Upcoming events

    • 08/10/2022
    • 7:00 PM
    • 10/26/2022
    • 10:00 PM
    • Virtual (all events are Eastern time)
    • 4
    Register

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

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

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

    This virtual and live workshop is open to mental-health professionals who agree to a.) attend and participate in the orientation and 8 MBCT sessions attended by non-professional participants; b.) complete all required readings listed below; and c.) attend post-session processing from 9:00 to 10:00 p.m. ET where the MBI-TAC is implemented in dialogue with fellow professionals using relational mindfulness anchored in what was observed in formal MBCT training sessions. Experiential participation in MBCT followed by impelmentation of the MBI-TAC with peers supports MBCT teacher development. Experiential MBCT virtual meetings occur weekly from 7:00 to 9:00 p.m. ET between August 10 and October 26 (except for 8/31; 10/5 & 19 of 2022). Participants who want to receive CE must attend orientation and all 8 MBCT sessions followed by implementation of the MBI-TAC from 9:00 - 10:00 p.m. ET. Optional CE events will take place as part of Wise Intervention Wednesdays and Friday morning mindfulness offerings.

    MBCT Meeting Schedule

    All MBCT meetings occur from 7:00 to 9:00 p.m. ET & are followed (for those seeking CE) by MBI-TAC implementation from 9:00 - 10:00 p.m. ET

    MBCT Sessions 1 to 8 start with orientation on 8/10/22 and end 10/26/22 (Note: No meetings on August 31 and October 5 & 19 of 2022).

    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) 

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

    CE Learning Objectives

    Following this presentation, participants will be able to:

    1.   Describe four formal mindfulness practices that teach participants to deconstruct emotion (pleasant or unpleasant) into the mind, body, and behavior elements composing it.

    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.

    4.   Describe examples of typical automatic thoughts that arise out of a negative and depleted mood state.

    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 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 three-step "breathing space" practice - regular and how it supports awareness of thoughts, sensations, and their relationship to overall feeling states.

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

    12.        Describe how the body scan practice supports being mode of mind including nonconceptual processing of experience and awareness one’s relationship to the pleasant and unpleasant feelings.

    13.        Describe the elements of formal sitting meditation practices of MBCT and how they support awareness of thoughts, sensations, 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 use of the pleasant and unpleasant event logs are used to deconstruct emotion states into their elements.

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

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

    18.        Describe how assessments of mindfulness and compassion are 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.

    24. Describe and implement the practice of mindful inquiry while implementing the MBI-TAC.

    About Presenter

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

    Target Audience

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

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

    Continuing Education

    • Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
    • This program provides three (3) hours of CE credits for each session. Those who attend all sessions in their entirety receive twenty-seven (27) CE credits for the 8 sessions and post-session MBI-TAC inquiry and implementation.
    • PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania.
    • Full attendance with video display is required at each separate session to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
    • * PBTA does not currently offer CE to practitioners licensed in the state of New York.
    • 08/17/2022
    • 12:00 PM - 2:00 PM
    • Virtual
    Register

    Trial-Based Cognitive Therapy (TBCT) includes methods for measuring cognitive and behavioral symptoms during therapy. In this training participants will be introduced to implementation of the following TBCT tools that can be used to track changes collaboratively with clients in therapy:

    1) The color-coded problem hierarchy (CCPH) that supports the client in assessing each problem’s impact in their life; in identifying potential solutions to implement; & in tracking outcome of such solutions as therapy progresses.

    2) The cognitive distortions questionnaire (CD-Quest), a 15-item scale validated in the USA and several other countries, that supports both therapist and patient in following changes in dysfunctional automatic thoughts, as specific techniques are used to restructure cognition. A short 9-item version and an ultra-short 5-item version will also be described.

    3) The Color-Coded Symptom Hierarchy (CCSH), akin to the above mentioned CCPH, designed to assess and track symptoms in different disorders, especially anxiety and related disorders (e.g., OCD and PTSD), and facilitate exposure and behavioral experiments during therapy.

    4) The Negative Core Beliefs Inventory (NCBI), a validated measure for uncovering dysfunctional CBs, the most deeply entrenched ideas people hold about themselves and others. The NCBI also supports tracking of change in CBs over time.

    Illustrations of how these measures are used with clients will be provided and participants will receive electronic versions of these tools to practice implementing with clients after this training.

    CE Learning Objectives

    Following this presentation, participants will be able to:

    • Build a problems list with the client and follow such problems & potential solutions by means of the CCPH
    • Implement the CD-Quest with the client to track of change in cognitive distortions over time
    • To assess and track change in symptoms of OCD, PTSD, anxiety, and related disorders with the CCSH
    • To assess and track change in dysfunctional CBs over time with the NCBI

    About Presenter

    Irismar Reis de Oliveira, MD, PhD, is a full Professor of Psychiatry at the Federal University of Bahia, in Brazil. His background includes activities as an Associate Professor of Pharmacology and Head of the Psychiatry Service at the same university. He is a member of the Association for Behavioral and Cognitive Psychotherapy (ABCT); Brazilian Association of Psychiatry; and a Founding Fellow of the Academy of Cognitive Behavior Therapy (ACT). He has written 130 articles, 25 book chapters and has edited/published six books. He developed Trial-Based Cognitive Therapy (www.trialbasedcognitivetherapy.com), and has trained therapists in the USA, Brazil and other countries in this model.

    Target Audience

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

    Continuing Education

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

    Recommended Readings:

    1.    de-Oliveira IR (2015) Trial-Based Cognitive Therapy: A Manual for Clinicians. Routledge, New York, 208 p.

    2.    Morrison AS, Potter CM, Kinner DG, Jensen D, Bruce L, Wong J, de-Oliveira IR, Sudak D, Heimberg R (2015) The cognitive distortions questionnaire (CD-Quest): Psychometric properties and exploratory factor analysis.  International Journal of Cognitive Therapy, 8:287-305.

    3.    Cypriano CP, de-Oliveira IR (2021) Construction and validation of social anxiety disorder exposure and evaluation scale - SADEE. Arquivos Brasileiros de Psicologia, 73:112-127.

    4.    Osmo F, Duran V, Wenzel A, de-Oliveira IR, Nepomuceno S, Madeira M, Menezes I (2018) The negative core beliefs inventory: Development and psychometric properties. Journal of Cognitive Psychotherapy, 32:67-84.


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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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