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    • 03/06/2024
    • 12:00 PM - 1:00 PM
    • Virtual
    Register

    Loving-Kindness Practice that was part of the protocol implemented in  Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of personality and social psychology, 95(5), 1045. will be demonstrated by study meditation teacher Sandra Finkel, MPH during this lunchtime (EST) journal club.

    This is the second of PBTA's 2024 series intended to offer participants a direct experience of guided secular meditation practices; their associated evidence base; and some guidelines for how to develop competence in implementation with a variety of populations who may benefit. As well, typical challenges and adaptations will be described.

    The secular wisdom practices that are part of this series are guided by a variety of vetted practitioners who often served as protocol therapists in the studies described in the required and suggested readings for the event. Attendees be sure to read the scientific journal article related to the practice that is demonstrated.

    Attendees will be directed to resources to support development of  competency for offering practices . As well, resources for appropriate referral options to trained practitioners will be provided.

    Required Reading (click on citations to download where available)

    Stefan, S. I., & Hofmann, S. G. (2019). Integrating metta into CBT: How loving kindness and compassion meditation can enhance CBT for treating anxiety and depression. Clinical Psychology in Europe, 1(3), 1-15.

    Suggested Reading

    Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of personality and social psychology, 95(5), 1045.

    CE Learning Objectives

    Following this presentation, participants will be able to:

    Describe essential elements of loving-kindness practice.

    Observe the elements of a formal evidence-based loving-kindness practice in the role of a participant-practitioner.

    Describe two of the populations for which the practice has an evidence-base for enhancing mental health.

    Describe two specific challenges often encountered by clients in implementing the practice, and associated adaptations.

    List one action step for developing competence in offering elements of the program to psychotherapy clients and one for referring clients to practitioners who have developed competence offering it.

    ZOOM LINK SENT 48-Hours before & morning of the event to all without balance due.

    Presenter

    Sandra Finkel, M.P.H. in Health Management and Policy, served as the meditation teacher & protocol developer behind in the influential study with Barbara Fredrickson, Ph.D. et al. entitled, "Open hearts build lives: positive emotions, induced through loving-kindness meditation, build consequential personal resources" [see suggested readings]. For full bio visit http://www.sandrafinkel.com/

    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.

    Note: This workshop does not require attendees to have a formal mindfulness practice but some experience with a personal mindfulness or related wisdom or contemplative practice will be useful.

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • This program provides one (1) hour of CE credits.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • 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.
    • 03/16/2024
    • 9:00 AM - 12:15 PM
    • Virtual (all events are Eastern time)
    Registration is closed

    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, 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 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-practitioner. The participant-practitioner model of competence development supports professionals in implementing MBCT with the population they already have expertise serving. It also offers the opportunity to observe an experienced professional 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 peers 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 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 read, and observe implementation of the MBCT treatment protocol with non-professionals with anxiety & related conditions. Professionals who are willing can also practice guiding short MBCT practices & receiving feedback from professional peers in the hour following the 2-hour MBCT sessions in which they observed an experienced teacher implementing the MBCT protocol. 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; body scan; mindfulness of sounds and thoughts; two ways of knowing; and sitting & movement formal practices.  Professional participants can also opt to implement the relational mindfulness practice of Mindful Case Consultation (MCC), with a focus on implementing MBCT with challenging cases while maintaining self-care. Both the MCC & the teaching feedback occur during the hour with professionals only and after the 2-hr MBCT session.

    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 with professional peers 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) in the context of relational mindfulness practice.

    MBCT Meeting Schedule

    All MBCT meetings occur from 9:00 - 11:00 a.m. ET & are followed (for participant-practitioners seeking CE) by practice guiding and receiving feedback from other licensed professionals while implementing relational mindfulness guidelines with both MCC & the MBI-TAC Guiding Practice Domain 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 1/06/24. Program continues weekly on Saturday mornings until 3/16/24 with no meeting on 3/9/24 . Partial CE cannot be awarded, however there will be 4 opportunities to make up missed meetings on 3/16/24 & 3/30/24 & through participation in other scheduled events intended to support practitioner's in developing as teachers of MBCT both individually and in groups. Registrants who will miss more than 3 meetings are encouraged to wait to register for a future season to enroll in the training. 

    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

    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.

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

    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 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. CE includes 3 in ethics and 3 in telehealth applicable to e-passport holders through PSYPACT.
    • 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 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.
    • 04/09/2024
    • 12:00 PM - 1:00 PM
    • Virtual
    Register

    Telemental health services provided via video conference or telephone sessions can be effective means for providing CBT to adult clients across the lifespan, including older adults. There are now a variety of resources and tips available for CBT therapists who would like to improve the impact of their telehealth sessions with older adults.  This Lunch & Learn Session unpacks challenges and strategies to manage procedural aspects of telehealth sessions, develop and maintain therapeutic rapport, and enhance therapy effectiveness with older adult clients. Recommendations from the Clinician Guide to Treating Later-Life Depression: A Cognitive Behavioral Therapy Approach will be described and discussed (pp. 87-88), using examples of telehealth friendly materials from the LLD Workbook. 

     

    CE Learning Objective:

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

    Describe 3 strategies for improving the impact of CBT sessions with older adults who are participating via video conference or telephone.

    ABOUT PRESENTERS

    Ann Steffen, PhD, ABPP is currently a professor of psychology and gerontology at the University of Missouri-St. Louis, where she has spent her career in teaching, research, supervision and direct clinical services focused on the needs of older adults and family caregivers.  At UM-St. Louis, she has served as the director of Gerontology programs and as director of clinical training for the APA-approved doctoral program in clinical psychology.  Dr. Steffen is a faculty clinician at the UM-St. Louis Community Psychological Service, and is dual board certified in Behavioral & Cognitive Psychology and in Geropsychology by the American Board of Professional Psychology (ABPP). She is lead author on the recently revised 2nd edition of Treating Later-Life Depression: A Cognitive-Behavioral Therapy Approach workbook and clinician guide  in Oxford University Press's Treatments ThatWork Series.

    Suzann Ogland-Hand, Ph.D.  completed her bachelor’s in psychology at the University of Northern Iowa; her doctorate in clinical psychology at Fuller Graduate School of Psychology in Pasadena, CA; & a fellowship in Geropsychology at the Palo Alto VA. She has been practicing geropsychology for over 25 years. After working at Pine Rest Christian Mental Health Services for 18 years, she started a private practice in 2015 in Grand Rapids, MI. She focuses on family caregiving, mental health issues, and treatment-resistant depression across the adult lifespan. Throughout her career, she has also provided training, supervision, and consultation to mental health professionals.

    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 (1) hour of CE credits.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • ZOOM VIDEO LINK WILL BE SENT TO  REGISTRANTS 2 DAYS BEFORE & MORNING OF EVENT
    • Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in to cancel up to 4 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 

Past events

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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