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    • 03/29/2023
    • 12:00 PM - 2:00 PM
    • Virtual

    Drawing on findings from evidence-based programs of CBT supervision, this presentation will highlight the essential contents and processes of CBT supervision. The following sub-topics will be described: (1) The supervisory relationship, (2) the chief responsibilities and teaching methods of a CBT supervisor, (3) promoting ethical behavior and cross-cultural sensitivity in supervisees, (4) helping supervisees to conceptualize cases to assist in their use of techniques, and (5) providing feedback and formal evaluations in a timely, constructive manner. Multi-modal aspects of the methods of supervision will be highlighted, including the use of readings, audio-visual recordings, role-modeling, and role-playing. 

    CE Learning Objectives

    Following this presentation, participants will be able to:

    • 1.      To describe how to enact the multiple responsibilities of a clinical supervisor, and at least three methods of training.
    • 2.      To describe how to model professionalism, ethical behavior, cross-cultural sensitivity, and relational skills to supervisees.
    • 3.      To describe how to teach supervisees to "think like" CBT practitioners (i.e., to conceptualize cases).
    • 4.      To describe how to evaluate and give feedback to supervisees.

    About Presenter

    Cory F. Newman, Ph.D. is Director of the Center for Cognitive Therapy and Professor of Psychology, in Psychiatry, at the University of Pennsylvania Perelman School of Medicine. Dr. Newman is a Fellow of ABCT, and in 2019 he was the recipient of ABCT’s Outstanding Clinician Award. Dr. Newman has extensive experience as a CBT supervisor both at the University of Pennsylvania and through the Beck Institute’s international training programs. Dr. Newman is a global lecturer, having presented cognitive-behavioral therapy workshops and seminars throughout the U.S., as well as in twenty-three other countries. Dr. Newman is author of over 100 articles and chapters covering many topics related to cognitive-behavioral therapy, and he has authored or co-authored six books.

    Target Audience

    This workshop is designed for early career professionals who anticipate or have recently commenced providing CBT supervision, as well as more experienced CBT supervisors looking for a refresher course.. The instructional level of this presentation is INTERMEDIATE.

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • This program provides 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.
    • 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.
    • * PBTA does not currently offer CE to practitioners licensed in the state of New York.

    Zoom video link will be sent to participants 48 hours before the event contingent upon membership being paid in full if membership rate was selected. NOTE: New membership period begins 2/1/23. Enrollment for non-members is automatically cancelled if registration fee is not paid within 15 minutes of registration.

    Suggested Readings

    Falendar, C. A., & Shafranske, E. P. (2014). Clinical supervision: The state of the art.  Journal of Clinical Psychology, 70(11), 1030-1041.

    Newman, C. F. (2013). Training CBT supervisors: Didactics, simulated practice, and “meta-supervision.” Journal of Cognitive Psychotherapy: An International Quarterly, 27, 5-18.

    Reiser, R. P., & Milne, D. L. (2014). A systematic review and reformulation of outcome evaluation in clinical supervision: Applying the fidelity framework. Training and Education  in Professional Psychology, 8(3), 149-157.

    Yang, F. H., Dobson, K., Li, X. M., Hennebury, A., Gao, Y., et al. (2018). Cross-cultural supervision in cognitive-behavioral therapy: A case study. Cognitive and Behavioral  Practice, 25, 351-360.

    • 04/01/2023
    • 9:00 AM
    • 05/20/2023
    • 12:15 PM
    • Virtual (all events are Eastern time)
    • 3

    Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR) that integrates Cognitive Behavioral Therapy (CBT) with wisdom practices including but not limited to formal mindfulness meditation. MBCT was originally developed to address the needs and challenges of recurrently depressed participants, including reduction of relapse. Through effective integration of scientific findings and theory about emotion and its cognitive, physical, and (overt and covert) behavioral elements, MBCT has been shown to be a trans-therapeutic intervention of benefit to those with a range of transdiagnostic emotional disorders including but not limited to PTSD, OCD, anxiety, & related disorders.

    The path for competently and ethically teaching Mindfulness-Based Cognitive Therapy (MBCT) to those with emotional disorders includes, but is not limited to, participation in the traditional 8-session MBCT program in the role of participant-practitioner. Participant-practitioners are professionals developing as teachers of MBCT who already have expertise serving the population to which they wish to deliver MBCT. They participate as both students, along with non-professionals experientially, and then afterward with professionals where they receive feedback about the implementation of the MBCT protocol.  Development of a habit of formal and informal personal mindfulness practice while participating as a student in the MBCT training supports the development of clinicians developing as MBCT teachers. Such training supports them in guiding their clients to implement all of the elements of the MBCT curriculum while simultaneously also practicing. For more about training pathway & becoming an MBCT teacher visit or read  article by MBCT co-developer Dr. Segal at & about Home - Access MBCT 

    In this workshop, developing clinician teachers will read, and observe implementation of, the MBCT treatment protocol with non-professionals; practice guiding short MBCT practices; and receive feedback from fellow professional peers who are implementing the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC). Evidence-based practices for reducing barriers to, and supporting strengthening of, MBCT protocol implementation and motivation for skills practice will be described. As well, participants will implement an ongoing peer support relational mindfulness practice in post- and between-session processing to refine implementation of MBCT curriculum elements with clinical cases.

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

    Experiential participation in MBCT followed by implementation of the MBI-TAC with peers supports MBCT teacher development. Experiential MBCT virtual meetings occur Saturdays 9:00 a.m. to 11:00 a.m. ET between April 1 and June 10, 2023  (except for 4/15 & 5/27, 2023). Participants who want to receive CE must attend orientation and all 8 MBCT sessions followed (after a 15 minute break) by relational mindfulness practice combined with implementation of the MBI-TAC from 11:15 a.m.- 12:15 p.m. ET. Optional CE events will take place to further support teacher development while exploring the evidence-based behind a range of Mindfulness Based Interventions (MBIs).

    MBCT Meeting Schedule

    All MBCT meetings occur from 9:00 - 11:00 a.m. ET & are followed (for those seeking CE) by practice guiding and receiving feedback while implementing both MBI-TAC & relational mindfulness guidelines from 11:15 a.m. - 12:15 p.m. ET. Video display is required by all participants.

    MBCT Sessions 1 to 8 start with required foundational orientation on 4/01/23. Program continues mostly weekly until 6/10/23 (Note: No meetings on April 15 and May 27 of 2023). Partial CE cannot be awarded. 

    Required reading throughout MBCT training.

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

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

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

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

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

    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 and depleted mood 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 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 has completed training to teach 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 (MBPs), 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.
    • This program provides three (3) hours of CE credits for each session. Those who attend all sessions in their entirety receive twenty-seven (27) CE credits for the 8 sessions and post-session MBI-TAC inquiry and implementation.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • Full attendance with video display is required at each separate session to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
    • * PBTA does not currently offer CE to practitioners licensed in the state of New York.
    • 04/16/2023
    • 2:00 PM - 4:00 PM
    • Virtual

    This workshop focuses on unique aspects of the Interpersonal Reconstructive Therapy (IRT) approach used for working with chronically or recurrently suicidal patients. Most research to date with IRT (Benjamin, 2006) involves application with patients who qualify for the acronym “CORDS”: Comorbid,Often Rehospitalized, Dysfunctional, and Suicidal. A case formulation (CF) based on interpersonal copy process theory, an attachment-based understanding of learning overt & covert behavioral habits, defines links between presenting symptoms and patterns of affect, cognition, and behavior. Such learning occurs in early relationships with significant others and invokes safety or threat perceptions derived from rules and values communicated implicitly and explicitly in close relationships that are internalized. The “gift of love” (GOL) hypothesis, that is part of copy process, reflects the wish to receive love and acceptance from specific internalized attachment figures. The GOL organizes and propels problem patterns and their associated symptoms. Through a series of steps, IRT seeks to help patients become aware of and learn about their copied patterns, including where they were learned, the role they play in maintaining connection with internalized attachment figures, and their functions in the present. The goal of IRT is to help a patient differentiate from their “family in the head” and pursue healthy behaviors and self-concepts. With awareness and differentiation comes the possibility of letting go of problematic quests for love and acceptance from internalized attachments and to choose healthy alternatives instead. As an integrative method, safety planning in IRT shares much with other approaches. What is unique is how therapists utilize the CF to guard against unsafe behavior in the short term, and to pursue reconstructive change in the long term to pursue lasting resilience to the specific stressors most salient to a given patient.

    CE Learning Objectives

    Following this presentation, participants will be able to:

    1. Identify how patterns learned and internalized with key attachment figures can shape and motivate problem behaviors in the present, including suicidality.

    2. Use awareness of copy process to help block suicidal action and develop long-term resilience against suicidality.

    Recommended Readings:
    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.

    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 in New York City. 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, with an internship at the San Francisco VA Medical Center, and post-doctoral training at Weill-Cornell Medical College. He was co-director of the IRT clinic at the University of Utah Neuropsychiatric Institute and directed the Combined-Integrated Clinical and School Psychology program at James Madison University. Dr. Critchfield is a Fellow of APA’s Society for Advancement of Psychotherapy (Div. 29). He 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 a psychotherapy practice and is Director of the Interpersonal Reconstructive Therapy Institute, which provides resources and training in use of Structural Analysis of Social Behavior (SASB) and IRT.

    Target Audience

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

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • This program provides two (2) hours of CE credits in suicide prevention.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
    • * PBTA does not currently offer CE to practitioners licensed in the state of New York.
    • All events are Eastern Time Zone 
    • Contact if you need any learning accommodations no later than one week before event.

Past events

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

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