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Mindfulness-Based Cognitive Therapy (MBCT): The 8-week Participant-Practitioner Perspective -- live & virtual

  • 01/07/2022
  • 8:00 AM
  • 02/18/2022
  • 10:30 AM
  • Virtual
  • 1

Registration

  • Includes 2.5 CE credits per session for all psychologists except except those licensed in NY (application pending). Non-Psychologist licensed professionals outside of PA please check with respective licensing boards for CE eligibility.
    Out-of-state members are welcome to first become a PBTA member for cost of $40.00 to receive this member rate.
  • Graduate student trainees are welcome
  • Includes 2.5 CE credits per session for all psychologists except except those licensed in NY (application pending). Non-Psychologist licensed professionals outside of PA please check with respective licensing boards for CE eligibility. Best value offered to those who first become a PBTA member for cost of $40.00 to receive reduced member registration rate. Out-of-state members welcome

Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR) that integrates Cognitive Behavioral Therapy (CBT). MBCT was originally developed to address the needs and challenges of recurrently depressed participants. 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.

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 student participant. Development of a habit of personal practice (see www.philabta.org/EBP) and ongoing peer support are other elements that are essential for ongoing teacher development.

This virtual and live workshop offers the opportunity to be a student participant of MBCT experientially, along with non-professionals, in the 8-session MBCT program. Enrollment will be open to both mental-health professionals and non-professionals. Meeting frequency is every-other-week. The traditional 8-session MBCT curriculum described in Segal, Williams, & Teasdale (2013) will be covered on a bi-weekly (every other week) schedule. See specific dates below.  Concurrent with this training in MBCT there will be optional and additional CE trainings to support teacher development for those who want to teach a variety of Mindfulness-Based Programs (MBPs). Optional CE events will take place as part of Wise Intervention Wednesdays and Friday morning mindfulness offerings from varied instructors.

MBCT Meeting Schedule

All MBCT meetings, including orientation options, occur from 8:00 to 10:30 a.m.

Orientation: Friday 10/01/21

*Attendance at orientation is required to enroll in the this virtual MBCT training program . Separate CE is freely offered for orientation attendance to current PBTA members.

MBCT Sessions 1 to 4 starting 10/8 and then meeting 10/22; 11/5, & 12/3

MBCT Sessions 5 to 8 starting 1/7/22 and then meeting 1/21; 2/4 & 2/18

Required reading throughout MBCT training

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

CE Learning Objectives

Following this presentation, participants will be able to:

  1. Describe the curriculum intentions, elements, and associated experiential practices of each of the eight sessions of the MBCT protocol.

  2. Describe, from the direct experience of participatory practice, both barriers to and supports for the development of a daily habit of personal informal mindfulness application in everyday life.
  3. Describe the elements of doing and being modes of mind and how they, respectively, contribute to and reduce risk of recurrence of transdiagnostic emotional disorders.
  4. Describe and directly experience the difference between conceptual and non-conceptual information processing and how it each mode of processing can reduce or increase risk of distress and dysphoria.
  5. Describe and directly experience the difference between avoidance and approach mode of relating with experience and how each can influence level of distress and dysphoria. 
  6. Describe specific ways aversion arises and maintains distress and dysphoria.
  7. Describe the role of ruminative brooding in worsening mood and its role in predicting onset, maintenance, and relapse of transdiagnostic emotional disorders.
  8. Describe and directly experience the elements of the three-step breathing space practice - regular and how it supports awareness of thoughts, sensations, and their relationship to overall feeling states.
  9. Describe and directly experience the elements of the three-step breathing space practice - responsive and how it supports awareness of thoughts, sensations, and their relationship to overall feeling states as well as application of skills in stressful situations.
  10. Describe and directly experience the body scan practice and how it supports awareness of thoughts, sensations, and their relationship to overall feeling states.
  11. Describe and directly experience mindful movement practices of MBCT and how they support awareness of thoughts, sensations, and their relationship to overall feeling states.
  12. Describe and directly experience formal sitting meditation practices of MBCT and how they support awareness of thoughts, sensations, and their relationship to overall feeling states.
  13. Describe the nine (9) Foundational Attitudes that support both formal and informal mindfulness practice implementation.
  14. Describe and directly experience implementation of the pleasant and unpleasant event logs and how they can be used to reduce stress and associated distress.
  15. Describe and directly experience implementation of the nourishing and depleting event logs and how they can be used to cultivate resources and reduce stress and associated distress.
  16. Describe and directly experience how specific CBT interventions are integrated into MBCT to reduce risk of recurrence of transdiagnostic emotional disorders through modification of mental and behavioral habits.
  17. Describe the resource theory of stress and how cultivation of resources reduces risk of recurrence of transdiagnostic emotional disorders.
  18. Describe supports to the practice of formal MBCT practices in supporting overt and covert behavioral habit modification in everyday life.
  19. Describe assessments used to assess mindfulness and compassion and their use in the MBCT curriculum.

  20. Describe three specific mechanisms through which compassion is strengthened through participation in an MBCT program.

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). She has adapted Relational Mindfulness Practices (MBPs) to the needs of highly distressed and stressed 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 two and a half (2.5) hours of CE credits for each session. Those who attend all sessions in their entirety receive twenty (20) CE credits for the 8 sessions in addition to two and a half (2.5) hours of CE credits for the orientation
  • 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.

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