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    • 12/10/2024
    • 02/11/2025
    • 10 sessions
    • VIRTUAL
    Registration is closed

    THIS TRAINING IS FULL WITH WAIT LIST -  REGISTRATION WILL OPEN 1ST WEEK IN FEBRUARY FOR NEXT TRAINING THAT STARTS IN MARCH OF 2025.

    Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR) that integrates Cognitive Behavioral Therapy (CBT) with much-older wisdom practices. Originally developed to prevent relapse in people with recurrent depression, MBCT and its adaptations have been shown to not only reduce relapse of mood disorders, but also reduce current symptoms and /or protect from relapse in conditions such as PTSD, OCD, Panic, GAD, other anxiety, & related disorders such as  substance abuse (Hoffman et al., 2017; Garland et al., 2019; King et al., 2013; Molnar, 2014). Broadly speaking, MBPs are of benefit for people with disorders marked by Neuroticism as described by Barlow et al., (2021) and associated experiential avoidance (Hayes-Skelton et al., 2020). Through effective integration of scientific findings and theory about emotional processing and the cognitive, physical, and overt and covert behavioral elements of emotion, MBCT has been shown to be a trans-therapeutic intervention of benefit to those with a range of transdiagnostic disorders. This is in part through increasing metacognition  (aka "decentering" , "deidentification", etc.) and changing how one relates habitually with unwanted internal experiences in mind and body (Davis et al., 2024; Moore, Lau et al., 2022). Moreover, the mindfulness skills developed in MBCT are foundational for the range of compassion-based interventions that also have transtherapeutic benefits for those with emotional disorders (Kirby et al., 2017).

    The path for competently and ethically teaching MBCT to those with emotional disorders includes, but is not limited to, participation in the traditional 8-session MBCT program in the role of "participant-observer". The participant-observer model of competence development supports professionals in implementing MBCT with the population they already have expertise serving. It also offers the opportunity to observe experienced professionals modelling and "embodying" (Griffith & Crane, 2021) implementation of the MBCT curriculum elements with people exhibiting symptoms the trainee practitioner wants to develop skills for treating. 

    In this workshop, developing clinician teachers will directly experience the MBCT treatment protocol in a mixed group with both professionals and non-professionals . Separately, in a non-mixed group. practitioners in training will practice guiding short versions of  MBCT practices & receiving feedback from expert MBCT instructors and fellow trainees. Feedback is offered in the context of a relational mindfulness practice that invites contemplation,  reflection, &  inquiry about implementing the "Guiding Practice" Domain of the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC). The Guiding Practice Domain outlines the key elements of each original MBCT formal practice including: the 3 step breathing space (3SBS); body scan; sitting & movement formal practices, and mindful eating. As well, practitioners may opt to receive feedback about some of the additional shorter versions of the original practices described in both the workbook and manual (see Required Readings below) including Two Ways of Knowing; The Responsive Version of the 3SBS; and Mindfulness of Sounds and Thoughts

    Practitioners will be supported in developing beginner-level skills and practice a process that supports ongoing skill development applicable to implementing all elements of the MBCT curriculum. The focus in the professional only practice groups that occur Sunday 1/12/25 & 2/2/25 from 4:30 to 7:00 p.m. ET (21:30 to 24:00 UTC) will be on implementing brief key practices such as the "spine of the program", the 3SBS formal guided practice, so that clinicians can then offer MBCT practices & exercises to clients in individual psychotherapy sessions. Further, through developing the habit of formal and informal personal mindfulness practice in the role of participant they can enhance both intra- & inter-personal effectiveness in responding to challenges that arise in MBCT skill development and implementation with clients. For more about competence levels refer to the MBI-TAC in required readings below. For more about the training pathway & the developmental course of becoming an MBCT teacher visit  https://www.mbct.com/mbct-training-pathway/ or read  article by MBCT co-developer Zindel Segal, Ph.D. at www.philabta.org/EBP about increasing access to high quality professional training Home - Access MBCT .

    Required reading throughout MBCT training.

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

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

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

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

    Suggested Reading

    Barlow, D. H., Curreri, A. J., & Woodard, L. S. (2021). Neuroticism and disorders of emotion: A new synthesis. Current Directions in Psychological Science, 30(5), 410-417.

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

    Davis, Karen & Wojcik, Curtis & Baillie, Andrew & Foley, Elizabeth & Goddard, Timothea & Lau, Mark & Haigh, Emily. (2024). Mechanisms of Mindfulness: A Longitudinal Study of a Mindfulness-Based Stress Reduction Program. Mindfulness. 15. 1-20. 10.1007/s12671-024-02359-w.

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

    Garland, E. L., Baker, A. K., Riquino, M. R., & Priddy, S. E. (2019). Mindfulness-oriented recovery enhancement: a review of its theoretical underpinnings, clinical application, and biobehavioral mechanisms. Handbook of mindfulness-based programmes, 327-340.

    Griffith G, Crane R. Introducing the Mindfulness-Based Interventions: Teaching and Learning Companion (The TLC). Glob Adv Health Med. 2021 Nov 11;10:21649561211056883. doi: 10.1177/21649561211056883. PMID: 34790436; PMCID: PMC8591640.

    Griffith, G. M., Crane, R. S., Baer, R., Fernandez, E., Giommi, F., Herbette, G., & Koerbel, L. (2021). Implementing the mindfulness-based interventions; teaching assessment criteria (MBI: TAC) in mindfulness-based teacher training. Global advances in health and medicine, 10, 2164956121998340.

    Hayes-Skelton, S. A., & Eustis, E. H. (2020). Experiential avoidance. In J. S. Abramowitz & S. M. Blakey (Eds.), Clinical handbook of fear and anxiety: Maintenance processes and treatment mechanisms (pp. 115–131). American Psychological Association. https://doi.org/10.1037/0000150-007

    Hofmann, S. G., & Gómez, A. F. (2017). Mindfulness-based interventions for anxiety and depression. Psychiatric clinics, 40(4), 739-749.

    Kirby, J. N., Tellegen, C. L., & Steindl, S. R. (2017). A meta-analysis of compassion-based interventions: Current state of knowledge and future directions. Behavior therapy, 48(6), 778-792.

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

    Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

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

    Moore, M. T., Lau, M. A., Haigh, E. A. P., Willett, B. R., Yu, A. R., Bosma, C. M., Fresco, D. M. (2022). The Association Between Decentering and Reductions in Relapse/Recurrence in Mindfulness-based Cognitive Therapy for Depression in Adults: A Randomized Controlled Trial. Journal of Consulting and Clinical Psychology, 90 (2), 137-147. https://doi.org/10.1037/ccp0000718

    CE Learning Objectives

    Following this presentation, participants will be able to:

    1.   Describe the essential components of four formal mindfulness practices that adhere to evidence-based Mindfulness-Based Interventions (MBIs) designed to teach participants to deconstruct emotion (pleasant or unpleasant) into the mind, body, and behavior elements.

    2.   Describe two examples of covert (mental) or overt (observable) behaviors that reflect the “doing mode of mind” that arises when there is a discrepancy between one’s desired verses actual state.

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

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

    5.   Describe two examples of the “being (present) mode of mind” that serves as an antidote for the doing mode of mind’s focus on the past & / or future.

    6.   Describe one way that the being mode of mind can reduce the risk of recurrence of distress in transdiagnostic emotional disorders associated with automatically perceiving thoughts as facts when cognitive fusion processes are present.

    7.   Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of processing can respectively increase or reduce likelihood of distress and / or dysphoria.

    8.   Describe the difference between an avoidance / aversion verses an approach mode of relating with experience and how each can influence level of distress and dysphoria. 

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

    10.        Describe the components of the regular three-step "breathing space" practice and how it supports implementation of MBI skills in everyday life. 

    11.        Describe the components of the responsive three-step "breathing space" practice and how it can support the application of mindfulness skills & compassionate responding in stressful situations.

    12.        Describe how the body scan practice can be viewed as a behavioral experiment with an intention of noticing the impact of non-conceptual information processing of experience; disengagement of attention from stimuli increasing distress; and a broadening of the attentional field.

    13.        Describe MBI-adherent components of the formal sitting meditation practice and how it can be considered a micro-laboratory that supports awareness of not only sensations but also habitual mental phenomena and one’s intra-personal relationship to feeling states.

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

    15.        Describe elements of the informal practice of monitoring pleasant and unpleasant events and how event logs are used to support deconstruction of emotion states into their co-arising & interacting elements.

    16.        Describe the implementation of the informal practice of logging nourishing and depleting events and how this supports identification of factors associated with relapse prevention and self-kindness intra-personally.

    17.      Describe how brief assessments of mindfulness, ruminative brooding and compassion can be integrated into the MBCT curriculum to motivate practice and track outcome.

    18.        Describe the physiological outcome of fighting or attempting to eliminate unwanted internal experiences and how it contrasts with allowing one’s unwanted experiences and relating with kindness to the self.

    19.    Describe two specific ways that participation in the MBCT group supports the strengthening of mindfulness and compassion in relationship with self and / or others.

    20. Describe the six teaching competence domains measured by the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC)

    About Presenters

    Mark Lau, PhD, is a Clinical Associate Professor of Psychiatry at the University of British Columbia, and a registered psychologist in private practice at the Vancouver CBT Centre.  Dr. Lau has over 25 years experience providing Mindfulness-based Cognitive Therapy (MBCT) and Cognitive Behaviour Therapy (CBT) to individuals and groups; conducting MBCT and CBT research; providing leadership in developing models of mental health care delivery including innovative ways of delivering MBCT & CBT; and, providing leadership in training and education including providing MBCT single and multi-day professional trainings across North America, Europe and Australia for mental health professionals.  Mark is also an MBCT teacher trainer/mentor with the UCSD Mindfulness-Based Professional Training Institute and is one of a handful of MBCT trainers who provide the 5-day MBCT Professional Training in North America.  He has provided MBCT & Fostering Resilience workshops to psychiatrists, physicians, UBC internal medicine residents, university research administrators and college staff.  Dr. Lau’s research interests include investigating the mechanisms underlying MBCT’s effectiveness, the development and validation of the Toronto Mindfulness Scale, and evaluating effective methods of disseminating MBCT and CBT.  He is a former Associate Editor of the journal Mindfulness.

    Chris Molnar, Ph.D., a licensed psychologist and clinical investigator, founded Mindful Exposure Therapy for Anxiety and Psychological Wellness Center (META Center) in 2007. She completed post-doctoral fellowship training in traumatic stress, neuroscience, and psycho-physiology and is an expert in the assessment and treatment of anxiety, OCD, PTSD, emotional, and stress-related conditions using evidence-based practices. She teaches both Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) and has also developed adaptations for highly distressed clients, using Relational Mindfulness Practices (RBPs), to meet the needs of people in both individual and group therapy settings. At META Center, she offers integrative interventions grounded in findings about the brain, emotion, and learning to facilitate mental and behavioral habit change, even in the face of severe distress. Before founding META Center, she served as a clinical investigator and therapist supported by grants from the National Institute of Health and other agencies. She is also on the editorial board of Behavior Therapy and serves the public in many ways, through professional presentations, workshops, publications, and affiliations.

    Target Audience

    This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is BEGINNER.

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

    SCHEDULE

    In addition to the MBCT Tuesday evening "mixed" meetings (i.e., professionals and non-professionals) from 6:00 to 8:00 p.m. ET on 12/10/24 to 2/11/2025 (except 12/24 & 31 of 2024) there are 6 additional CE training hours attended by professionals only. These take place at the following times:

    Tuesday 12/10/2024 from 8:15 to 9:15 p.m. ET (note that this is 5 hours behind UTC & the ET is with reference to Philadelphia, PA)

    Sunday 1/12/25 & 2/2/25 from 4:30 to 7:00 p.m. ET (21:30 to 24:00 UTC)

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
    • This program provides twenty (20) CE credits, including 3 in ethics and 3 in telehealth applicable to e-passport holders through PSYPACT. There is no additional cost, above registration fee, for CE credits for qualified licensed practitioners.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
    •  APA guidelines do not permit PBTA to issue partial CE credits.
    • To receive a CE certificate, licensed practitioners seeking CE cannot miss more than one of the eight MBCT sessions comprised of mixed professionals and non-professionals and cannot miss any of the 6 hours with professionals only.
    • 12/12/2024
    • 11:00 AM - 12:00 PM
    • VIRTUAL
    Register
    The Mindfulness-Based Cognitive Therapy for Life (MBCT-L) program was designed for the general population. It is among initiatives to enhance, and support maintenance of, population health in the UK. It also has been shown to reduce stress, anxiety, and depression in healthcare workers (Strauss et al., 2021).  A related program, MBCT-Taking It Further (MBCT-Tif), designed for after completion of an MBCT training program to maintain gains, is described in Maloney et al. (2024). Both MBCT-L and TiF have their origins in the original 8-week MBCT program which has been shown to reduce relapse of Major Depression at levels  comparable to maintenance medication (Kuyken, et al., 2015).

    In this virtual training the overall structure of MBCT-L and its evidence-base to date will be described. Three key components that support implementation and associated benefits of MBCT-L (and related MB programs) are outlined with examples. For more about the three components of awareness, attitude, and values please refer to the except from Mindfulness-Based Cognitive Therapy for Life (MBCT-L)at www.philabta.org/EBP.

    Required reading

    Strauss, C., Gu, J., Montero-Marin, J., Whittington, A., Chapman, C., & Kuyken, W. (2021). Reducing stress and promoting well-being in healthcare workers using mindfulness-based cognitive therapy for life. International Journal of Clinical and Health Psychology, 21(2), 100227.

    Suggested Reading

    Kajee, N., Montero-Marin, J., Saunders, K. E., Myall, K., Harriss, E., & Kuyken, W. (2024). Mindfulness training in healthcare professions: a scoping review of systematic reviews. Medical Education, 58(6), 671-686.

    Kuyken, W. (2024). Mindfulness for Life. Guilford Press.

    Kuyken, W., Hayes, R., Barrett, B., Byng, R., Dalgleish, T., Kessler, D., ... & Byford, S. (2015). Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial. The Lancet, 386(9988), 63-73.

    Maloney, S., Montero-Marin, J., & Kuyken, W. (2024). Mindfulness-Based Cognitive Therapy—Taking it Further (MBCT-TiF) compared to Ongoing Mindfulness Practice (OMP) in the promotion of well-being and mental health: A randomised controlled trial with graduates of MBCT and MBSR. Behaviour Research and Therapy, 173, 104478.

    CE Learning Objectives

    Following this presentation, participants will be able to:

    Operationalize each of the key elements of awareness, attitude, and values that support implementation of MBCT-L.

    Describe one benefit of the MBCT-L program.

    About Presenter

    Willem Kuyken, Ph.D., D.ClinPsy serves as Director of The University of Oxford Mindfulness Research Centre. He is Ritblat Professor of Mindfulness and Psychological Science a research clinical psychologist. He has directed the Oxford Mindfulness Centre since 2014. He earned his PhD from the Institute of Psychiatry, Kings College London, and his Doctorate in Clinical Psychology from the Salomon's Clinical Psychology Training Programme. He completed a postdoctoral fellowship at the Center for Cognitive Therapy, University of Pennsylvania / Beck Institute, working with Aaron T. Beck. During this time he learned cognitive-behavioural therapy. He has specialized in mindfulness-based cognitive therapy since the mid-nineties including: participation in MBCT/MBSR workshops and retreats; supervision with John Teasdale, Trish Bartley and others; and practice in the insight/vipassana tradition from Christina Feldman and Catherine McGee. 

    From 1999 to 2014, he worked at the University of Exeter, where he held many roles including head of the doctoral clinical psychology training programme (2001-2004) and lead of the clinical research group (2001-2010). During his time in Exeter, he co-founded the Mood Disorders Centre, directing it through its formative years (2004-2012) and co-foundeding (with Alison Evans) the Masters in Mindfulness-based Cognitive Therapies (2008).  He was awarded the May Davidson award for clinical psychologists who "have made an outstanding contribution to the development of clinical psychology within the first ten years of their work as a qualified clinical psychologist." He has been "grand-fathereded" as a Fellow of the Academy of Cognitive Therapy.

    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.

    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  (1) CE credit
    • 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.
    • 12/29/2024
    • 1:30 PM - 3:00 PM
    • Virtual
    Register

    We live in turbulent times with increasing levels of stress and challenge across all age groups and across a wide range of work and life contexts. This workshop is the second of an experiential and participatory series therefore registrants will receive access to a recording of the first one month in advance. This upcoming training is  designed to introduce mental health professionals, and those training in this field, to how mindfulness-based approaches (MBAs) may be best used and adapted to meet the particular needs of different populations and contexts to build resilience, ease suffering, and support well-being. See  https://doi.org/10.1016/j.cpr.2015.01.006  

    Mindfulness-based approaches (e.g. MBCT, MBSR, MBRP etc), as well as mindfulness-informed approaches (e.g. A.C.T.), are increasingly applied world-wide in group and one to one contexts to meet a wide variety of common emotional and psychological disorders and promote wellness. See Mindfulness-based interventions: an overall review - 10.1093/bmb/ldab005

    The workshop will include break out room practice and invite participants to engage in some of the standard skills-based practices used in MBAs to develop emotional regulation, perspective and resilience so that the learning is experienced-based and grounded. We will use this grounded experience to better assimilate and understand how mindfulness-based approaches have their positive effect in relation to these increasingly common emotional, relational and psychological challenges. In addition we will outline how competency and integrity are being protected and encouraged in this field. See Mindfulness-Based Interventions - Teaching Assessment Criteria.

    Finally, as an aspect of integrity we will explore how adaptations of these mindfulness-based approaches may be effectively tailored and assessed to meet emerging challenges. See  https://doi.org/10.1177/21649561211068805

    Required Reading (click citation to download)

    Loucks, E. B., Crane, R. S., Sanghvi, M. A., Montero-Marin, J., Proulx, J., Brewer, J. A., & Kuyken, W. (2022). Mindfulness-based programs: why, when, and how to adapt?. Global Advances in Health and Medicine, 11, 21649561211068805.

    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). Assessment20(6), 681-688

    Crane, R. S., Karunavira, & Griffith, G. M. (Eds.). (2021). Essential resources for mindfulness teachers. Routledge.

    Marx, R., Strauss, C., & Williamson, C. (2014). The eye of the storm: a feasibility study of an adapted Mindfulness-based Cognitive Therapy (MBCT) group intervention to manage NHS staff stress. The Cognitive Behaviour Therapist, 7, e18.

    J Gu, C Strauss, R Bond, and K Cavanagh (2015) How do mindfulness-based cognitive therapy and mindfulness-based stress reduction improve mental health and wellbeing? A systematic review and meta-analysis of mediation studies Clinical Psychological Review

    D Zhang, E Lee, E Mak, C Ho and S Wong, (2021) Mindfulness-based interventions: an overall review. British Medical Bulletin., N.I.H.

     CE Learning Objective:

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

    Describe 2 guidelines for adapting Mindfulness-Based Programs (MBPs) while maintaining integrity of the evidence-based & first generation MBSR & MBCT training programs.

    ABOUT PRESENTER

    Dh .Karunavira

    Karunavira studied Mindfulness Based Approaches at the Centre for Mindfulness Research and Practice (CMRP), Bangor University gaining his M.Sc. in 2010. He currently is a senior trainer for CMRP. He is also a founding director of, ‘Mindfulhealth’, training mindfulness teachers in the UK

    He has taught mindfulness-based approaches (MBCT and MBSR) and trained mindfulness teachers within the local and wider (international) community since 2005, specialising in working with Carers, Young People, NHS Staff and traditional Arab and Far Eastern communities. He leads mindfulness retreats in the UK and across Europe. He previously trained as a Psychotherapeutic Counsellor specialising in working within the NHS with parents/carers of children with complex needs, working with this population as a Mindfulness Therapist.

     Karunavira left his initial career as Headteacher in Primary education in 1982 to pursue Buddhist studies. From 1990 he taught meditation and Buddhist studies in the UK and between 2000 and 2010 he was the spiritual director of the Brighton Buddhist Centre (UK)

    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 one and a half (1.5) 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.
    • ZOOM VIDEO LINK WILL BE SENT TO  REGISTRANTS NO LATER THAN 2 DAYS BEFORE IT.
    • 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 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 
    • 01/24/2025
    • 10:00 AM - 12:00 PM
    • VIRTUAL
    Register
    Statistics on success in college (Flegenheimer, & Scherf, 2022) and employment (Davies, Heasman,  Livesey, Walker, Pellicano, & Remington, 2023) for neurodivergent individuals reveal staggeringly lower outcomes than predicted by their intellectual abilities. Developing cross-disciplinary support strategies is essential for successful transitions. This workshop explores components of successful transition planning and strategies from childhood through adulthood for those affected by a neurodivergent profile, including social communication differences, behavioral differences, attention difficulties, and/or anxiety challenges. By embracing myriad professional and natural resources for each individual presentation of neurodiversity, collaborations with neurodivergent individuals and those supporting them can yield improved outcomes. Innovations from research-to-practice must be emphasized regarding the way professionals have promoted higher qualities of life for neurodivergent individuals when collaborating with self-advocates, educators, mental health professionals, legal resources, administrators, families, and policy makers.


    Suggested Reading

    Davies, J., Heasman, B.,  Livesey, A., Walker, A., Pellicano E., & Remington, A. (2023). Access to employment: A comparison of autistic, neurodivergent and neurotypical adults’ experiences of hiring processes in the United Kingdom. Autism, 27(6), 1746-1763.

    Flegenheimer, C., & Scherf, K.S. (2022). College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here. Journal of Autism Developmental Disorders, 52, 2075–2097. 

    Sansosti, F., Cimera, R., Koch, L., & Rumrill, P. (2017). Strategies for Ensuring Positive Transition for Individuals with Attention-Deficit/Hyperactivity Disorder. Journal of Vocational Rehabilitation, 47(2),149-157.

    CE Learning Objectives

    Explore the prevalence of these co-occurring conditions and how they require/influence transition/treatment planning,

    Describe two ways that behavioral and relationship-based models can be combined for better outcomes toward adulthood for neurodivergent individuals.

    Model three components of successful social/vocational transition strategies that predict success in college and work settings.

    Identify three ways that professionals across disciplines can assist neurodivergent individuals to overcome barriers to successful transitions.

    Apply three techniques to use with neurodivergent individuals experiencing high level of anxiety or stress.

    About Presenter

    Eric Mitchell, Ph.D. is a certified school psychologist in Pennsylvania as well as a licensed psychologist (in both Pennsylvania and Delaware) who remains active in a variety of neurodiversity initiatives around the region, often translating research into practice for universities, behavioral health settings, schools, families, individuals, and other stakeholders. He is the author of "Putting It Together: The Autism and Asperger's Handbook." After graduating from the University of Vermont, he moved on to Rutgers University for his master’s degree, and then to the University of Pennsylvania for his doctoral studies. He accepted a post-doctoral fellowship specializing in ASD and related conditions with emphasis on evidence-based interventions. Dr. Mitchell has many years of experience as an educator, evaluator, licensed psychologist, school psychologist, program developer, advocate, researcher, and administrator. With a focus on ASD, Dr. Mitchell has been a Holroyd Lecturer for La Salle University, a keynote and Rovinsky Lecturer for PCOM, and maintains active speaking/training roles with Drexel University. He has been very active in providing guidance and workshops at regional conferences, universities, and various agencies specializing with autism and neurodiversity. He continues to build collaborative partnerships between families, schools, universities, mental health agencies, professionals, self-advocates, and others in the ASD community. He is particularly interested in developing stakeholder partnerships, innovative program development, training initiatives, workshop/speaking engagements, administrative and supervisory considerations, research consultation, expert consultation/evaluations, and therapeutic interventions with diverse populations. He has served in various capacities in the autism community as a facility director, clinician, consultant, program director/developer, family member, and as an active voice representing the common interests of providers, families, schools, and self-advocates alike. He also maintains a range of interests around diversity, such as racial/cultural identity development, sexual orientation, religious/spiritual diversity, neurodiversity (including ADHD and ASD topics), cultural competence, de-escalation and minimally-invasive restraint techniques, first responder training, and transition planning. Have served as an expert witness for both families as well as schools and providers, Dr. Mitchell interfaces with legal, educational, and institutional professionals on a regular basis around special education, program development, conference development, and evaluations. Most importantly, he remains a dedicated father and family member in the autism community, and also cherishes his time working clinically with those he serves.

    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 PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.

Past events

11/13/2024 Navigating Treacherous Waters in Pediatric OCD: Common Clinical Problems and Empirically Informed Recommendations
11/04/2024 “And what about me?” Self-care and value-based activities for family caregivers. VIRTUAL CE
10/27/2024 Implementing mindfulness wisely: Virtual CE with D. Karunavira, MSc
10/21/2024 The 8 week Feeling Tone Program: Exploring the Second Foundation of Mindfulness: VIRTUAL CE
10/06/2024 Mindfulness-Based Cognitive Therapy (MBCT): Participant-Practitioner Perspective for Implementation with Anxiety & Related Disorders. Virtual CE
09/24/2024 Is it Migraine? How can mental health professionals support detection and treatment.
09/23/2024 Teaching the Mindfulness-Based Cognitive Therapy (MBCT) three-step practice in individual sessions: Implementation support for developing competence. Virtual CE
09/16/2024 Refining Mindfulness-Based Program (MBP) interventions using a behaviorally specific and transtherapeutic model of relationality
09/13/2024 Mindfulness for Managing Low Sexual Desire in Women: Implementation Support Virtual CE
09/06/2024 Written Exposure Therapy (WET) Consultation: Part III - A brief treatment approach for PTSD with Denise Sloan, Ph.D.
08/30/2024 Using Mindfulness and Acceptance to Prevent Burnout in Clinicians: VIRTUAL CE
08/21/2024 Teaching the MBCT program in individual sessions: A practical beginning for clinicians developing as Mindfulness-Based Cognitive Therapy Teachers. Virtual CE
07/17/2024 Implementing the Integrative STAIRCaSE Model in Psychotherapy: Case Formulation Grounded in Transtherapeutic Principles
07/15/2024 "Anger is completely normal” – Emotion regulation and stress management for family caregivers. VIRTUAL CE
06/17/2024 Psychotherapeutic support for caregivers (CGs) of people with dementia & other populations dependent upon CGs. Treatment Manual Implementation - Part 1. Virtual CE
06/05/2024 Training Equanimity through Participant Observership of the “Deeper Mindfulness” Program
05/22/2024 A Social Problem-Solving Framework for Suicide Treatment and Prevention. Lifetime Achievement Award CE Celebration: Christine Maguth Nezu, PhD, ABPP Arthur M Nezu, PhD, DHL, ABPP
04/16/2024 Honoring Marvin "Marv" Goldfried, Ph.D. with PBTA's 1st Virtual Lifetime Achievement Award & CE Celebration
04/09/2024 Telehealth Strategies for CBT with Older Adults: Virtual CE
03/06/2024 Loving-Kindness (Metta). Secular Wisdom Practices: What? For Whom? By Whom? & How to Develop Competence? Virtual CE Journal Club
02/05/2024 Using ACT to Guide Exposure Therapy Implementation: Virtual CE
02/02/2024 Mindfulness for Managing Low Sexual Desire in Women: Virtual CE
01/25/2024 Compassion Training: What Practice? For Whom? By Whom? How Long? & How to Develop Competence? Virtual CE Journal Club
12/12/2023 Mindfulness or Relaxation? Selecting and Applying Specific Change Strategies with Your Older Patients
12/06/2023 Managing Challenges in the Therapeutic Relationship in CBT. Virtual CE on 12/6/23 from 12:00 - 2:00 p.m. ET with Cory Newman, Ph.D.
10/16/2023 Using Acceptance and Commitment Therapy to Guide Exposure Therapy
10/10/2023 Emotional Literacy & Cultivating Positive Emotions with Older Adults
09/21/2023 Parent-Based Treatment for Child Anxiety Disorders with Eli Lebowitz, Ph.D.
08/09/2023 What Practitioners of Diverse Orientations Say About Transtheoretical Principles of Change in Routine Psychotherapy Practice with Marvin Goldfried. Ph.D. & Conal Twomey, Ph.D.
06/21/2023 Culturally Responsive CBT in the Second Half of Life
06/10/2023 Mindfulness-Based Cognitive Therapy (MBCT) Curriculum: The Participant-Practitioner Perspective.
06/07/2023 Embracing Enjoyment: Implementing Savoring Practices for Anxiety, Depression, and Positive Wellbeing
05/26/2023 Counteracting Worry by Savoring Positive Emotions: Outcomes and Mechanisms of a Clinical Trial.
05/22/2023 Contrast Avoidance (CA) in the real world: Addressing CA in the everyday lives of people with GAD
04/16/2023 Chronic/Recurrent Suicidality: Implementing Interpersonal Reconstructive Therapy for Conceptualization, Safety Planning, & Reconstruction
03/29/2023 Supervision Essentials for Cognitive-Behavioral Therapy 12:00 - 2:00 p.m. ET with Cory Newman, Ph.D.
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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