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• The “Gift of Love”: Mechanism of Psychopathology and Change in Interpersonal Reconstructive Therapy for Patients with High-Acuity Clinical Needs

  • When
    06/11/2025
  •  
    11:00 AM - 1:00 PM
  • Location
    Virtual

  Register

  Maladaptive relationship patterns that are learned in early attachment relationships can be replicated with others in adulthood in predictable patterns referred to as “copy process” in Interpersonal Reconstructive Therapy (IRT, Benjamin, 2003/2006; 2018). The underlying attachment-based motivations to repeat old patterns can provide barriers to response to standard treatments. These same patterns also hold the keys to change with challenging clients ranging from difficult to  “stuck”. Briefly, in IRT, views of self and others are understood to reflect rules, values, and experiences internalized in close attachment relationships. A case formulation (CF) guides intervention choices by clarifying links between presenting symptoms and learning that occurred in significant relationships. The “gift of love” (GOL) hypothesis is that wishes to receive love and acceptance from specific internalized attachment figures, or learned ways to obtain reinforcement, shape problem patterns and associated symptoms. Ultimately, IRT seeks to help patients become aware of copied interpersonal and intrapsychic patterns, and the role they play in maintaining connection with internalized attachment figures. From there, the goal is to help a patient differentiate from the “family in the head” and pursue healthy behaviors and self-concepts (Benjamin: 2003/2006; 2018). This presentation will provide (a) an overview of a recent paper contributing to the evidence base supporting validity of the IRT case formulation as well as the GOL as a mechanism of psychopathology and change, and (b) a forum for discussion of the paper’s implications for practice. 
  

  CE Learning Objectives
  

  Following this presentation, participants will be able to:

  • Identify how patterns learned with attachment figures can shape and motivate problem behaviors in the present
  • Describe how to enhance therapeutic responsiveness by addressing “family in the head”, especially with stuck or nonresponsive patients
  • Practice applying SASB and IRT elements to a specific case example.

  Focus article:

  Critchfield, K. L., Gornish, A., Epstein, L., Mackaronis, J. E., & Benjamin, L. S. (2025). The “gift of love” as a candidate mechanism of psychopathology and change in interpersonal reconstructive therapy for patients with high-acuity clinical needs. Psychotherapy. Advance online publication. https://doi.org/10.1037/pst0000556

  Recommended Readings

  Critchfield, K. L., & Benjamin, L. S. (2024). Structural analysis of social behavior (SASB): A primer for clinical use. American Psychological Association. https://doi.org/10.1037/0000403-000

  Critchfield, K. L., Mackaronis, J. E., Thapa, P., & Cechak, P. (2022). A brief overview of safety planning in interpersonal reconstructive therapy. Psychotherapy, 59(2), 168-173. https://doi.org/10.1037/pst0000415

  Critchfield, K. L., Thapa, P., Panizo, M. T., & Conceição, N. (2022). Using interpersonal reconstructive therapy to address comorbid problems organized by attachment-based learning: The case of Don. Journal of Clinical Psychology, 78, 396– 408. https://doi.org/10.1002/jclp.23292

  Critchfield, K. L., Benjamin, L. S., & Levenick, K. (2015). Reliability, sensitivity, and specificity of case formulations for comorbid profiles in Interpersonal Reconstructive Therapy: addressing mechanisms of psychopathology. Journal of Personality Disorders, 29(4), 547-573. http://dx.doi.org/10.1521/pedi.2015.29.4.547

  About Presenter

  Ken Critchfield, Ph.D. is a tenured Associate Professor and Program Director of the Clinical Psychology Program of the Ferkauf Graduate School of Psychology of Yeshiva University. He is the author, with Lorna Smith Benjamin, of the 2024 APA publication, Structural Analysis of Social Behavior: A Primer for Clinical Use. Dr. Critchfield’s research, teaching and clinical work all emphasize interpersonal and attachment-based principles of change implemented in Interpersonal Reconstructive Therapy (IRT: Benjamin, 2003; 2018). IRT is an integrative, psychosocial treatment that uses an attachment-based case formulation to tailor treatment for patients having severe and chronic problems characterized comorbid depression, anxiety, PTSD, bipolar disorder, and/or chronic suicidality, often accompanied by personality disorder. Dr. Critchfield earned his Ph.D. in clinical psychology from the University of Utah in 2002, with an internship at the San Francisco VA Medical Center, and post-doctoral training at Weill-Cornell Medical College. He was formerly the co-director of the IRT clinic at the University of Utah Neuropsychiatric Institute. Dr. Critchfield is a Fellow of APA’s Society for Advancement of Psychotherapy (Div. 29), has held leadership roles with the Society for Exploration of Psychotherapy Integration (SEPI), and has long been a member of the Society for Psychotherapy Research (SPR). He maintains an independent psychotherapy practice.

  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 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.
    
  • 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-Psychologists outside of PA and be sure to confirm with your licensing board regarding if this meets criteria for your CE requirements.
    
  • ZOOM VIDEO LINK WILL BE SENT TO REGISTRANTS 24 and 48 HOURS 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.
  • All events are Eastern Time Zone 
  • Contact PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.

  Show details
• Managing sexual dysfunction using on-line mindfulness for cancer survivors

  • When
    06/16/2025
  •  
    1:00 PM - 2:00 PM
  • Location
    Virtual

  Register

  Sexual difficulties and vaginal pain are common following treatment for breast cancer. Results of a study designed to investigate how an online mindfulness-based group sex therapy compared to an online supportive sex education group therapy to address these sexual difficulties are described. Implications of findings for mindfulness-based sex therapy (MBST) and supportive sex education delivered in clinical practice in a group format online are highlighted.
  

  About Presenter

  Lori Brotto, Ph.D. is a Professor in the UBC Department of Obstetrics and Gynaecology, and a Registered Psychologist in Vancouver, Canada. She has been the Executive Director of the Women’s Health Research Institute of BC located at BC Women’s Hospital since 2016. Dr. Brotto holds a Canada Research Chair in Women’s Sexual Health.  She is the author of Better Sex Through Mindfulness: How Women Can Cultivate Desire and The Better Sex Through Mindfulness Workbook (October 2022). From https://www.loribrotto.com/

  Target Audience
  

  This workshop is designed for licensed professionals & advanced graduate students with clinical experience who anticipate seeking licensure as mental health professionals. The instructional level of this presentation is BEGINNER and for requires participant to read journal article linked to below.
  

  CE Learning Objective(s)

  Following this presentation, participants will be able to:

  1. Describe 2 specific findings relevant to clinical practice from required journal article

  • 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 now offers CE to licensed psychologists licensed in the state of New York. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
    
  • 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 in other states should confirm with their respective boards if this meets criteria for CE in their specific non-PA states.
    
  • 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 and cancel up to 48 hours before event when registration closes.
    

  Zoom video link will be sent to participants 48 & 24 hours before the event contingent upon membership being paid in full if membership rate was selected. NOTE: New membership period begins 2/1/24.
  

  Required journal article reading (clcik link to download article)

  Brotto, L. A., Walker, L., Sears, C., Woo, S., Millman, R., & Zdaniuk, B. (2024). A randomized comparison of online mindfulness-based group sex therapy vs supportive group sex education to address sexual dysfunction in breast cancer survivors. The Journal of Sexual Medicine, 21(5), 452-463.

  Suggested Readings

  Brotto, L.A. (December, 2023). Using Mindfulness-Based Therapy to Address Low Sexual Desire in Women. PBTA's Evidence-Based Practitioner (EBP). https://philabta.org/EBP/13293520

  Brotto, L. A., & Basson, R. (2014). Group mindfulness-based therapy significantly improves sexual desire in women. Behaviour research and therapy, 57, 43-54.

  Brotto, L. A., Stephenson, K. R., & Zippan, N. (2022). Feasibility of an online mindfulness-based intervention for women with sexual interest/arousal disorder. Mindfulness, 13(3), 647-659.
  

  Suggested Resources

  Brotto, L. A. (2022). The Better Sex Through Mindfulness Workbook: A Guide to Cultivating Desire. Vancouver, Canada: Greystone Publishing.

  Brotto, L. A. (2018). Better Sex Through Mindfulness: How women can cultivate desire. Vancouver, Canada: Greystone Publishing.

   

  Show details
• Mindfulness-Based Cognitive Therapy (MBCT): Foundational Training for Participant-Observers for Implementation with Anxiety, Mood, & Related Disorders. Virtual CE

  • Start
    06/17/2025
  •  
  • End
    08/05/2025
  •  
  • Schedule
    8 sessions
  • Location
    VIRTUAL

  Register

  Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR) that integrates Cognitive Behavioral Therapy (CBT) with contemplative wisdom practices grounded in Buddhist psychology. Originally developed to prevent relapse in people with recurrent depression, MBCT and its adaptations have been shown to not only reduce relapse of mood disorders, but also reduce current symptoms and /or protect from relapse in conditions such as PTSD, OCD, Panic, GAD, other anxiety, & related disorders such as  substance abuse (Hoffman et al., 2017; Garland et al., 2019; King et al., 2013; Molnar, 2014).

  Broadly speaking, MBPs are of benefit for people with disorders marked by Neuroticism as described by Barlow et al., (2021) and associated experiential avoidance (Hayes-Skelton et al., 2020). 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  (aka "decentering" , "deidentification", etc.) and changing how one relates habitually with unwanted internal experiences in mind and body (Davis et al., 2024; Moore, Lau et al., 2022). 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 (Kirby et al., 2017).
  

  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-observer". The participant-observer model of competence development supports professionals in implementing MBCT with the population they already have expertise serving. It also offers the opportunity to observe experienced professionals modelling and "embodying" (Griffith & Crane, 2021) implementation of the MBCT curriculum elements with people exhibiting symptoms the trainee practitioner wants to develop skills for treating. 
  

  In this workshop, developing clinician teachers will directly experience the MBCT treatment protocol in a mixed group with both professionals and non-professionals .
  

  CE Learning Objectives
  

  Following this presentation, participants will be able to:

  1.   Describe the essential components 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 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 state.

  3.   Describe, in everyday language, one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders with reference to state-dependent information processing.

  4.   Explain, with everyday language, the phenomenon of automatic thoughts (ATs), measured by the Automatic Thoughts Questionnaire (ATQ), being more readily retrieved during negative / & or depleted mood / emotion states.

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

  6.        Describe the components of the responsive three-step "breathing space" practice and how it supports implementation and generalization of MBI skills in everyday life & compassionate responding in stressful situations. 

  7 .       Describe how formal practices (e.g., the body scan) can be viewed as a behavioral experiment or micro-laboratory with the intention of discovering the impact of non-conceptual information processing of experience; disengagement of attention from stimuli increasing distress; and a broadening of the attentional field.

  8.        Describe MBI-adherent components of the formal sitting meditation practice and how they support awareness of habitual mental phenomena and one’s intra-personal relationship to feeling states.

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

  10.        Describe how the pleasant event log functions to resource one to cope with stress while also supporting deconstruction of emotion states into their co-arising & interacting elements.

  11.        Describe how the nourishing and depleting events log supports implementation of behavioral activation and highlights factors associated with relapse prevention.

  12.       Describe, in everyday language, 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.

  Suggested Reading

  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 review, 71, 101-114.

  Molnar (in press, chapter 21). Mindfulness-based cognitive therapy (MBCT): Curriculum, training, and clinician guide.  Palgrave Handbook of Third-Wave Therapies.

  Molnar, C. (2014). Generalized Anxiety Disorder. In L. Grossman & S. Walfish (Eds), Translating Research into Practice: A Desk Reference for Practicing Mental Health Professionals. New York: Springer Publishing.

  
  

  About Presenters

  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.

  More at https://www.meta4stress.com

  Richard W. Sears, PsyD, PhD, MBA is a licensed psychologist and is board certified in clinical psychology by the American Board of Professional Psychology (ABPP). He is an adjunct full professor for University of Cincinnati Psychology, and full professor (volunteer) of Psychiatry & Behavioral Neurosciences at the University of Cincinnati College of Medicine.

  He runs an online private psychology and consulting practice near Cincinnati, with Authority to Practice Interjurisdictional Psychology (APIT). He is a past president of the board of the Cincinnati Academy of Professional Psychology. He was full-time core faculty in Union Institute & University’s Doctor of Clinical Psychology program for nine years. He is also a psychologist contractor with the Cincinnati VA Medical Center, where he conducted research on Mindfulness-Based Cognitive Therapy (MBCT) for PTSD with Dr. Kate Chard. He has been teaching MBCT courses for more than 20 years, and presents workshops on mindfulness, ACT, psychotherapy, Zen, martial arts, and other topics.

  Dr. Sears received PsyD and MBA degrees from Wright State University. He also received a PhD in Buddhist Studies from Buddha Dharma University, where he was a member of the board of regents. He is author of more than a dozen books, including ACT with Anxiety and Mindfulness: Living Through Challenges and Enriching Your Life in this Moment.

  More at https://psych-insights.com/

  
  

  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 ten (12) CE credits. There is no additional cost, above registration fee, for CE credits for qualified licensed practitioners.
    
  • 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.
    
  •  APA guidelines do not permit PBTA to issue partial CE credits.
  • To receive a CE certificate, licensed practitioners seeking CE cannot miss more than two of the eight MBCT sessions comprised of mixed professionals and non-professionals and can make-up missed sessions with alternate CE trainings focused on mindfulness and compassion which sponsored through PBTA. Inquire directly with Dr. Molnar via chris@molnarpsychology.com about making-up missed time if you will miss sessions

  Show details
• Mindfulness- & Compassion- Based CBT: A Relational Practice integrated with CBT for Cueing Compassionate Behavior During Conditions of Distress

  • Start
    07/07/2025
  •  
  • End
    08/11/2025
  •  
  • Schedule
    5 sessions
  • Location
    Virtual via Zoom

  Register

  Those with high levels of distress, stress, and / or insecure attachment histories can encounter challenges with the traditional 8-week MBPs as a starting point. The longer silent practices and inquiry periods  of MBPs may result in inpatience, disconnection, and self-criticism in participants that can interfere with beneficial outcomes. Similar to how MBCT creators anticipated such challenges (i.e., presence of suicidality & ruminative brooding), Molnar (2014, 2018) has integrated parallel adaptations for those with high levels of anxiety, OCD, and trauma-aftermath.  Mindfulness- and Compassion-based CBT (MC-CBT) integrates tools from several areas of inquiry to adapt longer MBPs to the needs of those with high levels of anxiety, fear, perseverative cognition, physiology that reaches panic attack levels, and occurs in transdiagnostic conditions. Principles and practices derived from CBT, functional neuroscience, Interpersonal Emotional Processing (IEP), Buddhist and Social Psychology are adapted with traditional but briefer practices of MBCT and MBSR to support health of mind, body, and behaviors in MC-CBT (see EBP article by Molnar & Molnar, 2014: META for GAD).

  In MC-CBT participants practice deconstructing unpleasant emotion states into elements consistent with a CBT model of emotion and being in friendly and assertive relationship with experience.  Specifically, mental, physical, and behavioral impulse elements serve as cues for covert and overt compassionate responding. Such responding, with practice, supports automatic adaptive responding or "unconscious competence" (Eubanks & Goldfried, 2019) . Relational (i.e., interpersonal) Mindfulness Practices (RMP) supplement behavioral principles in each module of MC-CBT to support an increase in mindfulness and compassion and a decrease in maladaptive symptoms of distress (Molnar, 2014). A transtherapeutic intervention, MC-CBT, enhances emotional processing of corrective information during exposure therapy and other high stress situations to strengthen intentional responding within and between training meetings.
  

  Schedule

  Foundational meeting (7/7/25): Orientation to the four modules, imaginal rehearsal integrated with mental contrasting and implementation intentions; SMART goals; brief formal guided practices. The "3 'B"s that compose emotion.
  

  Module 1 (7/14): Attuning to non-conceptual sensations with Beginner's Mind. The "B" of Body. The divine abode of appreciative / sympathetic  joy.

  Module 2 (7/21): Meta-Cognitive awareness of mental events, befriending, and letting go. The "B" of Beliefs about self, others, and world. The divine abode of loving-kindness / friendliness.

  Module 3 (7/28): Cultivating internal and external resources to meet stress and negative emotions with a challenge rather than threat mind-set. Interpersonal Emotional Processing (IEP) with compassion, friendliness, joy, and equanimity. Emotions & the "3 B"s - reprise. The divine abode of equanimity.

  No meeting 8/4/25

  Module 4 (8/11): Motivating and sustaining behavior change compassionately with deliberate practice; MCII and SMART goals reprise; and patience. The "B" of Behaviors. The divine abode of compassion.

   https://www.meta4stress.com/mccbt.

  Continuing Education

  Learning Objectives

  Following this presentation, participants will be able to:

  1. Describe and implement the four modules of an  adapted Mindfulness- and Compassion based Program designed as a foundational training for those initially challenged by high distress and stress levels that may interfere with completion of MBCT, MBSR and related longer training programs.
  2. Implement and describe the four steps of Mental Contrasting and Implementation Intentions into a foundational Mindfulness- and Compassion- Based Program integrated with Cognitive-Behavior Therapy (CBT)
  3. Implement and describe the four steps of Self-Controlled Coping Desensitization and Cued Mindfulness and Compassion for adaptive emotion management.
  4. Describe and implement meditation guidelines for formal Relational Mindfulness Practices (RMP).
  5. List three adaptations for participants who initially may struggle with longer MBPs when distress levels may result in interference with information and emotional processing of traditional curriculum elements
  6. Observe and directly experience, as a participant-observer, the delivery and curriculum elements of MC-CBT

  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 (CE) credit information

  • 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 ten (10) CE credits. There is no additional cost, above registration fee, for CE credits for qualified licensed practitioners.
    
  • 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.
    
  •  APA guidelines do not permit PBTA to issue partial CE credits.
  • To receive a CE certificate, licensed practitioners seeking CE cannot miss more than one of the five sessions and can make-up missed session to obtain full CE. Make-up session involves attending an alternate virtual CE training of 2-hr duration focused on mindfulness- and compassion-based interventions that are sponsored through PBTA. Inquire directly with Dr. Molnar via chris@molnarpsychology.com about making-up missed time if you will miss a session.

  • 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 and cancel up to 48 hours before event when registration closes.

  About the Presenters

  Chris Molnar, Ph.D., obtained her Ph.D. degree in Clinical Psychology and Psychophysiology from The Pennsylvania State University. Her post-doctoral fellowship training was in traumatic stress and functional neuroscience at the Medical University of South Carolina. She is President of the Mindful Exposure Therapy for Anxiety and Psychological Wellness Center, Inc. (META Center). At META Center, she integrates Cognitive-Behavior Therapy (CBT) with other forms of psychotherapy. Her work is guided by ongoing developments in functional neuroscience, emotion and motivation, and other areas of inquiry into how humans learn optimally to maintain and apply healthy habits during states of threat and challenge. Before founding META Center in 2007, Dr. Molnar worked as a clinical investigator supported by grants from the National Institute of Health (NIH) and other funding agencies. For a full list of credentials, scientific contributions, popular press articles, and select professional presentations visit www.meta4stress.com Resources tab.

  Alissa S. Yamasaki, Ph.D. is a licensed psychologist and the founder of Ayama Psychotherapy, located in Lemont, PA. Her practice has gained a positive local reputation for its mindful and collaborative business practices, psychotherapists who are especially effective in the area of health and mind-body conditions, and wellness events for health and wellness providers.

  Dr. Yamasaki's clinical expertise focuses on the treatment of chronic and complex anxiety, as well as insomnia. Her earliest study of the mind-body connection was as an undergraduate in an exercise psychophysiology lab investigating the effects of physical activity on how people feel and think. Dr. Yamasaki earned her Ph.D. from Penn State University in 2006 and completed her internship at Albany Medical Consortium. Her current practices reflect her belief in the importance of being fully present while drawing from empirically-driven interventions. She utilizes a blend of CBT and relational approaches, including mindfulness-based interventions. Dr. Yamasaki attended the 5-day Mindfulness-Based teacher training retreat with Chris Molnar, Ph.D., in 2022, which sparked both the deepening of her mindfulness practices and greater effectiveness in the therapy room.

  Target Audience

  This presentation is intended for mental health professionals (MHPs) and select non-MHPs screened for suitability. The instructional level of this presentation is BEGINNER.

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

  Continuing Education

  Suggested Reading

  Benjamin, L. S. (2018). The Interpersonal Reconstructive Therapy treatment model. In L. S. Benjamin, Interpersonal reconstructive therapy for anger, anxiety, and depression: It's about broken hearts, not broken brains (pp. 103–132). American Psychological Association. https://doi.org/10.1037/0000090-005

  Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological medicine, 47(6), 990-999.

  Erickson, T. M., Newman, M. G., & McGuire, A. (2014). Adding an interpersonal-experiential focus to cognitive behavioral therapy for generalized anxiety disorder. Working with emotion in cognitive behavioral therapy: Techniques for clinical practice, 356-380.

  Eubanks, C. F., & Goldfried, M. R. (2019). A principle-based approach to psychotherapy integration. Handbook of psychotherapy integration, 88-104.

  Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: exposure to corrective information. Psychological bulletin, 99(1), 20.

  Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist, 74(4), 484.

  Hayes, A. M., Beck, J. G., & Yasinski, C. (2012). A cognitive behavioral perspective on corrective experiences. In L. G. Castonguay & C. E. Hill (Eds.), Transformation in psychotherapy: Corrective experiences across cognitive behavioral, humanistic, and psychodynamic approaches (pp. 69–83). American Psychological Association. https://doi.org/10.1037/13747-005

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

  Newman, M. G., Castonguay, L. G., Jacobson, N. C., & Moore, G. A. (2015). Adult attachment as a moderator of treatment outcome for generalized anxiety disorder: Comparison between cognitive–behavioral therapy (CBT) plus supportive listening and CBT plus interpersonal and emotional processing therapy. Journal of Consulting and Clinical Psychology, 83(5), 915–925. https://doi.org/10.1037/a0039359

  Newman, M. G., & Zainal, N. H. (2020). Interpersonal and Emotion‐Focused Therapy (I/EP) for Generalized Anxiety Disorder (GAD). Generalized anxiety disorder and worrying: A comprehensive handbook for clinicians and researchers, 231-244.

  Silveira, S., Godara, M., & Singer, T. (2023). Boosting empathy and compassion through mindfulness-based and socioemotional dyadic practice: randomized controlled trial with app-delivered trainings. Journal of Medical Internet Research, 25, e45027.

  
  

  
  

  Show details
• Meta-Competencies in CBT: Enhancing Your Efficacy as a Therapist by Being Self-Reflective, Communicative, Creative, Tuned-In, Well-Timed, and Inspirational!

  • When
    09/25/2025
  •  
    4:00 PM - 5:30 PM
  • Location
    VIRTUAL

  Register

  This webinar will describe and illustrate the “meta-competencies” of conducting CBT. The presentation will build upon the evidence-based methods that are well-described in the CBT literature by highlighting therapist competencies that amplify the efficacy of CBT. Meta-competencies reflect the qualities and practices of individual therapists that show promise in helping their clients experience CBT with as much positive impact and staying power as possible. Some meta-competencies are closely related to some of the broad “foundational competencies,” including relational skills, cultural humility, and self-reflection. Other meta-competencies include an ability to communicate concepts and care very clearly to clients; having a good sense of timing and humor; being well-organized within sessions and across sessions for optimal continuity; possessing a good memory (e.g., for the facts of the client’s life, and for what has transpired in previous sessions) and similarly helping the client to remember the key lessons of therapy; using enlightening stories, images, metaphors, and analogies to make complex ideas accessible; bringing inter-disciplinary knowledge from a wide range of subjects and experiences into the therapeutic dialogue; and otherwise using words and gestures in creative ways to inspire clients to make important changes. Going beyond CBT competencies to develop our meta-competencies means that we are using the best of our personal strengths and styles in the service of sound, well-supported practices. It means that we are not just using techniques – we are also bringing our conceptual and relational skills to bear on each moment with our clients, speaking and listening effectively, being responsive to clients’ feedback, and making therapy inspirational and memorable.

  CE Learning Objectives

  Following this presentation, participants will be able to:

  • 1.      Maximize your interpersonal skills in the delivery of cognitive-behavioral therapy.
  • 2.      Utilize case conceptualization skills and cross-cultural sensitivity to assist in knowing what to say to clients, and what not to say to clients.
  • 3.      Practice self-reflection during therapy sessions and between sessions to adapt and improve your delivery of cognitive-behavioral therapy.
  • 4.      Bring your inter-disciplinary knowledge and creative thinking to therapy sessions to amplify your therapeutic messages, improve the client’s retention of the contents of therapy, and provide inspiration.

  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 presentation is suitable for mental health practitioners across disciplines. Therapists who practice standard-course Beckian CBT as well as Third-Wave models will benefit from this presentation, as will clinicians of all levels of experience.

  Presenter

  Cory F. Newman, Ph.D. is Director of the Center for Cognitive Therapy, Professor of Psychology, in Psychiatry at the University of Pennsylvania Perelman School of Medicine, and Adjunct Faculty at the Beck Institute for Cognitive Behavior Therapy. Prof. Newman did his postdoctoral training under the mentorship of Prof. Aaron T. Beck, and he is a Founding Fellow of the Academy of Cognitive and Behavioral Therapies. Prof. Newman has maintained a full clinical caseload and has extensive experience as a CBT supervisor, having supervised over 350 professionals-in-training, both at the University of Pennsylvania, and through the Beck Institute’s international training programs. Prof. Newman was recognized by the Association of Behavioral and Cognitive Therapy (ABCT) with the Outstanding Clinician Award for 2019. Prof. Newman is an international lecturer, having presented approximately 300 cognitive-behavioral therapy workshops and seminars at home in the U.S. as well as in twenty-three other countries. Prof. Newman is author of over 100 articles and chapters on cognitive-behavioral therapy for a wide range of disorders and clinical issues, and he has authored or co-authored six books, including two with Prof. Aaron T. Beck. On the side, Prof. Newman is an avid classical pianist.

  References

   Bennett-Levy, J., Thwaites, R., Haarhoff, B., & Perry, H. (2015). Experiencing CBT from theinside out: A self-practice, self-reflection workbook for therapists. Guilford Press.

  Campbell-Lee, D., Barton, S., & Armstrong, P. (2024). Higher-order CBT skills: Are there    differences in meta-competence between trainee and experienced therapists? The Cognitive Behaviour Therapist, 17, 1-13. doi:10.1017/S1754470X24000047

  Castonguay, L. G., & Hill, C. E. (Eds.) (2017). How and why are some therapists better than  others? American Psychological Association.

  Harvey, A. G., Lee, J., Smith. R. L., Gumport, N. B., Hollon, S. D., Rabe-Hesketh, S., et al. (2016). Improving outcomes for mental disorders by enhancing memory for treatment. Behaviour Therapy and Research, 81, 35-46.

  Stott, R., Mansell, W., Salkovskis, P., Lavender, A., & Cartwright-Hatton, S. (2010). Oxford  guide to metaphors in CBT. Oxford University Press.

  Whittington, A., & Grey, N. (Eds.) (2014). How to be a more effective CBT therapist: Mastering meta-competencies in clinical practice. Wiley Blackwell.

  Cory F. Newman, Ph.D. is Director of the Center for Cognitive Therapy, Professor of Psychology, in Psychiatry at the University of Pennsylvania Perelman School of Medicine, and Adjunct Faculty at the Beck Institute for Cognitive Behavior Therapy. Prof. Newman did his postdoctoral training under the mentorship of Prof. Aaron T. Beck, and he is a Founding Fellow of the Academy of Cognitive and Behavioral Therapies. Prof. Newman has maintained a full clinical caseload and has extensive experience as a CBT supervisor, having supervised over 350 professionals-in-training, both at the University of Pennsylvania, and through the Beck Institute’s international training programs. Prof. Newman was recognized by the Association of Behavioral and Cognitive Therapy (ABCT) with the Outstanding Clinician Award for 2019. Prof. Newman is an international lecturer, having presented approximately 300 cognitive-behavioral therapy workshops and seminars at home in the U.S. as well as in twenty-three other countries. Prof. Newman is author of over 100 articles and chapters on cognitive-behavioral therapy for a wide range of disorders and clinical issues, and he has authored or co-authored six books, including two with Prof. Aaron T. Beck. On the side, Prof. Newman is an avid classical pianist.

   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) 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. 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 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.
  • All events are Eastern Time Zone 
  • Contact PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.

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• Integrating Mindfulness with Progressive Relaxation Training

  • When
    12/08/2025
  •  
    3:00 PM - 5:00 PM
  • Location
    Virtual

  Register

  Progressive relaxation training, applied relaxation, and diaphragmatic breathing procedures originated within the scientific disciplines of physiology, medicine, and behavior therapy. In contrast, mindfulness practices originated from ancient Buddhist traditions which began more than 2500 years ago. Nevertheless, these mindfulness practices have been adapted for stress reduction with considerable research support and popularity in mental health fields. After a brief review of the origins of these different practices, this presentation will offer suggestions for how mental health professionals can integrate relaxation training with mindfulness-orientated clinical practice in a consistent and theoretically coherent way. Underlying principles and common practices of these different approaches will be presented within a discussion of their commonalities and how to address any discrepancies in clinical instructions. Published research supporting the overall clinical effectiveness of progressive relaxation and mindfulness-based interventions will be reviewed, as well as research examining the application of these stress reduction practices with geriatric adults and specialized clinical populations. Specific adaptations to relaxation training and mindfulness practices for older adults will be reviewed. Finally, mental health professionals will learn ways to develop their own mindfulness practice to manage the stress of professional life.
  

  About Presenter

  Holly Hazlett-Stevens received her Ph.D. in clinical psychology from the Pennsylvania State University. She was a post-doctoral fellow at the Anxiety Disorders Research Center in the Department of Psychology at the University of California, Los Angeles (UCLA).
  In 2002, Dr. Hazlett-Stevens joined the faculty of the Department of Psychology at the University of Nevada, Reno, where she is currently an Associate Professor. She has published over 50 scholarly research articles and chapters and authored two books, Women Who Worry Too Much and Psychological Approaches to Generalized Anxiety Disorder. She also co-authored the updated Progressive Relaxation Training: A Guide for Practitioners, Students, and Researchers with Douglas A. Bernstein, and she edited a Springer book on the topic of mindfulness for stress reduction. Dr. Hazlett-Stevens is a licensed psychologist in the state of Nevada, and she is certified by the University of Massachusetts Medical School Center for Mindfulness as a Mindfulness-Based Stress Reduction (MBSR) instructor.
  

  Target Audience
  

  This workshop is designed for licensed professionals & advanced graduate students with clinical experience who anticipate seeking licensure as mental health professionals. The instructional level of this presentation is INTERMEDIATE.
  

  CE Learning Objective(s)

  Following this presentation, participants will be able to:

  1. Describe three common principles underlying progressive relaxation training and mindfulness practices.
  2. Explain how progressive relaxation training and mindfulness practices can be adapted for older adults.
  3. Identify two specific practices mental health professionals can incorporate into their own lives for work-related stress reduction.

  • 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) hour of CE credits.
  • * PBTA now offers CE to licensed psychologists licensed in the state of New York. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
    
  • 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 in other states should confirm with their respective boards if this meets criteria for CE in their specific non-PA states.
    
  • 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 and cancel up to 48 hours before event when registration closes.
    

  Zoom video link will be sent to participants 48 & 24 hours before the event contingent upon membership being paid in full if membership rate was selected. NOTE: New membership period begins 2/1/24 & is not pre-rated.
  

  Suggested Readings

  Garcia-Toro, M., Aguilar-Latorre, A., Garcia, A., Navarro-Guzmán, C., Gervilla, E., Seguí, A., Gazquez, F., Marino, J. A., Gomez-Juanes, R., Serrano-Ripoll, M. J., Oliván-Blázquez, B., Garcia-Campayo, J., Maloney, S., & Montero-Marin, J. (2023). Mindfulness skills and experiential avoidance as therapeutic mechanisms for treatment-resistant depression through mindfulness-based cognitive therapy and lifestyle modification. Frontiers in psychology, 14, 1008891. https://doi.org/10.3389/fpsyg.2023.1008891
  
  Hazlett-Stevens, H., Singer, J., & Chong, A. (2018). Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy with older adults: A qualitative review of randomized controlled outcome research. Clinical Gerontologist 42(4), 347-358. DOI: 10.1080/07317115.2018.1518282
  
  Watson, T., Walker, O., Cann, R., & Varghese, A. K. (2021). The benefits of mindfulness in mental healthcare professionals. F1000Research, 10, 1085. https://doi.org/10.12688/f1000research.73729.2
  

  Suggested Resource (click below link to purchase)

  Hazlett-Stevens, H., & Bernstein, D. A. (2022). Progressive Relaxation Training.

  
  

  
  

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