Mindfulness-Based Interventions (MBIs) such as Mindfulness-Based Cognitive Therapy (MBCT: Segal et al., 2013) and Stress Reduction (MBSR: Kabat-Zinn, 2013) can support psychotherapy clients in learning to relate with self and others adaptively. Practitioners and Investigators are beginning to appreciate how crucial relationality is to effective MBP implementation. Adaptive inter- and intra-personal relationship behaviors not only reduce symptoms of transdiagnostic emotional disorders, but also enhance health of mind, body, and behavior (Benjamin, 2018). In MBIs, skillful relational stance is a thread running through the “Attitudinal Foundations (AFs)” that include qualities such as acceptance, patience, kindness, & “non-judgment “ (Kabat-Zinn, 2009). Relational constructs are also featured across 5 of the 6 domains found in the Mindfulness-Based Intervention- Teaching Assessment of Criteria (MBI-TAC: Crane et al., 2021) resource for teacher development that supports competence and intervention integrity (Crane et al., 2019). Relational phenomena in the MBI-TAC are included in domains 2 – 6 including domain 2: relational skills; 3: embodying mindfulness; 4: guiding practice; 5: conducting inquiry and didactic teaching to convey course themes; and 6: holding the group learning environment. Clarity about intervention language that is adherent to the intentions of MBPs can be enhanced with an understanding of the two dimensions and three foci that are the backbone of the Structural- Analysis of Social Behavior (SASB: Critchfield et al., 2016; 2024).
The SASB is an important element of the transtherapeutic and integrative Interpersonal Reconstructive Learning intervention that is grounded in both attachment theory and natural biology (IRT: Benjamin, 2018). Both SASB and IRT support clients in developing a healthy intra- and inter-personal relationship with experience in order to meet treatment goals collaboratively. Both SASB and IRT guide treatment goals and processes that cue transformation of maladaptive impulses into adaptive and compassionate action linked to symptom reduction. Importantly, the SASB is a refinement of earlier relational models that confuse assertion and aggression. Such confusion often results in language to “fight” unwanted internal symptoms of emotional disorders that inadvertently exacerbates symptoms due to natural biology. The SASB clearly conceptualizes assertion as the intersection of both befriending and acceptance of experience as it is in the moment, even when undesirable. Adaptive and assertive response is then made clear for moments when there is a discrepancy between desired and actual experience. Such assertive response is intentionally also cued in MBPs with the language in guided practices, inquiry, and responsive didactic teaching. Together SASB and IRT clarify the what, how, and when of intervention in MBPs to optimize their therapeutic impact.
In this training participants will be introduced to the rudimentary elements of the SASB model. Presenters will demonstrate its application to elements of a guided formal MBCT practice. Specifically, a practice and subsequent inquiry designed to support assertive response in relationship with unwanted mental and physical experiences of emotional disorder will be used to demonstrate SASB’s utility. Presenters will illustrate how to refine MBP implementation using the SASB. Such refinement can support the development of competence and enhance accessibility of MBIs for both teachers and students. Specific examples will be described to demonstrate the use of SASB to support the embodied and explicit verbal responses of the clinician delivering MBPs. A case example will show how clinician responses can be internalized by clients to enhance intra-personal functioning in the presence of unwanted experiences and thereby reduce symptoms.
CE Learning Objectives
Following this presentation, participants will be able to:
- (1) Describe the two Structural- Analysis of Social Behavior (SASB) relational dimensions and three foci at a rudimentary level.
- (2) Describe how the SASB model can be used to enhance competence of verbal and nonverbal communication with reference to specific elements of a Mindfulness-Based Program (MBP) formal meditation and inquiry practice.
- (3) Describe how two of the Foundational Attitudes central to effective MBIs implementation map onto SASB affiliation and interdependence dimensions.
Recommended Readings:
Alsubaie, M., Abbott, R., Dunn, B., Dickens, C., Keil, T. F., Henley, W., & Kuyken, W. (2017). Mechanisms of action in mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress reduction (MBSR) in people with physical and/or psychological conditions: A systematic review. Clinical psychology review, 55, 74-91.
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.
Benjamin, L. S. (2018). Interpersonal reconstructive therapy for anger, anxiety, and depression: It's about broken hearts, not broken brains. American Psychological Association. https://doi.org/10.1037/0000090-000
Crane, R.S. (2019) Intervention Integrity in Mindfulness-
Based Research: strengthening a key aspect of
methodological rigor, Current Opinion in Psychology, 28:1–
5, www.doi.org/10.1016/j.copsyc.2018.09.009 2352-250X
Crane, R. S., Stanley, S., Rooney, M., Bartley, T., Cooper, L., & Mardula, J. (2015). Disciplined improvisation: Characteristics of inquiry in mindfulness-based teaching. Mindfulness, 6, 1104-1114.
Critchfield, K. L., & Smith Benjamin, L. (2024). Structural analysis of social behavior (SASB): A primer for clinical use. American Psychological Association.
Critchfield, K. L., & Mackaronis, J. E. (2016). Use of empirically grounded relational principles to enhance clinical decision making. In J. J. Magnavita, Clinical decision making in mental health practice (pp. 193–221). American Psychological Association. https://doi.org/10.1037/14711-008
Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.
Griffith, G. M., Crane, R. S., Baer, R., Fernandez, E., Giommi, F., Herbette, G., & Koerbel, L. (2021). Implementing the mindfulness-based interventions; teaching assessment criteria (MBI: TAC) in mindfulness-based teacher training. Global advances in health and medicine, 10, 2164956121998340.
Kabat-Zinn, J., & Hanh, T. N. (2009). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delta.
Santorelli, S. F., Kabat-Zinn, J., Blacker, M., Meleo-Meyer, F., & Koerbel, L. (2017). Mindfulness-based stress reduction (MBSR) authorized curriculum guide. Center for mindfulness in medicine, health care, and society (CFM). University of Massachusetts Medical School.
About Presenters
Ken Critchfield, Ph.D. is a tenured Associate Professor and Program Director of the Clinical Psychology Program of the Ferkauf Graduate School of Psychology of Yeshiva University in New York City. Dr. Critchfield’s research, teaching and clinical work all emphasize interpersonal and attachment-based principles of change implemented in Interpersonal Reconstructive Therapy (IRT: Benjamin, 2003; 2018). IRT is an integrative, psychosocial treatment that uses an attachment-based case formulation to tailor treatment for patients having severe and chronic problems characterized comorbid depression, anxiety, PTSD, bipolar disorder, and/or chronic suicidality, often accompanied by personality disorder. Dr. Critchfield earned his Ph.D. in clinical psychology from the University of Utah, with an internship at the San Francisco VA Medical Center, and post-doctoral training at Weill-Cornell Medical College. He was co-director of the IRT clinic at the University of Utah Neuropsychiatric Institute and directed the Combined-Integrated Clinical and School Psychology program at James Madison University. Dr. Critchfield is a Fellow of APA’s Society for Advancement of Psychotherapy (Div. 29). He has held leadership roles with the Society for Exploration of Psychotherapy Integration (SEPI) and has long been a member of the Society for Psychotherapy Research (SPR). He maintains a psychotherapy practice and is Director of the Interpersonal Reconstructive Therapy Institute, which provides resources and training in use of Structural Analysis of Social Behavior (SASB) and IRT.
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 taught Mindfulness-Based programs such as Mindfulness-Based Cognitive Therapy (MBCT). and MBSR since 2008. She is a qualified MBCT teacher trainer who offers brief trainings as well as 5-day MBCT teacher training retreats at Omega Institute. She has developed adaptations for highly distressed clients since 2010, using Relational Mindfulness Practices (RBPs) such as Insight Dialogue. 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 and with some clinical experience. The instructional level of this presentation is BEGINNER. No formal mindfulness practice is required of participants.
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.
- Non-Psychologists outside of PA and be sure to confirm with your licensing board regarding if this meets criteria for your CE requirements.
- ZOOM VIDEO LINK WILL BE SENT TO REGISTRANTS 24 and 48 HOURS 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.
- All events are Eastern Time Zone
- Contact PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.
