Upcoming events

Switch to Calendar View

• Updates About ADHD: Conceptualization, Assessment, and Intervention

  • When
    03/20/2026
  •  
    9:00 AM - 11:00 AM
  • Location
    Virtual

  Register

  Attention-deficit/hyperactivity disorder (ADHD) occurs in about 10% of school-age children and adolescents. The causes of ADHD include complex transactions over the course of prenatal, perinatal, and postnatal development of genetic and psychosocial factors. ADHD has an impact on multiple domains, including academic performance, peer relationships, parent-child and teacher-student relationships, behavior regulation, and self-esteem. Most children with ADHD have co-occurring externalizing and/or internalizing disorders. Children with ADHD, especially those who develop co-occurring disruptive behavior disorders and mood disorders, are at increased risk for school dropout, substance use disorders, anti-social behavior, interpersonal problems, occupational impairment, and depression in early adulthood. The assessment of ADHD relies strongly on behavioral assessment methods, including rating scales and interviews of caregivers, teachers, and children themselves. Evidence-based interventions include a broad range of psychosocial interventions (e.g., behavioral parent training, classroom behavior management, behavioral peer interventions, and child skills training) and medication (i.e., stimulants and non-stimulants). Educational and behavioral interventions are foundational for the treatment of this disorder. The purpose of this presentation is to provide an updated conceptualization of ADHD, describe methods for assessing ADHD, and outline evidence-based psychosocial and pharmacological interventions to treat ADHD.

  CE Learning Objective(s)

   Following this presentation, participants will be able to:

  • 1.      Identify the most common impairments and comorbid conditions associated with ADHD.
  • 2.      Identify key environmental factors that interact with genetics to increase the likelihood of ADHD symptoms.
  • 3.      Describe strategies for assessing ADHD in a developmentally appropriate and culturally responsive manner.
  • 4.      Identify psychosocial and pharmacological interventions that have strong evidence of effectiveness.

  About Presenter

  Thomas J. Power, PhD, ABPP, is Professor of School Psychology in Pediatrics and Psychiatry at Perelman School of Medicine of University of Pennsylvania and Children’s Hospital of Philadelphia. Dr. Power has been invested in research, teaching, and clinical practice for children with ADHD for his entire career, and he has served as Director of the Center for Management of ADHD at CHOP for over 25 years. Dr. Power’s research, funded by National Institute of Mental Health, Institute of Education Sciences, and Patient-Centered Outcomes Research Institute, has focused on developing and evaluating interventions for children with ADHD, with a primary focus on implementation in schools and primary care practices. In addition, he has conducted numerous studies on the assessment of ADHD and its impairments for data-based decision making. Dr. Power’s research is characterized by partnership-based methods focused on addressing the needs of children marginalized by socioeconomic disadvantage and assignment to minority status. Among his contributions, he has co-authored Family-School Success for Children with ADHD: A Guide for Intervention (Guilford) and ADHD Rating Scale-5: Checklists, Norms, and Clinical Interpretation (Guilford).

  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. 

  • 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 now offers CE to psychologists licensed in the state of New York in addition to all other United States. 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.
    

  Suggested Readings

  Barbaresi, W. J., Campbell, L., Diekroger, E. A., Froehlich, T. E., Liu, Yi Hui, O’Malley, E., Pelham Jr., W. E., Power, T. J., Zinner, S. H., & Chan, E. (2020). Society for Developmental and Behavioral Pediatrics Clinical practice guideline for the assessment and treatment of children and adolescents with complex attention-deficit/hyperactivity disorder. Journal of Developmental and Behavioral Pediatrics, 41, S535-S557. doi: 10.1097/DBP.0000000000000770 

  DuPaul, G. J., Evans, S. W., Mautone, J. A., Owens, J. S., & Power, T. J. (2020). Future directions for psychosocial interventions for children and adolescents with ADHD. Journal of Clinical Child and Adolescent Psychology, 49, 134-145. DOI:10.1080/15374416.2019.1689825

  Evans, S. W., Owens, J. S., Wymbs, B. T., & Ray, A. R. (2018). Evidence-based psychosocial treatments for children and adolescents with attention deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 47(2),157-198. https://doi.org/10.1080/15374416.2013.850700

   Wolraich, M. L., Hagan, J. F., Jr, Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., Zurhellen, W., & Subcommittee on children and adolescents with ADHD (2019). Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents. Pediatrics, 144(4), e20192528. https://doi.org/10.1542/peds.2019-2528

  
  

  Show details
• Brief Mindfulness- & Compassion- Based CBT (MC-CBT) 4-session training for Cueing Adaptive Automaticity

  • Start
    03/21/2026
  •  
  • End
    05/02/2026
  •  
  • Schedule
    4 sessions
  • Location
    Virtual via Zoom

  THIS VIRTUAL TRAINING IS FULL. TO BE ADDED TO WAIT LIST CONTACT CHRIS@MOLNARPSYCHOLOGY.COM

  Those with high levels of distress, stress, trauma histories, and / or insecure attachment histories can encounter challenges with the traditional 8-week Mindfulness-Based Programs (MBPs) as a starting point. The longer silent practices and inquiry periods of MBPs may evoke impatience; disconnection; brooding, worry, & other forms of perseverative thinking; and self-criticism in some that may 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 such as MBCT and MBSR to the needs of those with high levels of anxiety, fear, perseverative cognition, and physiology that may reach panic attack levels and occur 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, referred to as the 3 'B's of belief, body, and behavior. These  mental, physical, and action tendency elements serve as intentional cues for covert and overt compassionate responding. Such responding, with practice of strategies such as Self-Controlled Coping (SCD) and Mental Contrasting & Implementation Intentions (MCII), can support automatic adaptive responding (Oettingen & Gollwitzer, 2017). With practice, such adaptivity or competence is marked by a friendly and assertive relationship with difficult experience (Benjamin, 2018). Adaptive and cued responding can become automatic (i.e., "unconscious competence": Eubanks & Goldfried, 2019).
  

  Relational (i.e., interpersonal) Mindfulness Practices (RMP: Kramer, 2007) 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. A transtherapeutic and integrative 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

  Module 1 (3/21): The Body (The First 'B') & Joy.

  Module 2 (4/4): Beliefs (The Second 'B') & Friendliness.

  Module 3 (4/18): Emotions,  Stress, & Equanimity.

  Module 4 (5/2): Behavior (The Third 'B") &  Compassion.

   https://www.meta4stress.com/mccbt.

  All graduates will be invited to ongoing & optional seasonal 2-hr tune-up practices. This includes one that occurs before this winter MC-CBT training concludes - save the date of 4/11/26 from 9:00 to 11:00 a.m. ET where you  can practice with graduates of previous training programs.

  Featured Readings

  • 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. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)

  Continuing Education

  Learning Objectives

  Following this presentation, participants will be able to:

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

  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 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 must attend all sessions live. There is a make-up option for one missed session so participants can obtain full CE. Make-up session involves attending an alternate virtual CE training of 2.5-hr duration focused on mindfulness- and compassion-based interventions that are sponsored through PBTA. Inquire directly and in advance 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.
  • CE is only offered for live (i.e., synchronous) events.

  About the Presenter

  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.

  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

  Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

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

  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.

  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.

  Oettingen, G., & Gollwitzer, P. M. (2017). Health behavior change by self-regulation of goal pursuit: Mental contrasting with implementation intentions. In Routledge International Handbook of Self-Control in Health and Well-Being (pp. 418-430). Routledge.

  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
• Teaching the MBCT body scan in individual sessions: A practical beginning for developing as Mindfulness-Based Cognitive Therapy Teachers. Virtual CE

  • When
    03/23/2026
  •  
    12:30 PM - 2:00 PM
  • Location
    VIRTUAL

  Register

  Teaching the formal meditation practices of Mindfulness-Based- Cognitive Therapy (MBCT) & Stress Reduction (MBSR) to individual psychotherapy clients is a pragmatic way for practitioners to integrate MBCT into psychotherapy while also developing competence in guiding a formal MBCT practice and the inquiry that follows. In this one-hour training, clinicians will be introduced to a brief version of the body scan practice followed by a demonstration of the inquiry process that supports emotional information processing aligned with the intentions of the MBCT curriculum. Transdiagnostic processes that maintain maladaptive cognitive, physiological, and behavioral reactivity are highlighted. Specific adaptive processes developed with practice in MBCT, including meta-cognition, meta-awareness, interoception, and compassion are demonstrated in role play. All will receive resources for practicing the body scan personally to support implementation with clients in the month following this training. Participants are asked to identify challenges and questions through reflective practice that will be addressed in follow-up CE events designed to support competence teaching MBCT practices in individual psychotherapy sessions.
  

  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) 

  Bernstein, A., Hadash, Y., & Fresco, D. M. (2019). Metacognitive processes model of decentering: Emerging methods and insights. Current opinion in psychology, 28, 245-251.

  Corbett, C., Egan, J., & Pilch, M. (2019). A randomised comparison of two ‘stress control’programmes: progressive muscle relaxation versus mindfulness body scan. Mental Health & Prevention, 15, 200163.

  Michalak, J., Crane, C., Germer, C. K., Gold, E., Heidenreich, T., Mander, J., ... & Segal, Z. V. (2019). Principles for a responsible integration of mindfulness in individual therapy. Mindfulness, 10(5), 799-811.

  Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland.

  CE Learning Objectives
  

  Following this presentation, participants will be able to:

  1.  Describe 3 elements of the body scan practice as taught in the MBCT curriculum. 

  2.        Describe 2 specific processes and skills practiced, during the body scan and subsequent inquiry process, to facilitate emotional information processing.

  3. Observe an MBCT teacher trainer who meets criteria for inclusion on the international registry [www.accessmbct.com], as both therapist and trainer, implementing an adapted and brief body scan.
  

  4. Describe a practice plan and 2 resources for developing competence implementing the body scan in individual psychotherapy sessions.
  

  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 doctoral training at the Pennsylvania State University and post-doctoral fellowship training in traumatic stress, neuroscience, and psycho-physiology at the Medical University of South Carolina (MUSC). She is an expert in the assessment and treatment of anxiety, OCD, PTSD, emotional, and stress-related conditions using evidence-based practices. Through a co-sponsorship between META Center  & PBTA she leads one of the handful of professional MBCT Teacher Training Organizations in the USA and virtually offering Continuing Professional Development. This includes the week-long professional CE retreat workshop for professionals seeking foundational training to develop competence teaching  MBCT.  She also teaches both Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) in individual and group psychotherapy formats. She has developed adaptations for highly distressed clients, using Relational Mindfulness Practices (RBPs), to meet the needs of clients who have difficulty initially with the traditional 8-week MBSR & MBCT programs and elements. 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 one & a half (1.5) 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-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 Claire, PBTA's CE assistant if you need any learning accommodations no later than one week before event. Email Claire at pbtacontinuingedassistant@gmail.com 

  Show details
• Improving Access to Care: Psychosocial Interventions for Children and Youth with ADHD in School and Primary Care Settings

  • When
    04/10/2026
  •  
    9:00 AM - 11:00 AM
  • Location
    Virtual

  Register

  Family education and psychosocial interventions are foundational for the treatment of attention-deficit/hyperactivity disorder (ADHD). A large body of research supports the effectiveness of behavioral interventions for children and adolescents with ADHD. However, access to behavioral interventions is variable and especially challenging for families who are economically marginalized. Integrating evidence-based interventions for ADHD into schools and primary care practices is a successful strategy for improving access.  This presentation will describe effective psychosocial interventions for ADHD that are provided in school and primary care practices. School-based approaches include classroom behavioral interventions, strategies based on family-school collaboration such as daily report cards, and child skills training programs to improve organization and social skills. Interventions based in primary care focus on behavioral parent training approaches enhanced by school partnership and collaborative practice with pediatric primary care clinicians. The presentation will include a discussion of subgroup effects and mediation models to identify how, and for whom, interventions for ADHD are effective.

  CE Learning Objective(s)

   Following this presentation, participants will be able to:

  1.  Identify subgroups of children and youth most likely to encounter problems accessing evidence-based interventions for ADHD.

  2. Identify key components of behavioral interventions to improve school performance, including daily report cards.

  3. Describe key components of child skills training interventions to improve organization and social skills.

  4. Identify strategies for providing psychosocial interventions for ADHD in primary care practices.

  About Presenter

  Thomas J. Power, PhD, ABPP, is Professor of School Psychology in Pediatrics and Psychiatry at Perelman School of Medicine of University of Pennsylvania and Children’s Hospital of Philadelphia. Dr. Power has been invested in research, teaching, and clinical practice for children with ADHD for his entire career, and he has served as Director of the Center for Management of ADHD at CHOP for over 25 years. Dr. Power’s research, funded by National Institute of Mental Health, Institute of Education Sciences, and Patient-Centered Outcomes Research Institute, has focused on developing and evaluating interventions for children with ADHD, with a primary focus on implementation in schools and primary care practices. In addition, he has conducted numerous studies on the assessment of ADHD and its impairments for data-based decision making. Dr. Power’s research is characterized by partnership-based methods focused on addressing the needs of children marginalized by socioeconomic disadvantage and assignment to minority status. Among his contributions, he has co-authored Family-School Success for Children with ADHD: A Guide for Intervention (Guilford) and ADHD Rating Scale-5: Checlists, Norms, and Clinical Interpretation (Guilford).

  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. 

  • 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 now offers CE to psychologists licensed in the state of New York in addition to all other United States. 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.
    

  References

  References

  DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). The Guilford Press.

  Nissley-Tsiopinis, J. D., Power, T. J., Fleming, P. F., Tremont, K. L., Poznanski, B., Ryan, S., Cacia, J., Egan, T., Montalbano, C., Holdaway, A., Patel, A., Gallagher, R., Abikoff, H., Localio, A. R., & Mautone, J. A. (2024). School-based organizational skills training for students in grades 3 to 5: A cluster-randomized trial. Journal of Consulting and Clinical Psychology, 92, 674-691. https://doi.org/10.1037/ccp0000909

   Power, T. J., Mautone, J. A., Marshall, S. A., Jones, H. A., Cacia, J., Tresco, K. E., Cassano, M. C., Jawad, A. F., Guevara, J. P., & Blum, N. J. (2014). Feasibility and potential effectiveness of integrated services for children with ADHD in urban primary care practices. Clinical Practice in Pediatric Psychology, 2, 412-426. https://doi.org/10.1037/cpp0000056

  Power, T. J., Mautone, J. A., & Soffer, S. L. (2024). Family-school success for children with ADHD: A guide to intervention. New York: Guilford Press.

                 

  Show details
• CBT for Substance Use Disorders. Virtual CE

  • When
    06/15/2026
  •  
    12:30 PM - 2:30 PM
  • Location
    VIRTUAL

  Register

  Substance use disorders are common and deadly. Although we cannot predict which patient will respond to CBT for substance use disorders, many will find the tools that it offers useful in their journey to recovery. Skill-building and education, identifying and responding to triggers, and having plans to navigate relapses are all valuable strategies taught in this form of treatment. This webinar will provide an overview of the tools of CBT tailored for practical application in daily patient management.

  CE Learning Objectives
  

  Following this presentation, participants will be able to:

  At the end of this session, participants will be able to
  •        Define the CBT model for conceptualizing substance use disorder
  •        Illustrate the use of behavioral analysis for treatment planning
  •        Discuss cognitive and behavioral strategies to employ with patients of multiple backgrounds

  SUGGESTED READINGS

  Hardin, R. (Ed.),  Abbott, W.,  Braastad, J., Frahm, J, Lindel, R., Phillips, R., Steinberger, H. (2013). SMART Recovery 3rd Edition Handbook. Adashn, Inc. 
  

  Daley, D. C., & Douaihy, A. B. (2019). Managing substance use disorder: Practitioner guide. Oxford University Press.

  
  

  About Presenter

  Donna M. Sudak, M.D. is Professor and Vice Chair for Education in the Department of Psychiatry at Drexel University, and Director of Residency and Psychotherapy Training at Tower Health -Phoenixville Hospital. She is a clinician-educator with a wealth of experience in teaching and patient care. She has made a number of significant contributions to the literature in CBT education and has played a major role in developing suggested curricula and guidelines for supervision and resident competency in Cognitive Behavior Therapy. She has multiple publications regarding combining treatment with medication and CBT. Her most recent book, The Handbook of Psychiatric Education, written with a group of noted experts, provides multiple resources for educators.
  
  In addition to her teaching responsibilities at Drexel and Tower Health, Dr. Sudak is an honorary faculty member at the Beck Institute. She is the Past President of The Academy of Cognitive Therapy and the former Editor of the PIPE examination. She has served on the Board of Regents of the American College of Psychiatrists, and is its current Treasurer. Dr. Sudak is the chair of the Review Committee for Psychiatry at the ACGME, and has held multiple leadership roles in the American Association of Directors of Psychiatric Residency Training, including as its President.
  
  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 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.
  • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
  • This program provides two (2) 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-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 Claire, PBTA's CE assistant if you need any learning accommodations no later than one week before event. Email Claire at pbtacontinuingedassistant@gmail.com 

  Show details
• MBCT Professional CE Training Retreat: Foundational Teacher Training with Relational Mindfulness

  • Start
    10/12/2026
  •  
    9:00 AM
  • End
    10/16/2026
  •  
    11:30 AM
  • Location
    Omega Institute, Rhinebeck NY Campus

  Registration opens 3/3/26 for this in-person training at:

  https://www.eomega.org/workshops/mindful-emotional-processing
  

  Scroll down for CE objectives, recommended readings, and additional event description offered as background for those considering the live & in-person training at Omega Institute in Rhinebeck, NY from October 12 to 16, 2026. Contract chris@molnarpsychology.com with questions. Thank you
  

  Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR) that integrates Cognitive Behavioral Therapy (CBT) with contemplative 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 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  (aka "decentering" , "deidentification", etc.) 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. 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 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 fellow healthcare professionals 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 the MBCT 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 directly experience the MBCT treatment protocol . Professionals will then practice guiding short versions of traditional MBCT practices & receiving feedback from a novice to experienced teachers using the "teach-back" model for skill development. 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 versions; body scan; mindfulness of sounds and thoughts; two ways of knowing; and sitting & movement formal practices.  Professional participants  will also practice implementing the relational mindfulness practice of Mindful Case Consultation (MCC), with a focus on implementing MBCT with cases and teaching challenges while maintaining self-care.
  

  This live & in-person (at Omega Institute) workshop is followed by optional and virtual bi-monthly meetings with past professional graduates of this training. These occur in the year following the training to support implementation with clients.  The MBI-TAC is introduced at Omega and used in the year following the training during the optional virtual follow-up meetings during which practice teaching and offering feedback continue for those interested in continuing development.

  From Zindel Segal, Ph.D., co-creator of Mindfulness-Based Cognitive Therapy (MBCT):

  “Chris Molnar, Ph.D. offers a high quality MBCT training that adheres to the principles of participant experiential learning and treatment fidelity”

  “There is no better way to learn mindfulness and MBCT than to experience it for yourself. "

  Required reading for the MBCT teacher training sequence.

  • 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, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland.

  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). Assessment, 20(6), 681-688.

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

  Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

  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 twenty-seven (27) CE credits, including 3 in ethics and 3 in telehealth applicable to e-passport holders through PSYPACT. There is not additional cost, above registration paid to Omega Institute, 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.
    

  Show details