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• Integrating Progressive Relaxation Training with Mindfulness

  • When
    12/08/2025
  •  
    3:00 PM - 5:00 PM
  • Location
    Virtual

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  Progressive relaxation training, applied relaxation, and diaphragmatic breathing procedures originated within the scientific disciplines of physiology, medicine, and behavior therapy. In contrast, mindfulness practices originated from ancient Buddhist traditions which began more than 2500 years ago. Nevertheless, these mindfulness practices have been adapted for stress reduction with considerable research support and popularity in mental health fields. After a brief review of the origins of these different practices, this presentation will offer suggestions for how mental health professionals can integrate relaxation training with mindfulness-orientated clinical practice in a consistent and theoretically coherent way. Underlying principles and common practices of these different approaches will be presented within a discussion of their commonalities and how to address any discrepancies in clinical instructions. Published research supporting the overall clinical effectiveness of progressive relaxation and mindfulness-based interventions will be reviewed, as well as research examining the application of these stress reduction practices with geriatric adults and specialized clinical populations. Specific adaptations to relaxation training and mindfulness practices for older adults will be reviewed. Finally, mental health professionals will learn ways to develop their own mindfulness practice to manage the stress of professional life.
  

  About Presenter

  Holly Hazlett-Stevens received her Ph.D. in clinical psychology from the Pennsylvania State University. She was a post-doctoral fellow at the Anxiety Disorders Research Center in the Department of Psychology at the University of California, Los Angeles (UCLA).
  In 2002, Dr. Hazlett-Stevens joined the faculty of the Department of Psychology at the University of Nevada, Reno, where she is currently an Associate Professor. She has published over 50 scholarly research articles and chapters and authored two books, Women Who Worry Too Much and Psychological Approaches to Generalized Anxiety Disorder. She also co-authored the updated Progressive Relaxation Training: A Guide for Practitioners, Students, and Researchers with Douglas A. Bernstein, and she edited a Springer book on the topic of mindfulness for stress reduction. Dr. Hazlett-Stevens is a licensed psychologist in the state of Nevada, and she is certified by the University of Massachusetts Medical School Center for Mindfulness as a Mindfulness-Based Stress Reduction (MBSR) instructor.
  

  Target Audience
  

  This workshop is designed for licensed professionals & advanced graduate students with clinical experience who anticipate seeking licensure as mental health professionals. The instructional level of this presentation is INTERMEDIATE.
  

  CE Learning Objective(s)

  Following this presentation, participants will be able to:

  1. Describe three common principles underlying progressive relaxation training and mindfulness practices.
  2. Explain how progressive relaxation training and mindfulness practices can be adapted for older adults.
  3. Identify two specific practices mental health professionals can incorporate into their own lives for work-related stress reduction.

  • 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) hour of CE credits.
  • * PBTA now offers CE to licensed psychologists licensed in the state of New York. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
    
  • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-psychologist licensees in other states should confirm with their respective boards if this meets criteria for CE in their specific non-PA states.
    
  • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in and cancel up to 48 hours before event when registration closes.
    

  Zoom video link will be sent to participants 48 & 24 hours before the event contingent upon membership being paid in full if membership rate was selected. NOTE: New membership period begins 2/1/24 & is not pre-rated.
  

  Suggested Readings

  Garcia-Toro, M., Aguilar-Latorre, A., Garcia, A., Navarro-Guzmán, C., Gervilla, E., Seguí, A., Gazquez, F., Marino, J. A., Gomez-Juanes, R., Serrano-Ripoll, M. J., Oliván-Blázquez, B., Garcia-Campayo, J., Maloney, S., & Montero-Marin, J. (2023). Mindfulness skills and experiential avoidance as therapeutic mechanisms for treatment-resistant depression through mindfulness-based cognitive therapy and lifestyle modification. Frontiers in psychology, 14, 1008891. https://doi.org/10.3389/fpsyg.2023.1008891
  
  Hazlett-Stevens, H., Singer, J., & Chong, A. (2018). Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy with older adults: A qualitative review of randomized controlled outcome research. Clinical Gerontologist 42(4), 347-358. DOI: 10.1080/07317115.2018.1518282
  
  Watson, T., Walker, O., Cann, R., & Varghese, A. K. (2021). The benefits of mindfulness in mental healthcare professionals. F1000Research, 10, 1085. https://doi.org/10.12688/f1000research.73729.2
  

  Suggested Resource (click below link to purchase)

  Hazlett-Stevens, H., & Bernstein, D. A. (2022). Progressive Relaxation Training. Use discount code RELAX20 (20% discount/Global/Expires 28th Feb 2026). Registrants will receive the chapter 14 from this book entitled, Meditation, mindfulness, & relaxation training, one week before the training

  
  

  
  

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• The Role of the Mindfulness-Based Blood Pressure Reduction (MB-BP) Program in Enhancing Cardiovascular and Mental Well-Being

  • When
    12/10/2025
  •  
    5:00 PM - 6:00 PM
  • Location
    Virtual

  Register

  Recent discoveries about the role of adapted mindfulness training for improving cardiovascular health and mental well-being will be reviewed. The focus will center on the Mindfulness-Based Blood Pressure Reduction (MB-BP) program, an NIH-funded intervention developed and evaluated by Dr. Loucks and team. We will not only explore the effect of mindfulness practice on blood pressure levels, but also delve into the program’s influence on dietary choices, sedentary behaviors, interoceptive awareness, depression symptoms, and overall cardiovascular health. These findings, which have been disseminated through journals such as the Journal of the American Heart Association, JAMA Network Open, and Health Psychology mark a step forward in our understanding of mindfulness approaches to cardiovascular and mental health, and the intersection of the two. See suggested readings and featured article.

  CE Learning Objective(s)

  Following this presentation, participants will be able to:

  1.     Describe 2 specific impacts of the Mindfulness-Based Blood Pressure Reduction (MB-BP) program on blood pressure.

  2.  Describe 2 ways that the Mindfulness-Based Blood Pressure Reduction (MB-BP) program targets the behavioral determinants of hypertension, such as diet and sedentary behavior.

  3.     State two impacts of the Mindfulness-Based Blood Pressure Reduction (MB-BP) program on measures of self-regulation, such as interoceptive awareness and depression symptoms.

  Target Audience
  

  This workshop is designed for licensed professionals & advanced graduate students with clinical experience who anticipate seeking licensure as mental health professionals. The instructional level of this presentation is BEGINNER.

  About Presenter

  Eric B. Loucks, PhD serves as Professor of Epidemiology, Social and Behavioral Sciences, and Medicine and Director, Mindfulness Center at Brown University School of Public Health and Warren Alpert Medical School. An innovator in the study of mindfulness and health, he leads efforts to advance the science and application of mindfulness-based practices to improve well-being and address public health challenges. Dr. Loucks developed the Mindfulness-Based College for Young Adults (MB-College) program and the Mindfulness-Based Blood Pressure Reduction (MB-BP) program, both of which have been evaluated through NIH-funded randomized controlled trials. His research encompasses mindfulness epidemiology, evidence synthesis, and implementation science, with a focus on translating mindfulness research into practical tools that support health and well-being. During his career, Dr. Loucks has held teaching positions at Harvard, McGill, and Brown Universities. His work has been featured in prominent media outlets, such as The New York Times, TIME Magazine, and the BBC.  Dr. Loucks is author of the book The Mindful College Student: How to Success, Boost Well-Being and Build the Life you Want at University and Beyond. He has provided presentations to national and state governmental bodies. Committed to bridging rigorous science with real-world impact, Dr. Loucks empowers individuals and communities by advancing evidence-based mindfulness practices that support health and resilience.

  Continuing Education Information

  • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
  • This program provides one (1) hour of CE credits.
  • * PBTA offers CE to licensed psychologists licensed in the state of New York. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
    
  • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-psychologist licensees in other states should confirm with their respective boards if this meets criteria for CE in their specific non-PA states.
    
  • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in and cancel up to 48 hours before event when registration closes.
    

  Zoom video link will be sent to participants 48 & 24 hours before the event contingent upon membership being paid in full if membership rate was selected. NOTE: New membership period begins 2/1 of each year & is not pro-rated. Membership includes many no-cost or reduced cost training opportunnities.

   Suggested Readings
  

  Loucks, E. B., Neves, V. V., Cafferky, V., Scarpaci, M. M., & Kronish, I. M. (2024). Sustainability of Blood Pressure Reduction Through Adapted Mindfulness Training: The MB-BP Study. The American journal of cardiology, 217, 31-34.

  
  

  
  

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• Metacognitive therapy (MCT) with children and adolescents: Effective clinical application

  • When
    01/17/2026
  •  
    10:00 AM - 1:30 PM
  • Location
    Virtual

  Register

  Emotional disorders are among the most common psychiatric disorders in youths, with approximately 10-20% of children and adolescents meeting diagnostic criteria. The first-line psychological treatment for youth emotional disorders is Cognitive-behavioural therapy (CBT) which seems to be an effective treatment in about two thirds of adolescents with emotional disorders. However, only around half of adolescents with emotional disorders meet criteria for full recovery following CBT. Hence, there is still a need to develop better treatments for adolescent emotional disorders.

  Metacognitive therapy (MCT) is an effective psychological treatment for depression and anxiety disorders in adults and is probably the first to demonstrate effects that can exceed well-established interventions such as cognitive-behavioural therapies. Based on promising results for the metacognitive formulation and treatment of psychological disorders in adults and on preliminary results indicating feasibility of MCT for children and adolescents as outlined above, the metacognitive approach could potentially enhance our understanding and treatment of psychological vulnerability and disorder in youth.

  This workshop will present how we can apply MCT with children and adolescents.

  CE Learning Objective(s)

   Following this presentation, participants will:

  • Describe three metacognitive mechanisms of emotional distress in young people
  • Observe demonstration of how two MCT change techniques can be applied to young people
  • Describe three key findings from the empirical literature on MCT for anxiety and depression in young people

  About Presenter

  Henrik Nordahl, Ph.D. is an associate professor of clinical psychology and specialist in clinical psychology affiliated with the Norwegian University of Science and Technology and St. Olavs University Hospital, in Trondheim, Norway. He is certified as a level I and level II MCT therapist with the MCT-Institute and was supervised by Adrian Wells for his Ph.D.. He has now published more than 50 research articles in international peer-reviewed journals on the metacognitive model and MCT. Henrik Nordahl is responsible for the education of new MCT-therapists in Norway.

  Target Audience
  

  This workshop is designed for licensed professionals & advanced graduate students with clinical experience who anticipate seeking licensure as mental health professionals. The instructional level of this presentation is INTERMEDIATE. Registrants will be asked to have completed one of the Beginner Level trainings offered by PBTA focused on Major Depression or Generalized Anxiety Disorder or to watch the recording of one of these Beginner level trainings sponsored by PBTA - registrants will receive recordings one month in advance of this training event.

  • 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 and a half (3.25) hours of CE credits.
  • * PBTA now offers CE to licensed psychologists licensed in the state of New York. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
    
  • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-psychologist licensees in other states should confirm with their respective boards if this meets criteria for CE in their specific non-PA states.
    
  • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in and cancel up to 48 hours before event when registration closes.
    

  Suggested Readings

  Knowles, M. M., Foden, P., El‐Deredy, W., & Wells, A. (2016). A systematic review of efficacy of the attention training technique in clinical and nonclinical samples. Journal of clinical psychology, 72(10), 999-1025.

  Murray, J., Scott, H., Connolly, C., & Wells, A. (2018). The attention training technique improves children's ability to delay gratification: A controlled comparison with progressive relaxation. Behaviour research and therapy, 104, 1-6.

  Murray, J., Theakston, A., & Wells, A. (2016). Can the attention training technique turn one marshmallow into two? Improving children's ability to delay gratification. Behaviour research and therapy, 77, 34-39.

  Wells, A. (2009). Metacognitive therapy for anxiety and depression. New York: Guilford press.
  

  Wells, A., Capobianco, L., Matthews, G., & Nordahl, H. M. (2020). Metacognitive therapy: Science and practice of a paradigm. Frontiers in psychology, 11, 576210.

  
  

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• Mindfulness-Based Cognitive Therapy (MBCT): Foundations for Teaching & Development with Relational Mindfulness

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

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

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

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

  To register for this in-person training visit:

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

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

  Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR) that integrates Cognitive Behavioral Therapy (CBT) with contemplative wisdom practices. Originally developed to prevent relapse in people with recurrent depression, MBCT and its adaptations have been shown to not only reduce relapse of mood disorders, but also reduce current symptoms of PTSD, OCD, Panic, GAD, other anxiety, & related disorders (e.g., substance abuse) that can develop when disorders marked by Neuroticism remain untreated. Through effective integration of scientific findings and theory about emotional processing and the cognitive, physical, and overt and covert behavioral elements of emotion, MBCT has been shown to be a trans-therapeutic intervention of benefit to those with a range of transdiagnostic disorders. This is in part through increasing metacognition  (aka "decentering" , "deidentification", etc.) and changing how one relates habitually with unwanted internal experiences in mind and body. Moreover, the mindfulness skills developed in MBCT are foundational for the range of compassion-based interventions that also have transtherapeutic benefits for those with emotional disorders.
  

  The path for competently and ethically teaching MBCT to those with emotional disorders includes, but is not limited to, participation in the traditional 8-session MBCT program in the role of participant. The participant-observer model of competence development supports professionals in implementing MBCT with the population they already have expertise serving. It also offers the opportunity to observe experienced professionals model implementation of the MBCT curriculum elements with people exhibiting symptoms the practitioner wants to develop skills for treating.  Importantly, the model offers opportunities for receiving feedback from fellow healthcare professionals in role plays in a consultation setting to enhance competence through deliberate practice. Practitioners will develop foundational skills for implementing all elements of the MBCT curriculum. Further, through developing the habit of formal and informal personal mindfulness practice in the role of participant they can enhance both intra- & inter-personal effectiveness in responding to challenges that arise in MBCT skill development and implementation with clients. For more about the MBCT training pathway & becoming an MBCT teacher visit  https://www.mbct.com/mbct-training-pathway/ or read  article by MBCT co-developer Zindel Segal, Ph.D. at www.philabta.org/EBP about increasing access to high quality professional training Home - Access MBCT .

  In this workshop, developing clinician teachers will directly experience the MBCT treatment protocol . Professionals will then practice guiding short versions of traditional MBCT practices & receiving feedback from a novice to experienced teachers using the "teach-back" model for skill development. Feedback is offered in the context of a relational mindfulness practice that invites contemplation,  reflection, &  inquiry about implementing the "Guiding Practice" Domain of the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC). The Guiding Practice Domain outlines the "bones" or essential elements of each MBCT formal practice including: the 3 step breathing space - regular & responsive versions; body scan; mindfulness of sounds and thoughts; two ways of knowing; and sitting & movement formal practices.  Professional participants  will also practice implementing the relational mindfulness practice of Mindful Case Consultation (MCC), with a focus on implementing MBCT with cases and teaching challenges while maintaining self-care.
  

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

  Required reading throughout MBCT training.

  • The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress.
  • Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition
  • Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) 
  • Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.
  • Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland.

  Suggested Reading
  

  Crane, R. S., Eames, C., Kuyken, W., Hastings, R. P., Williams, J. M. G., Bartley, T., ... & Surawy, C. (2013). Development and validation of the mindfulness-based interventions–teaching assessment criteria (MBI: TAC). Assessment, 20(6), 681-688.

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

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

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

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

  CE Learning Objectives
  

  Following this presentation, participants will be able to:

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

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

  3.   Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

  4.   Describe examples of typical automatic thoughts (ATs), measured by the Automatic Thoughts Questionnaire (ATQ), and how a negative / & or depleted mood / emotion state impacts retrieval processes of ATs.

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

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

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

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

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

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

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

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

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

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

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

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

  17.        Describe a specific way that intention and personal values clarity can reduce barriers to development, and support strengthening, of MBCT skills implementation.

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

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

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

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

  22. Implement the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) using examples from live formal MBCT sessions.

  23. Observe an MBCT teacher implement live formal MBCT sessions while in the role of a participant followed by relational mindfulness practice and feedback designed to strengthen teaching competence.

  24. Describe and observe the practice of mindful inquiry after formal guided practices with participants who meet diagnostic criteria for anxiety & related disorders.

  About Presenter

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

  Target Audience

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

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

  Continuing Education

  • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
  • Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
  • This program provides twenty-seven (27) CE credits, including 3 in ethics and 3 in telehealth applicable to e-passport holders through PSYPACT. There is not additional cost, above registration paid to Omega Institute, for CE credits for qualified licensed practitioners.
    
  • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
    
  •  APA guidelines do not permit PBTA to issue partial CE credits.
    

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