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• Inquiry Practice in Mindfulness-Based Programs: Brief virtual tune-up & CE Journal Club

  • Start
    04/08/2025
  •  
  • End
    04/22/2025
  •  
  • Schedule
    2 sessions
  • Location
    Virtual

  Register

  Mindfulness-based program(MBP)instructors, such as MBCT and MBSR teachers and clinicians, conduct a practice called inquiry when teaching. Inquiry is often considered the most challenging aspect of teaching MBPs by both teacher trainees and experienced teachers. It has parallels to CBT interventions such as the processing that follows exposure interventions; guided discovery and collaborative empiricism. Indeed, the practice of inquiry offers practice for enhancing skills and competence in facilitating emotional processing transtherapeutically. This training invites MBP teachers and trainees to first be in the role of participant-observer during a two-hour MBP "tune-up" (i.e., brief retreat for graduates of an MBCT and an adapted MBSR program). The tune-up will be recorded for those who cannot attend live. It will include guided formal MBCT practices of exploring difficult emotions and mindful movement in addition to a guided loving-kindness / compassion / equanimity practice. Guided practices will be followed by the demonstration of inquiry practice. During the journal club portion of this training, attendees will have an opportunity to reflect on and ask questions about addressing challenges conducting inquiry. This training is facilitated by two first-generation MBP teachers (see www.accessMBCT.com for more about qualifications to teach). Participants are asked to read pages 46 to 53 of Crane et al. (2021) Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) [Click on link in required readings for free download].

  CE Learning Objectives:

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

  Describe the three layers of inquiry and specific examples that parallel each from recorded examples.

  Describe two common challenges encountered by Mindfulness-Based Program Teachers in implementing inquiry practice when teaching MBPs.

  Required Reading

  Crane, RS., Soulsby, J.G., Kuyken, W., Williams, J.M.G., & Eames, C. (2021a, pages 46-53). Mindfulness-Based Intervention: Teaching Assessment Criteria (MBI:TAC) In-depth version.

  Suggested Readings

  Crane, R.S. (2019) Intervention Integrity in Mindfulness-Based Research: strengthening a key aspect of methodological rigor, Current Opinion in Psychology, 28:1–5, ww.doi.org/10.1016/j.copsyc.2018.09.009 2352-250X

  Crane, R. S., Stanley, S., Rooney, M., Bartley, T., Cooper, L., & Mardula, J. (2015). Disciplined improvisation: Characteristics of inquiry in mindfulness-based teaching. Mindfulness, 6, 1104-1114.

  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.

  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

  Evans, A., Crane, R., Cooper, L., Mardula, J., Wilks, J., Surawy, C., ... & Kuyken, W. (2015). A framework for supervision for mindfulness-based teachers: A space for embodied mutual inquiry. Mindfulness, 6, 572-581.

  Griffith, G., & Crane, R. (2021). Introducing the mindfulness-based interventions: Teaching and learning companion (the TLC). Global Advances in Health and Medicine, 10, 21649561211056883.

  Woods, S. L., Rockman, P., & Collins, E. (2016). A contemplative dialogue: The inquiry process in mindfulness-based interventions. Centre for Mindfulness Studies, Oakland, CA. 
  

  Woods, S. L., Rockman, P., & Collins, E. (2019).Mindfulness-based cognitive therapy: Embodied presence and inquiry in practice. New Harbinger Publications. 
  

  Target Audience
  

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

  REQUIRED PREREQUISITE: Completion of an MBP such as MBCT or MBSR that included formal guided mindfulness-based practices. Current participation in MBSR or MBCT is also an acceptable pre-requisite. Those who cannot attend the tune-up live on 4/8/25 are asked to practice with the recording of it before the journal club on 4/22/25.

  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.

  
  

  Continuing Education

  • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
  • This program provides ONE (1)hour of CE credits.
    
  • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
  • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
    
  • ZOOM VIDEO LINKS WILL BE SENT TO  REGISTRANTS NO LATER THAN 2 DAYS BEFORE IT.
    
  • Full attendance with video display and participation in break out rooms is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in to cancel up to 3 days before the event.
    
  • Contact PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.
  • * PBTA offers CE to ALL licensed psychologists in the U.S.A., including those licensed in the state of New York. If you are not licensed as a psychologist & do not practice in PA -- essentially if you are not certain about whether or not CE credits from an APA-sponsored CE provider meets criteria for ongoing education for your specific board,  please inquire with your respective licensing board to confirm.  
  • All events are Eastern Time Zone 

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• Guiding mindful movement in MBSR and MBCT ethically.

  • When
    04/16/2025
  •  
    12:00 PM - 2:00 PM
  • Location
    VIRTUAL

  Register

  Mindful movement is a part of MBSR, MBCT, and other MBAs. This includes but is not limited to guidance in yoga and qigong. Often mental health practitioners (MHPs) report feeling unprepared to guide their clients in mindful movement practices after completing mindfulness teacher training. Indeed, many lack training to teach mindful movement practices that are part of MBAs with competence and safety. This training focuses on the safe, ethical, and effective guidance of the mindful movement practice elements of MBSR, MBCT and related MBAs. Practical guidance rooted in the emerging evidence base for ethical teaching of mindfulness-based movement practices is offered in this training. It is a key aspect of the ethos of MBSR that teachers practice what they teach. Thus, the workshop will also include opportunities to observe the teaching of mindful movement practices with the invitation to join in some experiential practice.

  CE Learning Objectives

  Describe and observe three chair-based movements and positions that are highly accessible to a variety of bodies
  
  Explain two ways to sequence movements and postures in ways that most support safe movement
  
  Describe two ethical adaptations of mindful movement practices to promote inclusion of individuals
  

  Describe two features of inappropriate adaptions of mindful movement practices in MBAs

  Delineate two ways to integrate the ethos of mindfulness-based practice into movement instruction

  SUGGESTED READINGS

  American Psychological Association. (2002). Ethical Principles of Psychologists and Code of Conduct. American Psychologist, 57(12), 1060–1073. https://doi.org/10.1037/0003-066X.57.12.1060
  

  American Psychological Association. (2016). Revision of Ethical Standard 3.04 of the “Ethical Principles of Psychologists and Code of Conduct” (2002, as amended 2010). American Psychologist, 71(9), 900. https://doi.org/10.1037/amp0000102

  https://www.apa.org/ethics/code/index
  

  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.
  

  Target Audience

  This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure who have completed at least one MBCT, MBSR, or similar 8-week Mindfulness Based Program that included training in formal mindfulness meditation practice while sitting, standing, lying down, and moving. The instructional level of this presentation is INTERMEDIATE.

  Presenter

  Éowyn Ahlstrom, M.Ed., LMT, RYT brings decades of experience as a skilled mindfulness teacher and practitioner in the healing arts. With a seamless integration of mindfulness, meditation, movement, contemplation, and engagement, she designs clear, personalized and engaging programs suitable for individuals and groups at all levels of experience. At the core of her own practice and work is the embodiment of awareness and compassion, with a dedication to imparting these qualities to others. She holds a master’s degree from the American College of Education, specializing in health and wellness, is a registered yoga teacher, a certified MBSR and CCT teacher and a licensed massage therapist. Additionally, she is the author of the compelling volume of poems titled "Mindscapes: Practice Poems.” Her contributions to the field include the development of the MBSR2 curriculum at the Mindfulness Center at Brown University; teaching and consulting for research studies at the Center for Mindfulness at the University of Massachusetts Medical School and the Center for Mindfulness and Compassion at the Cambridge Health Alliance. For several years, she led the Mindful Center at Brown's community and online programs efforts, where she continues to lead MBSR teacher trainings.

  Continuing Education

  • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists (except those licensed in the state of NY for this event because presenter does not have a doctorate *). Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
  • 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 PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.
  • *NY CE standards require the presenter to be licensed in clinical psychology for CE to be awarded to NY psychologists and this presenter does not meet those criteria. Thus, PBTA cannot offer psychologists LICENSED IN THE STATE OF NEW YORK CE FOR THIS TRAINING  because it is not taught by a licensed psychologist .

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• Creative Hopelessness and Psychological Flexibility: Helping Clients Let Go of What Doesn’t Work

  • When
    04/30/2025
  •  
    12:00 PM - 2:30 PM
  • Location
    VIRTUAL

  Register

  Clients often continue to engage in patterns of thinking and behavior that create obstacles to their ability to move forward. The process of Creative Hopelessness from Acceptance and Commitment Therapy helps clients let go of what is not working, and to become more more psychologically flexible. There are six processes of change that lead to increased psychological flexibility, which correlates with good mental health.

  In this 2.5 hour workshop, Dr. Richard Sears will describe how to do the Creative Hopelessness process with clients, complete with metaphors to help clients grasp the concepts. He will also describe, with case examples, the six processes that lead to psychological inflexibility, and how to transform them into the six change processes that lead to psychological flexibility.

  CE Learning Objectives

  Following this presentation, participants will be able to:

  •  Utilize the ACT techniques of creative hopelessness to help clients let go of patterns of thinking and behavior that contribute to them feeling stuck.
  • Define psychological flexibility and describe its role in mental health.

  • Describe and implement the six processes of change that lead to increased psychological flexibility.

  Suggested Reading: Will be shared with registrants

  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.

  Presenter

  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/

   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-AND-A-HALF  (2.5) 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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• 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.

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• 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.

  Show details