judging yourself or others against how things should be. Aimed at others, they often lead to resentment and anger.
  • Unfair comparisons: measuring yourself against people you see as having more desirable qualities.
  • What ifs: continually questioning yourself about bad things that might happen.

[Small Group Activity] Share with a partner about some of the thinking distortions that are present in the media and then some that you have to some degree or the opposite of those.

(Hepworth et al., 2023)

Slide 6
A presentation slide titled 'COGNITIVE RESTRUCTURING' with the subheading 'WHAT YOU DO' sits on a pale background, with a green box reading 'Intervention techniques in CBT are designed to help clients modify their beliefs, faulty thought patterns or perceptions, and destructive verbalizations, thereby leading to changes in behavior.' A bright blue panel on the right lists five bullets, beginning 'Assist client in accepting that their self-statements, assumptions, and beliefs determine emotional reactions to events,' and ending 'Assist clients in identifying rewards and incentives for successful coping efforts.' Three small head-and-gear icons appear below the green box, and '(Hepworth et al., 2023)' sits in the lower right corner.

Cognitive Restructuring: What You Do

Intervention techniques in CBT are designed to help clients modify their beliefs, faulty thought patterns or perceptions, and destructive verbalizations, thereby leading to changes in behavior.

  • Assist clients in accepting that their self-statements, assumptions, and beliefs determine emotional reactions to events
  • Assist clients in identifying dysfunctional self-statements, beliefs, and thought patterns that underlie their problem.
  • Assist clients in identifying situations that engender dysfunctional cognitions
  • Assist clients in replacing dysfunctional cognitions with functional self-statements
  • Assist clients in identifying rewards and incentives for successful coping efforts

(Hepworth et al., 2023)

Slide 7
A presentation slide titled 'SUPERFLEX AND THE UNTHINKABLES' sits on a cream background with a yellow-to-orange bar at top. On the right, a green poster shows the central Superflex superhero character surrounded by cartoon 'Unthinkable' characters, each labeled with a short description (e.g., Rock Brain, Glassman, Mean Jean, Worry Wall). Small text reads 'www.socialthinking.com.'

Superflex: and the Unthinkables

Curriculum from social thinking

  • Used in my classrooms
  • Lots of activities and cool things to do with kids to teach them about thinking distortions (more or less) and change how they think about things.
Slide 8
A cartoon armored knight stands beside a large shield split into 'Negative' and 'Positive' halves, with 'Easy' and 'Hard' beneath them. The slide is titled 'Defense Mechanisms' and lists situations like 'Disrespected,' 'Blamed,' and 'Laughed At,' plus 'Four Steps to Control Your D.M.' It sits on a bright rainbow background.

WhyTry: Defense Mechanisms

Why try as another example for addressing these.

Slide 9
A small blue brain on the lower left releases a trail of yellow bubbles that rise into a large yellow thought cloud holding a magenta gavel and a magenta courthouse. The bright green-to-cyan gradient background carries the title 'PUTTING YOUR THOUGHTS ON TRIAL' in bold black type on the left, with '(Grohol, 2018)' at lower right and 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' along the bottom.

Putting Your Thoughts on Trial

One way we can address our thinking is to do something called putting our thoughts on trial.

Use worksheet: Law & Order, Psychology Edition: Fixing Your Thoughts

[Small Group Activity] Individually complete the worksheet putting your thoughts on trial for a time you remember using a thinking distortion. Share with a partner afterward.

Reference

Grohol, J. M. (2018, Oct 29) 10 proven methods for fixing cognitive distortions. Retrieved from https://psychcentral.com/lib/fixing-cognitive-distortions/

Slide 10
A black-and-white video still of an empty auditorium with rows of wooden pews facing a dark stage, framed by tall windows and hanging stage lights. Two people stand near the front-right aisle, one on the floor and one at the pew end, while a small figure is visible on stage. Footer text reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and 'TEDx Reno - Feeling Good by David Burns.'

TEDx Reno - Feeling Good by David Burns

Watch the talk. About 17 minutes from medical doctor, Dr. Burns, the author of feeling good. About his journey of deciding to use Cognitive Behavioral Therapy techniques.

Reference

TEDx Talks. (2014). Feeling good - David Burns - TEDxReno [Video]. YouTube. https://youtu.be/H1T5uMeYv9Q

Slide 11
A presentation slide titled 'DEVELOPING RESPONSES' in heavy black type sits on a pastel rainbow gradient. Seven bold statements, spoken as a client's dialogue, fill the slide, beginning 'I am here because God told me to come. How is a goal going to help me?' and ending 'I've never been able to accomplish anything before.' Footer reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University,' with three small check and flag icons in the bottom right.

Developing Responses

Activity taken from Hepworth et al. (2017) teacher facilitator guide

[Small Group Activity] Develop responses to the following client statements related to developing goals and talk about them as a group.

  • I am here because God told me to come. How is a goal going to help me? I trust God to guide me in what to do. Do you believe in God?
  • What do you know about my situation? You are so young and it’s hard for me to see how you can help me.
  • The court will take my children no matter what I do, so how is having a goal going to help?
  • You need to be clear; I don’t want to be here. I’m only doing this stuff with you because the judge said that I had to come.
  • My family didn’t want me to come see you again. They worry that you will put too many American ideas in my head.
  • Don’t waste our time. She got herself pregnant. You want her father and me to be involved because you must think that it is okay to be unmarried and pregnant. Well, you’re wrong!
  • How will having a goal help me? I’ve never been able to accomplish anything before.

[Whole Class Activity] Discuss what are some of your personal/group reactions to some of these potential comments.

Slide 12
A presentation slide titled 'TREATMENT PLAN' with a bulleted list: 'Plan info and general,' 'Collateral Contact INfo,' and 'First Goal.' On the right sits a blank, form-style Treatment Plan document with fields for client name, DOB, axes I–V, current supports, goal, and treatment modalities. The slide has a gradient purple-to-cyan header and a light lavender background. The footer reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Example of Treatment Plan Page 1

  • Plan info and general
  • Collateral Contact Info
  • First Goal
Slide 13
A presentation slide titled 'TREATMENT PLAN,' subtitled 'FROM TCCH BHS, Page 2: Goals 2-4,' sits beside a blank treatment plan form with three GOAL sections, each with Client Voice fields for goal, barriers, and strengths, plus modality checkboxes and a measurable goal template. Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Example of Treatment Plan Page 2

Page 2:

  • Goals 2-4
Slide 14
A presentation slide titled 'TREATMENT PLAN' with a left-side text panel reading 'FROM TCCH BHS, Page 3: • LRA specific information.' On the right is a scanned treatment-plan form with fields for client name, DOB, clinician, and an 'LRA CLIENTS' section. The form's text reads that LRA clients receive services at least weekly for the first 14 days, then monthly for 90–180 days. Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Example of Treatment Plan Page 3

Page 3:

  • LRA specific information
Slide 15
A presentation slide titled 'TREATMENT PLAN,' with the subtitle 'FROM TCCH BHS,' 'Page 4:' and the bullet 'Signature Page.' On the right, a scanned-style form titled 'TREATMENT PLAN' with header fields (Client Name, DOB, CID, Assigned Clinician, Funding Source, Provider One #, DSHS CLID, Type of Plan), a Date of Plan and Review Due row, and an attestation that begins 'By signing this document, I acknowledge and agree…' and cites Omsbud at 1-800-795-9269. Signature blocks for Client, Guardian/Responsible Party, Clinician, Clinical Supervisor, and Signature/Relationship to Client, and a 'CLINICIAN NOTES' area are below. The slide's footer reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Example of Treatment Plan Page 4

Page 4:

  • Signature and notes page
Slide 16
A slide titled 'TREATMENT PLAN' (subtitle 'FROM TCCH BHS,' bullet 'Page 5: Goal review page') sits on the left, beside a screenshot of a blank treatment plan form. The form has two 'GOAL REVIEW' sections with fields for Date of Plan, Review Due, Goal (Client Voice), treatment modality checkboxes, and 'DISCUSSION WITH CLIENT,' 'REVIEW OF EFFECTIVENESS OF PLAN,' and 'ASSESSMENT OF LEVEL OF CARE.' Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Example of Treatment Plan Page 5

Page 5:

  • Goal review page
Slide 17
A blank Care Plan form fills the left half of a slide, with empty checkboxes and Spiritual, Educational, and Personal goal sections for student and counselor. The right half, on a pale gradient, reads 'CARE PLAN,' 'JUBILEE YOUTH RANCH,' and 'Basic Set of Goals: Individual goals set by students and staff.'

Example of Care Plan from Jubilee

Basic set of goals.

Slide 18
A presentation slide titled 'PROCESS OF GOAL FORMULATION,' with the subheading 'SIX STAGES,' lists six stages as white text on black bars, top to bottom: 'Determine clients' readiness,' 'Explain the purpose and function of goals,' 'Formulate client-driven goals,' 'Increase goal specificity,' 'Determine barriers and benefits,' and 'Rank goals according to priorities.' The slide has a pastel purple-to-mint gradient background, a '(Hepworth et al., 2023)' citation at lower right, and a footer reading 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Review Goal Formulation Process from Last Week

  1. Determine clients’ readiness
  2. Explain the purpose and function of goals
  3. Formulate client-driven goals
  4. Increase goal specificity
  5. Determine barriers and benefits
  6. Rank goals according to priorities

(Hepworth et al., 2023)

Slide 19
A presentation slide titled 'CREATE A GOAL PLAN' sits on a pastel gradient background, with a framed white 'Goal and Treatment Plan' form on the right, showing Part 1: Plan Information, a client details table, and fill-in fields. Footer text reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Create A Goal Plan

Orient to the form. Consider general task like overall client vision, maybe client voice in what wants to do etc.

Slide 20
A presentation slide with a green-to-orange gradient header reading 'CASE EXAMPLES,' subtitled 'Pick a scenario, discuss what it might look like to role-play this, and go through the planning process.' Two columns present 'IMMIGRANT AND REFUGEE SUPPORT' (Maria, a social worker aiding a war-torn refugee family) and 'SCHOOL SOCIAL WORK' (Jason, assessing high schooler Alex's behavioral and academic needs). Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and '(The Social Workers Family Blog, 2023).'

Practice Planning with Case Examples

Pick a scenario, discuss what it might look like to role-play this, and go through the planning process.

Immigrant and Refugee Support

Maria is a social worker working with an organization that supports immigrants and refugees. She is assigned to assist a recently arrived family from a war-torn country. The family consists of a single mother, Fatima, and her three children. They face numerous challenges, including language barriers, cultural adjustment, and trauma from their past experiences. Maria needs to provide them with immediate support, help them navigate the immigration process, connect them with community resources, and promote their overall integration and well-being.

School Social Work

Jason is a school social worker who is assigned to work with a high school student named Alex. Alex has been displaying behavioral issues in class, has frequent conflicts with peers, and is falling behind academically. Jason needs to conduct a comprehensive assessment of Alex’s needs, collaborate with teachers and parents to develop an Individualized Education Plan (IEP), provide counseling services, and facilitate appropriate interventions to support Alex’s social-emotional development and educational success.

(The Social Workers Family Blog, 2023)

[Small Group Activity] Practice with Goal Planning Go through the goal formulation process. Provide form to guide implementation. Encourage recording. Give 30 min and allow them to split up into groups of two.

Reference

The Social Worker. (2023, May 23). Real-life social work scenarios. https://thesocialworkers.family.blog/2023/05/23/real-life-social-work-scenarios/

Slide 21
A presentation slide titled 'EXAMPLE DOCUMENTATION' displays a two-column table with a Date column and a Progress Note column. The handwritten-style note, dated 11/02/22, reads: 'This writer met with Johnny and discussed his goal progress. Johnny reported that he has been attempting to use deep breathing when frustrated... Johnny reported taking deep breaths instead of punching 13452... Follow up with Johnny about progress next week regarding using deep breathing.' It is signed 'Jacob Campbell, LICSW.' The pastel blue-to-purple gradient background has the footer 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and icons of checkmarks and a flag.

Example Documentation

Come back and write up example progress note.

Talk about DIP as a format and what goes in each section.

Slide 22
A presentation slide titled 'Crisis Stabilization Support Plan from TCCH BHS, Page 1: General Information' sits on a purple-to-blue gradient background with the footer 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.' On the right, a Tri-Cities Community Health form page shows blank fields for client information, referral, psychiatric services, and crisis/risk assessment, with checkboxes and 'Page 1 of 2' at the bottom.

Examples of Crisis Stabilization Support Plan:

Page 1 General Information

Slide 23
A presentation slide titled 'CRISIS STABILIZATION SUPPORT PLAN FROM TCCH BHS,' with the bullet 'Page 2: Crisis and Planning Information,' sits on a purple-to-pink gradient at left. At right, a scanned Tri-Cities Community Health form, 'B. MY PLAN,' shows blank fields for Crisis Definition, What Works, Plan of Action, 'Who to Call for Help' numbers (911, NECCS, Crisis Response Unit), and client, case manager, and supervisor signatures. Footer: 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

Examples of Crisis Stabilization Support Plan:

Page 2 Crisis and Planning Information

Slide 24
A presentation slide titled 'The Crisis Intervention Model: Procedures of Crisis Intervention' lists eight numbered steps in two columns, from 'Step 1: Assessment of the Crisis' through 'Step 8: Referral and Follow-up.' It sits on a pastel gradient background, with a footer reading 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University' and the citation '(Hepworth et al., 2023).'

What would you do? Processing the Activity

[Whole Class Activity] Review the steps and what you were thinking about in groups.

Steps include:

Step 1: Assessment of the Crisis Step 2: Make Contact, Establish Rapport, and Provide Support Step 3: Elicit the Client’s Definition of the Problem, Narrow Down, and Triage the Identified Problems Step 4: Ensure Client Safety Step 5: Examine Alternatives Step 6: Make Plans Step 7: Obtain Commitment Step 8: Referral and Follow-up

Slide 25
A slide titled 'WHAT WOULD YOU DO?' on a bright green-to-orange gradient, headed 'THE CRISIS INTERVENTION MODEL: PROCEDURES OF CRISIS INTERVENTION' with a 'P. 285' tag. A paragraph describes a 34-year-old hospitalized mother of three after a violent confrontation with her boyfriend, quoting her statement that she wants to 'get out of here and live my life with my children in peace.' Footer reads 'Fall 2026 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University,' with '(Hepworth et al., 2023)' and a side note to 'Review the 8-step procedures of crisis intervention.'

What would you do?

The Crisis Intervention Model: Procedures of Crisis Intervention (p. 285: Review the 8-step procedures of crisis intervention)

[Small Group Activity] In groups of three or four. Review the following case example:

A 34-year-old mother of three, aged, 5, 9, and 11 has been hospitalized following a violent confrontation with her boyfriend. In addition to her physical condition, she is depressed and concerned about her children. During the period of her hospitalization, the children lived with an aunt. As the hospital social worker, you meet with her to complete a psychosocial assessment. During the brief session, she stated, “I never want to see him again (the boyfriend). If it weren’t for my children, I would hang it all up. I seem to always end up choosing the wrong men in my life. I don’t want my kids to see me as a loser but it is true, I am. I just want to get out of here and live my life with my children in peace.”

  • The crisis intervention model is on on page 285 of the Hepworth et al. (2023) textbook. Review the 8-step procedures of crisis intervention
  • What would you do during each of the steps of with this client.

Taken from 2023 instructor guide.