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  • Mindfulness-Based Cognitive Therapy (MBCT): Participant-Practitioner Perspective for Implementation with Anxiety & Related Disorders. Virtual CE

Mindfulness-Based Cognitive Therapy (MBCT): Participant-Practitioner Perspective for Implementation with Anxiety & Related Disorders. Virtual CE

  • 10/06/2024
  • 7:00 PM
  • 10/11/2024
  • 11:30 AM
  • Omega Institute, Rhinebeck NY Campus


  • Includes 3 CE credits per session. Non-Psychologist licensed professionals outside of PA or USA please check with respective licensing boards for CE eligibility. Out-of-state or out of USA members welcome.
  • Includes 3 CE credits per session for psychologists licensed in all 50 states. 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 in order to receive PBTA member rate.
  • Advanced graduate student trainees with over 1000 practice hours are welcome - please email to be approved for registration and to confirm this is a good match for your training intentions

To register for this in-person training visit:

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 6 to 11, 2024. Contract 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 much-older wisdom practices. Originally developed to prevent relapse in people with recurrent depression, MBCT and its adaptations have been shown to not only reduce relapse of mood disorders, but also reduce current symptoms 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-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 or read  article by MBCT co-developer Zindel Segal, Ph.D. at 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 also practice guiding short MBCT practices & receiving feedback from professional peer. 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 challenging cases 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 occur in the context of a relational mindfulness practice grounded in Insight Dialogue.

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.

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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