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    • 03/20/2024
    • 4:30 PM
    • 06/05/2024
    • 7:15 PM
    • Virtual (all events are Eastern time)
    Register

    REGISTRATION CLOSE DATE HAS BEEN CHANGED TO MIDNIGHT ON 3/19/24. THIS IS A PROFESSIONAL EXPERIENTIAL TRAINING. TO OBTAIN CE, 4 ADDITIONAL & SEPARATE 60 MIN MEETINGS FOLLOW SESSIONS 2,4,6 & 8 AFTER A BRIEF BREAK. HEALTHCARE PROFESSIONALS & DEVELOPING MINDFULNESS TEACHERS IN TRAINING ARE INVITED TO PARTICIPATE. IF YOU DO NOT SEEK OR QUALIFY FOR CE (NO CME or ACT-48 ) SELECT STUDENT REGISTRATION RATE EVEN IF YOU ARE A PROFESSIONAL.

    Mindfulness-Based Programs (MBPs), and their evidence-based adaptations, have been shown to be trans-therapeutic interventions of benefit to those with a range of transdiagnostic emotional disorders. The path for competently and ethically teaching MBPs  includes, but is not limited to, experiential participation in the traditional 8-session MBCT or MBSR program in the role of participant-observer followed by ongoing development of competence. Such development includes direct experiences in a variety of MBPs that support implementation with populations practitioners have expertise serving. This virtual CE training offers the opportunity to observe  experienced professionals model implementation of an intermediate level curriculum designed to deepen the benefits of the MBCT, MBSR, & related adaptations of evidence-based MBP curricula.

    This course will reveal how recent advances in neuroscience combined with the millenia-old wisdom traditions and contemplative mindfulness- and related meditation practices can support an exploration of a construct known as “feeling tone”.  In this course, you will become more aware of the “background color” that guides thoughts, feelings and emotions which is the tipping point from which adaptive responses are possible in the service of reclaiming one's life. 

    This virtual and live  INTERMEDIATE LEVEL workshop is open only to licensed mental-health professionals & advanced post-doctoral level trainees who have completed a foundational MBCT or MBSR course  & to certified teachers of MBSR, MBCT, MBRP, & other evidence-based MBPs.

    For more about training pathways for becoming competent implementing MBPs visit Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) &  https://www.mbct.com/mbct-training-pathway/ Also see EBP article by MBCT co-developer Zindel Segal, Ph.D. at www.philabta.org/EBP about increasing access to high quality professional training Home - Access MBCT .

    Meeting Schedule. Partial CE cannot be awarded and those seeking CE must attend 8 weekly 1.5 hour sessions, four of which (after weeks 2,4,6 & 8) are followed by a 15 minute break and then an additional hour of CE training linked to required readings that will be shared with registrants. All are also invited (not required) to engage in daily mindfulness practice of 20-40 minutes per day.

    Wednesdays, 4:30 – 6:00 pm EST from March 20 to May 1 for 1st seven 90 min sessions, with final session on June 5. For CE option, weeks 2,4,6, & 8 of session dates (March 27, April 10 & 24 & June 8 of 2024) followed by a 15 minute break and then a 1-hr CE training linked to content of experiential training.

    Required reading for ALL participants (even if not seeking CE)

    Williams, J. M. G., Baer, R., Batchelor, M., Crane, R. S., Cullen, C., De Wilde, K., ... & Taylor, L. (2022). What Next After MBSR/MBCT? An Open Trial of an 8-Week Follow-on Program Exploring Mindfulness of Feeling Tone (vedanā). Mindfulness, 13(8), 1931-1944.

    Williams, M., & Penman, D. (2023). Deeper Mindfulness: The New Way to Rediscover Calm in a Chaotic World. Hachette UK.

    REQUIRED READINGS (IF SEEKING CE ONLY)

    Cayoun and Shires. Co-emergence Reinforcement and Its Relevance to Interoceptive Desensitization in Mindfulness and Therapies Aiming at Transdiagnostic Efficacy (2020) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7783049/

    Desbordes G, et al.,  Moving beyond Mindfulness: Defining Equanimity as an Outcome Measure in Meditation and Contemplative Research. Mindfulness (N Y). 2014 Jan 21;2014(January):356–72. doi: 10.1007/s12671-013-0269-8. PMID: 25750687; PMCID: PMC4350240.

    Moore MT, Lau MA, Haigh EAP, et al. Association between decentering and reductions in relapse/recurrence in mindfulness-based cognitive therapy for depression in adults: A randomized controlled trial. Journal of Consulting and Clinical Psychology. 2022 Feb;90(2):137-147. DOI: 10.1037/ccp0000718. PMID: 35343725.

    Suggested Reading

    Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

    Full reading list for suggested (not required) readings will be shared with registrants

    CE Learning Objectives

    Following this presentation, participants will be able to:

    1. Define the construct of equanimity, its origins, and current clinical conceptualization in emerging MBPs 
    2. Summarize the differences between the psychological constructs of tolerance, acceptance and equanimity 
    3. Identify three barriers to the development, strengthening, and maintenance of equanimity
    4. Develop and describe a unique metaphor to describe the “felt sense” (i.e., interoceptive experience) of equanimity to a friend and a client.
    5. Describe two equanimity rating scales, and discuss their validity and generalizability to two populations
    6. Define the constructs of attachment and aversion in MBPs
    7. Discuss the role of interoceptive awareness, feeling tone and equanimity in emotion regulation.
    8. Describe two key features of the Co-Emergence Model of Reinforcement conceptualization of equanimity.
    9. Describe 3 neural networks involved in emotion regulation, using language accessible to one specific clinical population. 
    10. Describe three specific changes that occur, during and after mindfulness meditation practice, which have origins in 3 neural networks involved in emotion regulation. 
    11. Describe how decentering is a mechanism for reducing the risk of relapse for disorders marked by neuroticism.

    About Presenters

    Mark Lau, PhD, is a Clinical Associate Professor of Psychiatry at the University of British Columbia, and a registered psychologist in private practice at the Vancouver CBT Centre.  Dr. Lau has over 25 years experience providing Mindfulness-based Cognitive Therapy (MBCT) and Cognitive Behaviour Therapy (CBT) to individuals and groups; conducting MBCT and CBT research; providing leadership in developing models of mental health care delivery including innovative ways of delivering MBCT & CBT; and, providing leadership in training and education including providing MBCT single and multi-day professional trainings across North America, Europe and Australia for mental health professionals.  Mark is also an MBCT teacher trainer/mentor with the UCSD Mindfulness-Based Professional Training Institute and is one of a handful of MBCT trainers who provide the 5-day MBCT Professional Training in North America.  He has provided MBCT & Fostering Resilience workshops to psychiatrists, physicians, UBC internal medicine residents, university research administrators and college staff.  Dr. Lau’s research interests include investigating the mechanisms underlying MBCT’s effectiveness, the development and validation of the Toronto Mindfulness Scale, and evaluating effective methods of disseminating MBCT and CBT.  He is a former Associate Editor of the journal Mindfulness.

    Andrea Grabovac, MD, FRCPC, is a Clinical Professor in the Department of Psychiatry at the University of British Columbia, and Co-Director of the North American Chapter of the Mindfulness integrated Cognitive Behavioral Therapy (MiCBT) Institute. She has practiced inpatient psychiatry for 20 years at Vancouver Hospital, and her outpatient work focuses on mindfulness-based treatments to treat anxiety, depression and other clinical conditions.

    For the last 15 years she has been training physicians and mental health clinicians nationally and internationally in the delivery of Mindfulness Based Cognitive Therapy and MiCBT, both of which are evidence-based treatments for mental health conditions. She also co-facilitates 5 day Cultivating Wellbeing retreats for physicians and their spouses. She is a clinician trainer and mentor with the UCSD Mindfulness Based Professional Training Institute in California, the Center for Mindfulness Studies in Toronto, and the MiCBT Institute in Australia. She is Co-Investigator in CIHR trials comparing MBCT to CBT for sexual disorders, and has co-authored Canadian competency-based guidelines for training psychiatrists in Mindfulness Based treatments.

    She serves as Associate Editor with the journal Mindfulness, and is an active member of the International Mindfulness Integrity Network. .


    Target Audience

    This presentation is intended only for licensed mental health professionals and advanced post-doctoral trainees seeking licensure who have graduated from an evidence-based MBP including but not limited to MBCT, MBSR, MBRP & related interventions. The instructional level of this presentation is INTERMEDIATE.

    Note: This workshop does require attendees to have formal mindfulness practice experience. 

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
    • This program provides sixteen (16) hours of CE credits for those who attend all sessions in their entirety.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing or credentialing board.
    • Full attendance with video display is required at each separate session to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
    • 04/09/2024
    • 12:00 PM - 1:00 PM
    • Virtual
    Register

    Telemental health services provided via video conference or telephone sessions can be effective means for providing CBT to adult clients across the lifespan, including older adults. There are now a variety of resources and tips available for CBT therapists who would like to improve the impact of their telehealth sessions with older adults.  This Lunch & Learn Session unpacks challenges and strategies to manage procedural aspects of telehealth sessions, develop and maintain therapeutic rapport, and enhance therapy effectiveness with older adult clients. Recommendations from the Clinician Guide to Treating Later-Life Depression: A Cognitive Behavioral Therapy Approach will be described and discussed (pp. 87-88), using examples of telehealth friendly materials from the LLD Workbook. 

     

    CE Learning Objective:

    By the end of this program, participants will be able to:

    Describe 3 strategies for improving the impact of CBT sessions with older adults who are participating via video conference or telephone.

    ABOUT PRESENTERS

    Ann Steffen, PhD, ABPP is currently a professor of psychology and gerontology at the University of Missouri-St. Louis, where she has spent her career in teaching, research, supervision and direct clinical services focused on the needs of older adults and family caregivers.  At UM-St. Louis, she has served as the director of Gerontology programs and as director of clinical training for the APA-approved doctoral program in clinical psychology.  Dr. Steffen is a faculty clinician at the UM-St. Louis Community Psychological Service, and is dual board certified in Behavioral & Cognitive Psychology and in Geropsychology by the American Board of Professional Psychology (ABPP). She is lead author on the recently revised 2nd edition of Treating Later-Life Depression: A Cognitive-Behavioral Therapy Approach workbook and clinician guide  in Oxford University Press's Treatments ThatWork Series.

    Suzann Ogland-Hand, Ph.D.  completed her bachelor’s in psychology at the University of Northern Iowa; her doctorate in clinical psychology at Fuller Graduate School of Psychology in Pasadena, CA; & a fellowship in Geropsychology at the Palo Alto VA. She has been practicing geropsychology for over 25 years. After working at Pine Rest Christian Mental Health Services for 18 years, she started a private practice in 2015 in Grand Rapids, MI. She focuses on family caregiving, mental health issues, and treatment-resistant depression across the adult lifespan. Throughout her career, she has also provided training, supervision, and consultation to mental health professionals.

    Target Audience

    This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure and with some clinical experience. The instructional level of this presentation is INTERMEDIATE.

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • This program provides one (1) hour of CE credits.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • ZOOM VIDEO LINK WILL BE SENT TO  REGISTRANTS 2 DAYS BEFORE & MORNING OF EVENT
    • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in to cancel up to 4 days before the event.
    • Contact PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.
    • * PBTA offers CE to ALL licensed psychologists in the U.S.A., including those licensed in the state of New York. If you are not licensed as a psychologist & do not practice in PA -- essentially if you are not certain about whether or not CE credits from an APA-sponsored CE provider meets criteria for ongoing education for your specific board,  please inquire with your respective licensing board to confirm.  
    • All events are Eastern Time Zone 
    • 04/16/2024
    • 11:45 AM - 12:45 PM
    • Virtual
    Register

    Marvin "Marv" Goldfried, Ph.D. has devoted decades toward creating conditions that support the development of consensus across diverse psychotherapy orientations. In his lifetime of work (to date) he has been honored by many for the delineation and dissemination of wisdom about transtheoretical principles of change that promote growth in clients. These principles lie between theory and technique. They have contributed to an integrative approach that reduces divisiveness across therapeutic orientations and supports both implementation of effective practices in psychotherapy and development of the field of evidence-based psychotherapy practices that reduce unnecessary suffering.

    Therapeutic principles and associated constructs are often repackaged and renamed by those of differing orientations - this has been one of many foci on the very entertaining & informative Talking Therapy You Tube channel and Spotify podcast with friend & colleague Allen Frances, M.D. Talking Therapy offers a living history from two wise mental health professionals whose influence on the fields of diagnosis and therapy have been immense.

    During the pandemic PBTA offered 4 virtual CE events focused on some of Dr. "Marv" Goldfried's many contributions and this is why he is joining the ranks of PBTA's Lifetime Achievement Award recipients & is our very 1st virtual Award recipient. 

    If you do not know the body of his work you are missing out. Be sure to check out his recommended readings below along with select books that influenced him as a psychologist!

    There is just one required reading for this virtual and live event that both celebrates and honors his extensive and beneficial contributions to the field of mental healthcare.

    At this virtual celebration we will be joined by many of Dr. Goldfried's esteemed colleagues & fellow luminaries to honor him & his contributions. These include Drs. Allen Frances, Gerald Davison, Michelle G. Newman, Louis Castonguay, Cory Newman, & more!

    CE Learning Objectives

    Following this presentation, participants will be able to:

    Describe 1 benefit of a case formulation approach, how it differs from a theoretical approach to intervention, and one reason this difference has an impact on those served by mental healthcare practitioners.

    Identify 1 specific action to contribute to a path toward consensus in psychotherapy.

    Required Reading (click for PDF)

    Gaines, A. N., & Goldfried, M. R. (2021). Consensus in psychotherapy: Are we there yet?. Clinical Psychology: Science and Practice28(3), 267.

    Recommended readings (if Marv could recommend just 3 on which he is an author)

    Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist74(4), 484.

    Goldfried, M. R., & Davison, G. C. (1976 / 1994). Clinical behavior therapy, Exp. John Wiley & Sons.

    Norcross, J. C., & Goldfried, M. R. (Eds.). (2019). Handbook of psychotherapy integration (3rd ed.). Oxford University Press. https://doi.org/10.1093/med-psych/9780190690465.001.0001

    Select books that have influenced Marv

    Alexander, F., & French, T. M. (1946). Psychoanalytic therapy; principles and application. Ronald Press.

    Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart & Winston.

    Dollard, J., & Miller, N. E. (1950). Personality and psychotherapy; an analysis in terms of learning, thinking, and culture.

    Presenter & Award Recipient

    Marvin R. Goldfried, Ph.D. is a Distinguished Professor of Clinical Psychology at Stony Brook University. He investigates the process of change in  psychotherapy, comparing different theoretical orientations for both common and unique processes. He is cofounder of the Society for the Exploration of Psychotherapy Integration;  founding Editor of In Session: Psychotherapy in Practice; Past President of the  Society for Psychotherapy Research; and recipient of the American Psychological  Association (APA) Division of Clinical Psychology's 1998 award for Distinguished  Research Contributions to Clinical Psychology, the Division of Psychotherapy's  award for Distinguished Psychologist in the year 2000, the 2001 APA Award for  Distinguished Contributions to Knowledge, the 2002 Division 1 States Award for  Contributions Toward Unifying Psychology, the 2003 Association for the Advancement  of Behavior Therapy Award for Outstanding Clinical Contributions, the 2004 APA Award  from the Society for the Study of Lesbian, Gay, and Bisexual Issues, and the 2005  Society for Psychotherapy Research Distinguished Career Award. Recipient of the 2018 APA/American Psychological Foundation Lifetime Achievement Award for the Application of Psychology.

    He also is committed to clinical and research issues associated with  gay, lesbian and bisexual individuals, and has developed a network of psychologists who have come out in open support of their lesbian/gay/bisexual/transgender family members.  (For more information about AFFIRM: Psychologists Affirming their Lesbian, Gay, Bisexual,  and Transgender Family, see: https://www.stonybrook.edu/commcms/affirm/).

    Above is excerpted from About Dr. Goldfried

    Target Audience

    This presentation is intended for licensed mental health professionals and  graduate student trainees. The instructional level of this presentation is Beginner.

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • This program provides one (1) hour of CE credits.
    • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
    • Those requiring accommodations please email 72-hours in advance to notify PBTA at PBTAcontinuingeducaiton@gmail.com
    • Zoom link is sent 48 hours before event, following registration close, and day of event.
    • 05/22/2024
    • 4:00 PM - 7:30 PM
    • Drexel University, Philadelphia PA
    Register

    This in-person event will be about half a mile from 30th street train station in Philadelphia, PA. Specific location at Drexel University  announced no later than 1st week of May.

    A Social Problem-Solving Framework for Suicide Treatment and Prevention

    Suicide continues to be a major public health problem both nationally and across the world. We will describe a model of suicidality that underscores the importance of three major factors in its etiopathogenesis: negative stressful life events, negative emotional reactions to such stress, and ineffective social problem solving. In addition, we will present Emotion-Centered Problem-Solving Therapy (EC-PST), the updated and revised version of Problem-Solving Therapy, as a potentially efficacious approach for the treatment and prevention of suicidality based on this framework.

    CE Learning Objectives

    Following this presentation, participants will be able to:

    • 1.      Describe the roles that stress, emotion reactivity, and social problem solving play regarding the etiopathogenesis of suicide
    • 2.      Identify the four major tool kits comprising Emotion-Centered Problem-Solving Therapy
    • 3.      Describe the role that visualization plays in EC-PST

    Recommended readings

    Nezu, A. M., & Nezu, C. M. (2018). Emotion-centered problem-solving therapy: Treatment guidelines. Springer Publishing Company.

    Stay tuned for more recommendations!

    About PBTA's Award Recipients

    Christine Maguth Nezu, PhD, ABPP

    Dr. Nezu is Professor of Psychological and Brain Sciences and Professor of Medicine at Drexel University. She is a past-president of the American Board of Professional Psychology (ABPP), a Fellow of the American Psychological Association (Society for Clinical Psychology), and has maintained a clinical practice for three decades, often serving as a site for Drexel PhD students to train. She is a current member of the editorial board for both the American Psychologist and Clinical Psychology: Science and Practice. Dr. Maguth Nezu also previously served on the editorial board of the Journal of Consulting and Clinical Psychology, as well as being a consulting editor for several additional scientific and professional journals. She has received awards from numerous university and professional organizations, including the 2015 Russell J. Bent Distinguished Service and Contributions to the American Board of Professional Psychology Award, and the 2016 Outstanding Contribution by an Individual for Education and Training Activities Award from the Association for Behavioral and Cognitive Therapies (ABCT).

    Dr. Maguth Nezu has held several leadership positions in several private and professional organizations, including founding Director of Training for an APA-accredited Internship/Residency program (Hahnemann University Hospital), Associate Provost for Research (MCP and Hahnemann University), Board Member of the Association for Behavioral and Cognitive Therapies, Deputy Chair of the World Congress of Behavioural and Cognitive Therapies, and Board Member of the American Board of Behavioral and Cognitive Psychology. She has published over 150 journal articles and book chapters, as well as 22 books. Many of her scholarly writings have been translated into various foreign languages.

    In addition, Dr. Maguth Nezu is the Founding Director of Full of Possibilities, Inc., a women-led 501c3 charity that provides educational opportunities and psychological resources for young African girls. The financial award for this presentation is being donated to this charity.

     Arthur M Nezu, PhD, DHL, ABPP

    Dr. Nezu is Distinguished University Professor of Psychological and Brain Sciences, Professor of Medicine, and Professor of Public Health at Drexel University. He is currently Editor-in-Chief of Clinical Psychology: Science and Practice, previous Editor of the Journal of Consulting and Clinical Psychology, previous Associate Editor of American Psychologist, previous Editor of the Behavior Therapist, and previous Associate Editor of the Archives of Scientific Psychology. Dr. Nezu also served as Chair of the Council of Editors of APA, was a member of the Task Force to Revise the 7th edition of APA’s Publication Manual, and a member of the Task Force to Revise APA’s Journal Article Reporting Standards (JARS) for Quantitative Research. In addition, he served as a member of the following committees: APA’s Clinical Practice Guideline Development Panel for the Treatment of Depressive Disorders, International Committee to develop the CONSORT Guidelines for Social and Psychological Interventions, and APA’s Presidential Advisory Work Group on the Implementation of Evidence-Based Practice (EBPP) in Health Service Psychology. Dr. Nezu also held the following offices in various professional associations: President of the Association for the Advancement of Behavior Therapy (AABT, now ABCT), President of the American Board of Behavioral and Cognitive Psychology, Secretary of the American Board of Professional Psychology, Board of Directors’ Member of the Society of Clinical Psychology, and Chair of the World Congress of Behavioural and Cognitive Therapies. He was also a member of APA’s Board of Scientific Affairs.

    Dr. Nezu has published over 225 journal articles and book chapters and 26 books, the majority of which focus on clinical and empirical aspects of cognitive-behavioral therapies. He has received awards from numerous professional organizations, including ABCT, the Society of Clinical Psychology, the American Board of Behavioral and Cognitive Psychology, the American Academy of Behavioral and Cognitive Psychology, and the World Congress of Behavioral and Cognitive Psychology. He received an honorary doctoral degree from the Philadelphia College of Osteopathic Medicine and had an annual award named in his honor by the American Board of Professional Psychology that is given for doctoral research focused on issues of diversity. Dr. Nezu is co-founder of Full of Possibilities, Inc.

    About The Nezu's Work Together

    Drs. Nezu are best known for their joint work as co-developers of Problem-Solving Therapy and the more recent revision, Emotion-Centered Problem-Solving Therapy (EC-PST). EC-PST is a clinical intervention designated by numerous agencies and professional organizations as an evidenced-based, transdiagnostic psychotherapy approach that has been effectively applied to a wide range of clinical populations and problems both nationally and internationally. Their specific work has focused on depressed adults, cancer patients and their caregivers, intellectually disabled adults experiencing psychological difficulties, sex offenders, and adults suffering from heart disease and other medical diseases. In addition, during the past several years, as consultants to the Department of Veterans Affairs, the Department of Defense, and the U.S Air Force, they co-developed various versions of Moving Forward, a problem-solving based program geared to enhance the mental health of Veteran and active service member populations. This program is implemented in military and Veteran medical centers across the U.S. These programs have recently led the VA to develop suicide reduction protocols for Veterans. Their research and program development activities have been funded by the National Institute of Mental Health, the National Cancer Institute, the Department of Veterans Affairs, the Department of Defense, the U.S. Air Force, the Department of Justice, the New Jersey Division of Mental Retardation, the Agency for International Development, the Pew Charities Trust, and the Infinite Hero Foundation. They both have held honorary and visiting faculty appointments in Japan and the United Kingdom and are frequent guest speakers at national and international professional conferences. They have collectively trained thousands of mental health professionals in PST-based interventions and supervised scores of graduate students, interns, and postdoctoral fellows. They have each been designated by ABCT as “pioneers” of behavioral and cognitive therapy.

    On a personal note, "Chris" and "Art" cherish spending time (especially on Long Beach Island, New Jersey) with their three adult children, Frank, Ali, and Linda, their respective significant others, Jessica, Trevor, and Bryan, and their awesome grandkids, Alex, Jacob, Elle, and Max.

    Target Audience

    This presentation is intended for licensed mental health professionals and graduate student trainees. The instructional level of this presentation is Beginner.

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • This program provides two (2) hours of CE credits.
    • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • Full attendance, in person, is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
    • Those requiring accommodations please email 72-hours in advance to notify PBTA at PBTAcontinuingeducaiton@gmail.com
    • 06/01/2024
    • 9:00 AM - 12:15 PM
    • Virtual (all events are Eastern time)

    Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR) that integrates Cognitive Behavioral Therapy (CBT) with much-older wisdom practices. Originally developed to prevent relapse in people with recurrent depression, MBCT and its adaptations have been shown to not only reduce relapse, but also reduce current symptoms of PTSD, OCD, Panic, GAD, other anxiety, & related disorders (e.g., substance abuse) that can develop when disorders marked by Neuroticism remain untreated. Through effective integration of scientific findings and theory about emotional processing and the cognitive, physical, and overt and covert behavioral elements of emotion, MBCT has been shown to be a trans-therapeutic intervention of benefit to those with a range of transdiagnostic disorders. This is in part through increasing metacognition and changing how one relates habitually with unwanted internal experiences in mind and body. Moreover, the mindfulness skills developed in MBCT are foundational for the range of compassion-based interventions that also have transtherapeutic benefits for those with emotional disorders.

    The path for competently and ethically teaching MBCT to those with emotional disorders includes, but is not limited to, participation in the traditional 8-session MBCT program in the role of participant-practitioner. The participant-practitioner model of competence development supports professionals in implementing MBCT with the population they already have expertise serving. It also offers the opportunity to observe an experienced professional model implementation of the MBCT curriculum elements with people exhibiting symptoms the practitioner wants to develop skills for treating.  Importantly, the model offers opportunities for receiving feedback from peers in role plays in a consultation setting to enhance competence through deliberate practice. Practitioners will develop foundational skills for implementing all elements of the MBCT curriculum. Further, through developing the habit of formal and informal personal mindfulness practice in the role of participant they can enhance both intra- & inter-personal effectiveness in responding to challenges that arise in MBCT skill development and implementation with clients. For more about training pathway & becoming an MBCT teacher visit  https://www.mbct.com/mbct-training-pathway/ or read  article by MBCT co-developer Zindel Segal, Ph.D. at www.philabta.org/EBP about increasing access to high quality professional training Home - Access MBCT .

    In this workshop, developing clinician teachers will read, and observe implementation of the MBCT treatment protocol with non-professionals with anxiety & related conditions. Professionals who are willing can also practice guiding short MBCT practices & receiving feedback from professional peers in the hour following the 2-hour MBCT sessions in which they observed an experienced teacher implementing the MBCT protocol. Feedback is offered in the context of a relational mindfulness practice that invites contemplation,  reflection, &  inquiry about implementing the "Guiding Practice" Domain of the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC). The Guiding Practice Domain outlines the "bones" or essential elements of each MBCT formal practice including: the 3 step breathing space - regular & responsive; body scan; mindfulness of sounds and thoughts; two ways of knowing; and sitting & movement formal practices.  Professional participants can also opt to implement the relational mindfulness practice of Mindful Case Consultation (MCC), with a focus on implementing MBCT with challenging cases while maintaining self-care. Both the MCC & the teaching feedback occur during the hour with professionals only and after the 2-hr MBCT session.

    This virtual and live workshop is open to mental-health professionals who agree to a.) attend and participate in the foundational orientation and 8 MBCT sessions that are also attended by non-professional participants; b.) complete all required readings listed below; and c.) attend post-session processing with professional peers from 11:15 a.m. to 12:15 p.m. ET. The MBI-TAC is implemented in dialogue with fellow professionals (or advanced graduate trainees) in the context of relational mindfulness practice.

    MBCT Meeting Schedule

    All MBCT meetings occur from 9:00 - 11:00 a.m. ET & are followed (for participant-practitioners seeking CE) by practice guiding and receiving feedback from other licensed professionals while implementing relational mindfulness guidelines with both MCC & the MBI-TAC Guiding Practice Domain from 11:15 a.m. - 12:15 p.m. ET. Video display is required by all participants.

    MBCT Sessions 1 to 8 start with required foundational orientation on 1/06/24. Program continues weekly on Saturday mornings until 3/16/24 with no meeting on 3/9/24 . Partial CE cannot be awarded, however there will be 4 opportunities to make up missed meetings on 3/16/24 & 3/30/24 & through participation in other scheduled events intended to support practitioner's in developing as teachers of MBCT both individually and in groups. Registrants who will miss more than 3 meetings are encouraged to wait to register for a future season to enroll in the training. 

    Required reading throughout MBCT training.

    The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress.

    Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

    Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) 

    Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review71, 101-114.

    Suggested Reading

    Crane, R. S., Eames, C., Kuyken, W., Hastings, R. P., Williams, J. M. G., Bartley, T., ... & Surawy, C. (2013). Development and validation of the mindfulness-based interventions–teaching assessment criteria (MBI: TAC). Assessment20(6), 681-688.

    Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

    Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

    Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

    CE Learning Objectives

    Following this presentation, participants will be able to:

    1.   Describe the structural elements of four formal mindfulness practices that adhere to evidence-based Mindfulness-Based Interventions (MBIs) designed to teach participants to deconstruct emotion (pleasant or unpleasant) into the mind, body, and behavior elements.

    2.   Describe two examples of covert (mental) or overt (observable) behaviors that reflect the “doing mode of mind” that arises when there is a discrepancy between one’s desired verses actual internal state.

    3.   Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

    4.   Describe examples of typical automatic thoughts (ATs), measured by the Automatic Thoughts Questionnaire (ATQ), and how a negative / & or depleted mood / emotion state impacts retrieval processes of ATs.

    5.   Describe two examples of the “being (present) mode of mind” that serves as an antidote for the doing mode of mind’s focus on the past & / or future.

    6.   Describe one way that the being mode of mind can reduce the risk of recurrence of distress in transdiagnostic emotional disorders associated with automatically perceiving thoughts as facts.

    7.   Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of processing can reduce or increase risk of distress and / or dysphoria.

    8.   Describe the difference between an avoidance / aversion and an approach mode of relating with experience and how each can influence level of distress and dysphoria. 

    9.   Describe the concept of ruminative brooding and how it worsens mood and predicts onset, maintenance, and recurrence of transdiagnostic emotional disorders.

    10.        Describe the components of the regular three-step "breathing space" practice and how it supports implementation of MBI skills in everyday life. 

    11.        Describe the components of the responsive three-step "breathing space" practice and how it can support the application of mindfulness skills & compassionate responding in stressful situations.

    12.        Describe how the body scan practice can be viewed as a behavioral experiment with an intention of noticing the impact of non-conceptual information processing of experience; disengagement of attention from stimuli increasing distress; and a broadening of the attentional field.

    13.        Describe MBI-adherent elements of formal sitting meditation practice and how it can be considered a micro-laboratory that supports awareness of not only sensations but also habitual mental phenomena and one’s intra-personal relationship to feeling states.

    14.        Describe three of the nine “Foundational Attitudes” that are ways of relating with experience to support both formal and informal mindfulness practice implementation.

    15.        Describe elements of the informal practice of monitoring pleasant and unpleasant events and how event logs are used to support deconstruction of emotion states into their co-arising & interacting elements.

    16.        Describe the implementation of the informal practice of logging nourishing and depleting events and how this supports identification of factors associated with relapse prevention and self-kindness intra-personally.

    17.        Describe a specific way that intention and personal values clarity can reduce barriers to development, and support strengthening, of MBCT skills implementation.

    18.        Describe how brief assessments of mindfulness, ruminative brooding and compassion can be integrated into the MBCT curriculum to motivate practice and track outcome.

    19.        Describe the physiological outcome of fighting or attempting to eliminate unwanted internal experiences and how it contrasts with allowing one’s unwanted experiences and relating with kindness to the self.

    20.        Describe two specific ways that participation in the MBCT group supports the strengthening of mindfulness and compassion in relationship with self and / or others.

    21. Describe the six teaching competence domains measured by the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC)

    22. Implement the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) using examples from live formal MBCT sessions.

    23. Observe an MBCT teacher implement live formal MBCT sessions while in the role of a participant followed by relational mindfulness practice and feedback designed to strengthen teaching competence.

    24. Describe and observe the practice of mindful inquiry after formal guided practices with participants who meet diagnostic criteria for anxiety & related disorders.

    About Presenter

    Chris Molnar, Ph.D., a licensed psychologist and clinical investigator, founded Mindful Exposure Therapy for Anxiety and Psychological Wellness Center (META Center) in 2007. She completed post-doctoral fellowship training in traumatic stress, neuroscience, and psycho-physiology and is an expert in the assessment and treatment of anxiety, OCD, PTSD, emotional, and stress-related conditions using evidence-based practices. She teaches both Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) and has also developed adaptations for highly distressed clients, using Relational Mindfulness Practices (RBPs), to meet the needs of people in both individual and group therapy settings. At META Center, she offers integrative interventions grounded in findings about the brain, emotion, and learning to facilitate mental and behavioral habit change, even in the face of severe distress. Before founding META Center, she served as a clinical investigator and therapist supported by grants from the National Institute of Health and other agencies. She is also on the editorial board of Behavior Therapy and serves the public in many ways, through professional presentations, workshops, publications, and affiliations.

    Target Audience

    This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is BEGINNER.

    Note: This workshop does not require attendees to have a formal mindfulness practice. 

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
    • This program provides three (3) hours of CE credits for each session. Those who attend all sessions in their entirety receive twenty-seven (27) CE credits for the 8 sessions and post-session MBI-TAC inquiry and implementation. CE includes 3 in ethics and 3 in telehealth applicable to e-passport holders through PSYPACT.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
    • Full attendance with video display is required at each separate session to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
    • 06/17/2024
    • 12:00 PM - 1:30 PM
    • Virtual
    Register

    Overview of psychotherapy with family caregivers, with a focus on dysfunctional thoughts

    When older adults need care, family members typically become the primary caregivers. Caring for an older family member is, however, immensely demanding, and family caregivers often experience high levels of distress. As the number of older people in need of care - including those with dementia - increases, bolstering family caregivers’ resilience has become an important issue in health care and psychotherapy.

    This training provides an evidence-based overview of psychotherapy with family caregivers. Participants will become acquainted with the challenges confronting family caregivers, as well as the psychotherapeutic strategies that can help family caregivers maintain and improve their well-being. Participants will be introduced to an intervention concept based on cognitive behavioral therapy, acceptance and commitment therapy, and client-centered psychotherapy designed specifically for family caregivers of people with dementia (Wilz, 2023).

    The workshop focuses also on identifying and modifying family caregivers’ dysfunctional thoughts (DTs). Participants will learn about the DTs common among family caregivers, and techniques for helping family caregivers develop more adaptive ways of thinking."

    Suggested Reading

    Wilz, G. (2023). Psychotherapeutic support for family caregivers of people with dementia. Hogrefe Publishing.

    Wilz, G., Reder, M., Meichsner, F., & Soellner, R. (2018). The Tele.TAnDem Intervention: Telephone-based CBT for family caregivers of people with dementia. The Gerontologist, 58(2), e118-e129. doi: 10.1093/geront/gnx183

    Wilz, G., Weise, L., Reiter, C., Reder, M., Machmer, A., & Soellner, R. (2018). Intervention helps family caregivers of people with dementia attain own therapy goals. American Journal of Alzheimer’s Disease & Other Dementias, 33(5), 301 308. https://doi.org/10.1177/1533317518769475

    Töpfer, N. F., Sittler, M. C., Lechner-Meichsner, F., Theurer, C., & Wilz, G. (2021). Long-term effects of telephone-based cognitive-behavioral intervention for family caregivers ofpeople with dementia: Findings at 3-year follow-up. Journal of Consulting and Clinical Psychology, 89(4), 341–349. https://doi.org/10.1037/ccp0000640

    CE Learning Objectives

    Following this presentation, participants will be able to:

    ·         Describe at least 2 specific challenges faced by family caregivers

    ·         Outline 3 essential elements of psychotherapy with family caregivers

    ·         Name at least 3 dysfunctional thoughts common among family caregivers

    ·         Describe 1 therapeutic strategy for collaborative identification of caregivers’ dysfunctional thoughts

    ·         Describe 1 action psychotherapists can take to support caregivers develop more adaptive ways of thinking

    ZOOM LINK SENT 48-Hours before & morning of the event to all without balance due.

    Presenter

    Gabriele Wilz, PhD, is Professor and Head of the Department of Counseling and Clinical Intervention as well as Director of the Psychotherapeutic Outpatient Clinic and Cognitive Behavioral Therapy Qualification at the Friedrich Schiller University Jena in Germany. She is a licensed clinical psychologist and clinical supervisor with licensure in cognitive behavioral therapy. Her research and clinical work focus on supporting family caregivers of people with dementia and older people in need of care. Her intervention concept for family caregivers incorporates elements of cognitive behavioral therapy, acceptance and commitment therapy, and client-centered psychotherapy. The intervention can be delivered to groups or individuals; face-to-face, via telephone, or online. Six randomized controlled trials have confirmed the effectiveness and feasibility of the intervention. For a full biography, please visit https://www.klinisch-psychologische-intervention.uni-jena.de/

    Target Audience

    This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure and with some clinical experience. The instructional level of this presentation is intermediate.

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • This program provides one and a half (1.5) hours of CE credits.
    • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.

Past events

03/06/2024 Loving-Kindness (Metta). Secular Wisdom Practices: What? For Whom? By Whom? & How to Develop Competence? Virtual CE Journal Club
02/05/2024 Using ACT to Guide Exposure Therapy Implementation: Virtual CE
02/02/2024 Mindfulness for Managing Low Sexual Desire in Women: Virtual CE
01/25/2024 Compassion Training: What Practice? For Whom? By Whom? How Long? & How to Develop Competence? Virtual CE Journal Club
12/12/2023 Mindfulness or Relaxation? Selecting and Applying Specific Change Strategies with Your Older Patients
12/06/2023 Managing Challenges in the Therapeutic Relationship in CBT. Virtual CE on 12/6/23 from 12:00 - 2:00 p.m. ET with Cory Newman, Ph.D.
10/16/2023 Using Acceptance and Commitment Therapy to Guide Exposure Therapy
10/10/2023 Emotional Literacy & Cultivating Positive Emotions with Older Adults
09/21/2023 Parent-Based Treatment for Child Anxiety Disorders with Eli Lebowitz, Ph.D.
08/09/2023 What Practitioners of Diverse Orientations Say About Transtheoretical Principles of Change in Routine Psychotherapy Practice with Marvin Goldfried. Ph.D. & Conal Twomey, Ph.D.
06/21/2023 Culturally Responsive CBT in the Second Half of Life
06/10/2023 Mindfulness-Based Cognitive Therapy (MBCT) Curriculum: The Participant-Practitioner Perspective.
06/07/2023 Embracing Enjoyment: Implementing Savoring Practices for Anxiety, Depression, and Positive Wellbeing
05/26/2023 Counteracting Worry by Savoring Positive Emotions: Outcomes and Mechanisms of a Clinical Trial.
05/22/2023 Contrast Avoidance (CA) in the real world: Addressing CA in the everyday lives of people with GAD
04/16/2023 Chronic/Recurrent Suicidality: Implementing Interpersonal Reconstructive Therapy for Conceptualization, Safety Planning, & Reconstruction
03/29/2023 Supervision Essentials for Cognitive-Behavioral Therapy 12:00 - 2:00 p.m. ET with Cory Newman, Ph.D.
01/18/2023 Written Exposure Therapy (WET) Consultation: Part II - A brief treatment approach for PTSD with Denise Sloan, Ph.D.
01/11/2023 STAIRCaSE: Transtheoretical Case Formulation for Corrective Experience with Marvin R. Goldfried, Ph.D.
12/14/2022 Self-Directed Coping Skills: The Example of Assertive Behavior: Marvin R. Goldfried, Ph.D.
12/11/2022 Interpersonal Reconstructive Therapy (IRT) Consultation: Facilitating Response to CBT - Part II.
11/12/2022 Trial-Based Cognitive Therapy (TBCT): A Transdiagnostic Approach for Modifying Dysfunctional Cognitions
11/09/2022 CBT for Chronic GI Disorders (They’re More Common than You Think!)
10/26/2022 Psychotherapy: What Holds Us Back?: Wisdom Wednesday CE with Dr. Marvin Goldfried
09/24/2022 Interpersonal Reconstructive Therapy for Facilitating Response to Cognitive-Behavioral Therapy with Challenging Cases.
08/17/2022 Trial-Based Cognitive Therapy: Tools for collaborative symptom tracking in treatment
08/10/2022 Mindfulness-Based Cognitive Therapy (MBCT) Curriculum: The Participant-Practitioner Perspective.
07/06/2022 Psychedelic-Assisted Therapy: Overview, Research Summary, and Ethical and Legal Issues in Psychedelic Harm Reduction Therapy
06/24/2022 Self-care in Challenging Times: A Communitarian Approach
04/27/2022 Future Tense: How (and Why) to Talk to Clients about Anxiety as an Advantage, VIRTUAL 9:30 - 11:30 a.m. ET
04/01/2022 Acceptance-based Behavior Therapy: Treating anxiety with mindfulness, values-based action and more
03/19/2022 ACT for Perfectionism: Translating Treatment Research to Clinical Practice
02/02/2022 A brief treatment approach for PTSD: Written Exposure Therapy
01/05/2022 Creating Inclusive Environments: Understanding Gender Identity Across the Lifespan
10/08/2021 Mindfulness-Based Cognitive Therapy (MBCT) Curriculum: The 8-session Participant-Practitioner Perspective.
09/24/2021 Trial-Based Cognitive Therapy, an approach to changing core beliefs in CBT
08/18/2021 Mindfulness Out Loud and From the Bottom-Up
07/07/2021 Worry Loves to Lie: Treating Faulty Forecasting in Clients with Excessive Worry
06/04/2021 Discomfort Is My Comfort Zone: The Seductive Trap of Chronic Worry
05/19/2021 Wise Intervention Wednesday for Enhancing Wellbeing: Mindful CE Journal Club
04/02/2021 Mental Contrasting with Implementation Intentions (MCII) for cueing adaptive automaticity: First Friday Mindful CE Journal Club
03/05/2021 First Friday Mindful CE Journal Club Deliberate Practice of Clinical Skills: The Behavior of Ending Sessions on Time
02/12/2021 Chris Molnar, PhD - Mindfulness Out Loud to Enhance Ethical Responding: A Trans-therapeutic Relational Practice for Cueing Compassionate Behavior During Extreme Emotion States
02/05/2021 First Friday Mindful CE Journal Club: Differential Effects of Mental Training
03/13/2020 Chris Molnar, PhD The Interpersonal Mindfulness Practice of Compassionate Case Consultation in the Ethical Implementation of Mindfulness- and Compassion-Based Programs with Highly Distressed Clients
05/13/2019 PBTA Lifetime Achievement Award Presented to: Philip Kendall, PhD, ABPP
03/15/2019 Allan Tepper - Ethical Considerations Related to the Practice of Teletherapy in Pennsylvania
04/27/2018 Stephanie Mattei, PsyD - Dialectical Behavior Therapy: Beyond the Basics
01/26/2018 Brigette A Erwin, PhD and Erin Roemer, PsyD - Evidence-Based Treatment of Pediatric Treatment-Resistant OCD: Maximizing Outcomes with Intensive, Multisystemic Outpatient Treatment
11/17/2017 Clinical Networking Luncheon & Autism Update: Research, Intervention, and Transition to Adult Life
10/06/2017 Scott Glassman, PsyD - Integrating Motivational Interviewing and CBT
10/06/2017 Randy Fingerhut, PhD - Ethics & Suicide Prevention
09/15/2017 Donna Sudak, MD - Challenges in CBT Supervision
05/26/2017 Chris Molnar, PhD - Mindfulness Training for the Extreme States of Mind and Body that Drive Reactive Behaviors
10/14/2016 Melissa Hunt, PhD - CBT for Chronic GI Disorders including Irritable Bowel Syndrome and Inflammatory Bowel Disease
06/09/2016 PBTA Lifetime Achievement Award presented to: Richard G Heimberg, PhD
12/04/2015 Doug Tynan, PhD and Scott Glassman, PsyD - Integrating Mental Health with Physical Healthcare/Making the Case for Behavioral Health in the New Health Care System
11/20/2015 Randy Fingerhut, PhD - Advanced Ethical Decision Making
06/22/2015 William Young, MD & Ronald Kaiser, PhD, ABPP - Migraine from the physician's and psychologist's perspective: What do mental health professionals need to know?
04/14/2015 Jeffrey Greeson, PhD - Why is mindfulness training helpful across many psychological disorders? A transdiagnostic view, and mindfulness as a transtherapeutic process
03/02/2015 Katherine Dahlsgaard, PhD - Introducing the New Anxiety Disorder: Selective Mutism
02/21/2015 Cory Newman, PhD - Back from the Brink: Using CBT to Help Suicidal Patients to Choose to Live
01/24/2015 Douglas Woods, PhD - Comprehensive Behavioral Intervention for Tics (CBIT)
11/19/2014 Zindel Segal, PhD - Mindfulness Based Cognitive Therapy for the treatment of Mood Disorders
09/19/2014 PBTA Lifetime Achievement Award presented to: Michael J Kozak, PhD
04/30/2014 Family involvement in the treatment of chrildren with anxiety disorders
02/15/2014 Cognitive-Behavioral Therapy Supervision: Evidence-Informed Practices and Ethical Considerations
12/02/2013 An Introduction to Parent-Child Interaction therapy (PCIT) in community settings
11/04/2013 Stress: Mindfulness, Stress Reduction Pathways, and Health
09/27/2013 Technology, Electronic Communication, and Clinical Practice: Ethical Considerations and Best Practices for Emerging Trends and Challenges
09/14/2013 Mastering the Language of Therapy: How to Use Relational Frame Theory in Your Clinical Practice
04/20/2013 Building Clinical Competencies in Working with Sexual Orientation and Gender Identity
02/16/2013 Cognitive-Behavioral Therapy for Pediatric Obsessive-Compulsive Disorder and Related Conditions
04/28/2012 Mike Femenella, PhD - Acceptance and Commitment Therapy (ACT): An Experiential Introduction
03/01/2012 Interpersonal Psychotherapy (IPT)
02/25/2012 Comprehensive Behavioral Intervention for Tics (CBIT)
02/24/2012 Manufacturing Memories
10/24/2011 Emotion Regulation Therapy for Complex and Refractory Presentations of Anxiety and Depression
10/15/2011 The Practice of Psychology over the Internet & e-Tele Health
05/23/2011 Buried in Treasures: The Nature and Treatment of Compulsive Hoarding
05/02/2011 From the Cutting Edge Science of Fear to Psychotherapy: Exposure Therapy for Phobia and Anxiety Disorders
04/28/2011 Core Beliefs on Trial
03/02/2011 Helping Students, Teachers, and Parents Recognize and Respond Positively to Peer Bullying
11/21/2010 CBT for Pediatric OCD and Related Conditions
05/25/2010 Positive Psychology
05/17/2010 Acceptance-Based Behavior Therapy for Anxiety-Related Disorders
04/26/2010 Grady Nia Project: Assessing and Treating Abused, Suicidal, Low-Income, African American Women
02/18/2010 The Practice of Dialectical Behavior Therapy
11/16/2009 Understanding and Working Better with Lesbian, Gay, and Bisexual Clients
11/06/2009 Therapy with Latino Clients and Families
10/17/2009 Ethics for Psychologists and Other Mental Health Professionals
06/03/2009 Some Common Principles of Change in Treating Depression and Anxiety Disorders ; The Roles of Avoidance, Affective Arousal, and Cognitive/Emotional Processing
03/20/2009 The Mental Health Professional In Coerced Interrogations: Ethical And Legal Issues
02/04/2009 Autism Spectrum Disorders: Best Practices in Assessment and Intervention
11/03/2008 Sleepy, Dopey, and Grumpy: Sleep and Sleep Disturbances in Children and Adolescents
10/06/2008 Distinguishing Scientific from Pseudoscientific Mental Health Practices
09/17/2008 Becoming a Calm Mom: Using CBT Techniques to Help Moms Adjust to the First Year of Motherhood
06/04/2008 PBTA Lifetime Achievement Award & A Clinical Conversation Between Drs. Aaron T. Beck & Judith S. Beck
05/12/2008 The Role of Religion in Coping with Stress and Trauma
04/21/2008 Flexible Applications of Treatment Strategies for Anxious Youth
03/19/2008 Understanding and Treating Social Anxiety Disorder from a Cognitive-Behavioral Perspective
01/14/2008 Mindfulness and Meditation: Tools for Healing and Growth
11/05/2007 Addressing the Crisis With Nutrition and Obesity: How to Create Real Change
10/13/2007 Ethics for Psychologists and Other Mental Health Professionals
07/23/2007 Communicating Your Expertise Through the Media: Becoming a Media Expert / Marketing Your Practice
06/18/2007 Managing "Resistance": A Cognitive-Behavioral Perspective
05/09/2007 Hardiness, the Exception or the Rule?
03/12/2007 Obesity and the Power of the Food Environment: Rethinking the CBT Approach to Treatment
10/11/2006 Prolonged Exposure for the Treatment of PTSD
05/07/2006 Cognitive Therapy for Adult ADHD
10/15/2005 Ethics for Psychologists
04/13/2005 BT for Pediatric OCD & Related Disorders
04/07/2005 Prolonged Exposure for Chronic PTSD
11/03/2004 The "3rd Wave" of Behavior Therapy: An Introduction to Acceptance and Commitment Therapy
10/13/2004 Application of Cognitive Behavioral and Motivational Interviewing Strategies in Treating Substance Abuse
04/27/2004 Cognitive Therapy of Personality Disorders

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