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 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 . Separately, in a non-mixed group. practitioners in training will practice guiding short versions of MBCT practices & receiving feedback from expert MBCT instructors and fellow trainees. 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 key elements of each original MBCT formal practice including: the 3 step breathing space (3SBS); body scan; sitting & movement formal practices, and mindful eating. As well, practitioners may opt to receive feedback about some of the additional shorter versions of the original practices described in both the workbook and manual (see Required Readings below) including Two Ways of Knowing; The Responsive Version of the 3SBS; and Mindfulness of Sounds and Thoughts
Practitioners will be supported in developing beginner-level skills and practice a process that supports ongoing skill development applicable to implementing all elements of the MBCT curriculum. The focus in the professional only practice groups that occur Sunday 1/12/25 & 2/2/25 from 4:30 to 7:00 p.m. ET (21:30 to 24:00 UTC) will be on implementing brief key practices such as the "spine of the program", the 3SBS formal guided practice, so that clinicians can then offer MBCT practices & exercises to clients in individual psychotherapy sessions. 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 competence levels refer to the MBI-TAC in required readings below. For more about the training pathway & the developmental course of 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 .
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 review, 71, 101-114.
Suggested Reading
Barlow, D. H., Curreri, A. J., & Woodard, L. S. (2021). Neuroticism and disorders of emotion: A new synthesis. Current Directions in Psychological Science, 30(5), 410-417.
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). Assessment, 20(6), 681-688.
Davis, Karen & Wojcik, Curtis & Baillie, Andrew & Foley, Elizabeth & Goddard, Timothea & Lau, Mark & Haigh, Emily. (2024). Mechanisms of Mindfulness: A Longitudinal Study of a Mindfulness-Based Stress Reduction Program. Mindfulness. 15. 1-20. 10.1007/s12671-024-02359-w.
Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.
Garland, E. L., Baker, A. K., Riquino, M. R., & Priddy, S. E. (2019). Mindfulness-oriented recovery enhancement: a review of its theoretical underpinnings, clinical application, and biobehavioral mechanisms. Handbook of mindfulness-based programmes, 327-340.
Griffith G, Crane R. Introducing the Mindfulness-Based Interventions: Teaching and Learning Companion (The TLC). Glob Adv Health Med. 2021 Nov 11;10:21649561211056883. doi: 10.1177/21649561211056883. PMID: 34790436; PMCID: PMC8591640.
Griffith, G. M., Crane, R. S., Baer, R., Fernandez, E., Giommi, F., Herbette, G., & Koerbel, L. (2021). Implementing the mindfulness-based interventions; teaching assessment criteria (MBI: TAC) in mindfulness-based teacher training. Global advances in health and medicine, 10, 2164956121998340.
Hayes-Skelton, S. A., & Eustis, E. H. (2020). Experiential avoidance. In J. S. Abramowitz & S. M. Blakey (Eds.), Clinical handbook of fear and anxiety: Maintenance processes and treatment mechanisms (pp. 115–131). American Psychological Association. https://doi.org/10.1037/0000150-007
Hofmann, S. G., & Gómez, A. F. (2017). Mindfulness-based interventions for anxiety and depression. Psychiatric clinics, 40(4), 739-749.
Kirby, J. N., Tellegen, C. L., & Steindl, S. R. (2017). A meta-analysis of compassion-based interventions: Current state of knowledge and future directions. Behavior therapy, 48(6), 778-792.
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.
Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.
Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.
Moore, M. T., Lau, M. A., Haigh, E. A. P., Willett, B. R., Yu, A. R., Bosma, C. M., Fresco, D. M. (2022). The 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, 90 (2), 137-147. https://doi.org/10.1037/ccp0000718
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 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 state.
3. Describe 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. Describe 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 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 when cognitive fusion processes are present.
7. Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of processing can respectively increase or reduce likelihood of distress and / or dysphoria.
8. Describe the difference between an avoidance / aversion verses 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 components of the 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 how brief assessments of mindfulness, ruminative brooding and compassion can be integrated into the MBCT curriculum to motivate practice and track outcome.
18. 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.
19. Describe two specific ways that participation in the MBCT group supports the strengthening of mindfulness and compassion in relationship with self and / or others.
20. Describe the six teaching competence domains measured by the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC)
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.
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.
SCHEDULE
In addition to the MBCT Tuesday evening "mixed" meetings (i.e., professionals and non-professionals) from 6:00 to 8:00 p.m. ET on 12/10/24 to 2/11/2025 (except 12/24 & 31 of 2024) there are 6 additional CE training hours attended by professionals only. These take place at the following times:
Tuesday 12/10/2024 from 8:15 to 9:15 p.m. ET (note that this is 5 hours behind UTC & the ET is with reference to Philadelphia, PA)
Sunday 1/12/25 & 2/2/25 from 4:30 to 7:00 p.m. ET (21:30 to 24:00 UTC)
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 twenty (20) CE credits, including 3 in ethics and 3 in telehealth applicable to e-passport holders through PSYPACT. 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 eight MBCT sessions comprised of mixed professionals and non-professionals and cannot miss any of the 6 hours with professionals only.
