Friday, October 9th, 2026

11:00 AM–12:30 PM Eastern/ 10:00 AM–11:30 AM Central/ 9:00 AM–10:30 AM Mountain/ 8:00 AM–9:30 AM Pacific/ 7:00 AM–8:30 AM Alaska/6:00 AM–7:30 AM Hawaii

1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

Appropriate for all levels

All prices listed in US currency

Abstract:

When individuals seek psychological treatment, they enter a relationship characterized by an inherent imbalance of knowledge, authority, and trust. This workshop examines the professional responsibility that accompanies that power, including recognizing the limits of one's competence, providing disorder-specific evidence-based treatments when available, referring when appropriate, and responsibly advancing care for patients whose presentations extend beyond existing treatment models. Using the development of Multi-Diagnostic Eating Disorder Dialectical Behavior Therapy (MED-DBT) as a case example, participants will explore a framework for balancing scientific rigor, clinical humility, and thoughtful innovation when existing evidence is incomplete or patients have not benefited from established evidence-based treatments. The principles discussed are broadly applicable across clinical populations and are intended to help clinicians navigate complex treatment decisions while maintaining fidelity to evidence-based practice.

Presenter Biography:

Lucene Wisniewski, Ph.D., FAED, is an internationally recognized leader in eating disorder treatment and Dialectical Behavior Therapy (DBT), with almost 30 years of clinical, research and training experience. An Adjunct Assistant Professor of Psychological Sciences at Case Western Reserve University, Dr. Wisniewski has taught hundreds of workshops and continuing education seminars around the world and has authored numerous articles in peer-reviewed journals and invited book chapters.

Dr. Wisniewski has pioneered the use of DBT in the treatment of multi-diagnostic eating disorders (MED) and is a sought-after authority on this empirically founded method of treatment, providing consultation and training to clinics around the globe. She is the co-author of the MED-DBT Treatment Manual, entitled Treating Eating Disorders with DBT: The MED-DBT Protocol, and published in 2026 by Guilford Press.

Dr. Wisniewski has earned some of the highest awards and accreditations in the field. She has been elected fellow by the Academy for Eating Disorders (AED), where she has served on the board of directors and as the co-chair of the borderline personality disorder special interest group. In 2013 the AED awarded Dr. Wisniewski the Outstanding Clinician Award to acknowledge her leadership in the field and her commitment to providing the best solutions for those with eating disorders. In 2023, she was recognized as Association for Behavioral and Cognitive Therapies (ABCT) Champion for her exceptional dedication, influence, and social impact through the promotion of evidence-based psychological interventions. In 2024 Dr. Wisniewski was honored with the Fulbright Specialist Award, through which she served at Comenzar de Nuevo AC, a non-profit eating disorder facility in Monterrey, Mexico. Most recently, Dr. Wisniewski was awarded the 2025 Cindy Sanderson Educator Award at the 30th annual International Society for the Improvement and Teaching of Dialectical Behavior Therapy Conference (ISITDBT).

Dr. Wisniewski is the founder and Chief Clinical Officer of the Center for Evidence Based Treatment (www.cebtohio.com), which offers therapy, training, and consultation in evidence-based approaches to mental health conditions via traditional and teletherapy platforms.     

At the end of the webinar, the learner will be able to:

1. Describe two professional responsibilities that arise from the inherent power differential in psychotherapy. 
2. Differentiate situations in which referral, consultation, additional training, or treatment adaptation represent the most appropriate evidence-based and compassionate response.
3. Apply a framework for evaluating when adaptation of an evidence-based treatment constitutes responsible clinical innovation versus unsupported departure from the evidence base.
4. Analyze how the development of MED-DBT illustrates the integration of clinical observation, existing evidence, outcome evaluation, and iterative refinement in the development of novel interventions

Recommended Readings:

Lilienfeld, S. O., O'Donohue, W. T., & Masuda, A. (Eds.). (2024). Developing, Implementing, and Disseminating Evidence-Based Psychological Interventions. 

Tasca, G. A., Balfour, L., Kazantzis, N., et al. (2023). Evidence-based practice in psychology: Context, guidelines, and action. American Psychologist 

Rief, W. (2021). Moving from tradition-based to competence-based psychotherapy. Evidence-Based Mental Health, 24, 115–120. 

Ben-Porath, D., Wisniewski, L., Warren, M.  (2009). Outcomes of a DBT Day Treatment Program for Eating Disorders: Clinical and Statistical Significance.  Journal of Contemporary Psychotherapy; 40; 115-123.   

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All attendees will receive a certificate of completion when the course requirements are satisfied.

The Association for Behavioral and Cognitive Therapies incurs significant administrative cost related to your registration before a webinar.  Therefore, there are no refunds for live webinars. If you unable to attend a webinar, we will provide you with the recorded version after the live presentation (which is still eligible for CE credit). If you wish to cancel or request to transfer your webinar registration to another webinar please email your request to [email protected]. 

ABCT is approved by the American Psychological Association to sponsor continuing education for psychologists. ABCT maintains responsibility for this program and its content

The Association for Behavioral and Cognitive Therapies has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5797. Programs that do not qualify for NBCC credit are clearly identified. The Association for Behavioral and Cognitive Therapies is solely responsible for all aspects of the programs

The Association for Behavioral and Cognitive Therapies is recognized by the California Board of Behavioral Sciences for Marriage and Family Therapist (MFT) to offer continuing education as Provider #4600

Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0124

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For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

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Friday, September 18th, 2026

11:00 AM–12:30 PM Eastern/ 10:00 AM–11:30 AM Central/ 9:00 AM–10:30 AM Mountain/ 8:00 AM–9:30 AM Pacific/ 7:00 AM–8:30 AM Alaska/6:00 AM–7:30 AM Hawaii

1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

Intermediate level

All prices listed in US currency

Abstract:

Consultation is a cornerstone strategy for supporting the implementation of cognitive behavioral therapy (CBT) in mental health settings, yet the ethical challenges unique to this role are not well addressed by existing guidelines. This presentation examines five key areas where ethical dilemmas commonly arise in CBT consultation — role clarity, power dynamics, professional and cultural differences, confidentiality and privacy, and mandated reporting — illustrating each with case examples drawn from real implementation experiences. A structured proactive and problem-solving framework is presented to help consultants anticipate and navigate ethical challenges, demonstrated through an extended interactive case example. Attendees will leave with practical tools to strengthen the ethical foundation of their consultation practice and support high-quality, equitable delivery of evidence-based care.

Presenter Biography:

Torrey A. Creed, Ph.D., is an Associate Professor of Psychiatry at the University of Pennsylvania's Perelman School of Medicine and a licensed clinical psychologist. She founded the Penn Collaborative for CBT and Implementation Science, which emphasizes public-academic partnerships to increase equitable access to cognitive behavioral therapy and other evidence-based practices. Her research focuses on pragmatic, sustainable strategies to scale access to high-quality mental health care in low-resource contexts.

Dr. Creed directs the Penn Beck Community Initiative, a program of implementation and research to foster high-quality, sustainable CBT in community mental health for clients with pressing mental health needs. She has collaborated extensively with community partners, industry leaders, and tech start-ups to explore how technology can expand access to care — including serving as Senior Implementation Consultant for Lyssn.io, where she develops and evaluates AI-based tools to support therapist skill development and targeted supervision. Her federally-funded work includes the development of a natural language processing-based therapist tool to improve culturally responsive mental healthcare. She has also consulted for Google, Psych Hub, and others, and teaches, mentors, and provides workshops and consultation around the world.

Moderator Biography:

Kyle Haney, Ph.D., is a Staff Psychologist and Director of Adolescent Programming at NYCBT in New York City, as well as an Assistant Professor of Psychology in Clinical Psychiatry at the Icahn School of Medicine at Mount Sinai. Her clinical work focuses on providing CBT and DBT to adolescents and adults with specialized training in anxiety, Borderline Personality Disorder, and trauma treatments.

At the end of the webinar, the learner will be able to:

1. Identify ethical challenges that commonly arise in CBT consultation within mental health implementation contexts and differentiate them from ethical challenges in direct clinical practice and supervision.
2. Distinguish the consultant role from the supervisor role with respect to authority, accountability, and ethical obligation.
3. Apply a five-step ethical decision-making framework to navigate ethical dilemmas arising in CBT consultation.
4. Analyze ethical dilemmas involving role clarity, power dynamics, confidentiality, professional and cultural differences, and legal requirements using a structured problem-solving approach.
5. Identify proactive steps to take prior to initiating a consultation engagement to mitigate ethical challenges and support an effective consultant-consultee relationship.

Recommended Readings:

Rushworth, S. J., Tugendrajch, S. K., Creed, T. A., Wolk, C. B., Steinberg, M., & Becker-Haimes, E. (2025). Ethical considerations and practical suggestions for CBT consultation in mental health implementation research and practice. Cognitive behaviour therapy, 54(6), 712–728. https://doi.org/10.1080/165060...

Calloway, A., & Creed, T. A. (2022). Enhancing CBT consultation with multicultural counseling principles. Cognitive and Behavioral Practice, 29(4), 787–795.

Barnett, J. E. (2020). Ethical, legal, and professional issues in consultation for psychologists. In C. A. Falender & E. P. Shafranske (Eds.), Consultation in psychology: A competency-based approach (pp. 53–70). American Psychological Association.

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All attendees will receive a certificate of completion when the course requirements are satisfied.

The Association for Behavioral and Cognitive Therapies incurs significant administrative cost related to your registration before a webinar.  Therefore, there are no refunds for live webinars. If you unable to attend a webinar, we will provide you with the recorded version after the live presentation (which is still eligible for CE credit). If you wish to cancel or request to transfer your webinar registration to another webinar please email your request to [email protected]. 

ABCT is approved by the American Psychological Association to sponsor continuing education for psychologists. ABCT maintains responsibility for this program and its content

The Association for Behavioral and Cognitive Therapies has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5797. Programs that do not qualify for NBCC credit are clearly identified. The Association for Behavioral and Cognitive Therapies is solely responsible for all aspects of the programs

The Association for Behavioral and Cognitive Therapies is recognized by the California Board of Behavioral Sciences for Marriage and Family Therapist (MFT) to offer continuing education as Provider #4600

Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0124

*************************

For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

*************************

Friday, July 31st, 2026

11:00 AM–12:30 PM Eastern/ 10:00 AM–11:30 AM Central/ 9:00 AM–10:30 AM Mountain/ 8:00 AM–9:30 AM Pacific/ 7:00 AM–8:30 AM Alaska/6:00 AM–7:30 AM Hawaii

1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

Beginner to intermediate level

All prices listed in US currency

Abstract:

You may not consider yourself a “technology person,” but your clients are already encountering generative AI. Cognitive behavior therapists are facing new opportunities and ethical challenges that can no longer be ignored. This webinar offers a jargon-free introduction to how these systems work, why they matter, and practical steps to support ethical practice. The goal is to help clinicians make thoughtful, values-consistent decisions in a rapidly changing practice environment.

Presenter Biography:

Page Anderson, Ph.D., ABPP, is an Associate Professor of Psychology and Neuroscience at Georgia State University and a board-certified clinical psychologist in Behavioral and Cognitive Psychology. Her leadership roles include chairing the inaugural Technology Workgroup for the APA Summit on the Future of Education and Practice in Psychology and contributing to APA’s Health Advisory on Generative AI and Wellness Apps for mental health. She was selected for NIH’s AIM‑AHEAD fellowship on generative AI and health equity. She serves on the Board of the International Society for Research on Internet Interventions for which she co-founded the Equity & Action Special Interest Group. Her research lies at the intersection of technology and mental health, and her work has been featured on CNN and NPR.

Moderator Biography:

Courtney DeAngelis, Psy.D., is a licensed clinical psychologist and founder of CBT for Anxiety and OCD Relief. Prior to opening her practice, Dr. DeAngelis was an Assistant Professor within the Division of Child and Adolescent Psychiatry at Columbia University and clinical supervisor at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD-Westchester). In addition to her clinical work, Dr. DeAngelis dedicates her time to contribute to ABCT's continuing education programming, in line with her mission to disseminate research and clinical knowledge to improve clinical competencies and patient outcomes.

At the end of the webinar, the learner will be able to:

1. Explain why cognitive behavior therapists should develop knowledge and skills in generative AI to respond ethically to its growing impact on society and mental health
2. Describe at least two basic mechanisms of generative AI and how they shape the content, accuracy, and bias of its outputs
3. Identify practical steps that are aligned with your values and that support ethical use of generative AI in professional settings 

Recommended Readings:

• Dohnány, S., Kurth-Nelson, Z., Spens, E., et al. (2026). Technological folie à deux: Feedback loops between AI chatbots and mental health. Nature Mental Health, 4, 336–345. https://doi.org/10.1038/s44220...
• Heinz, M. V., Mackin, D. M., Trudeau, B. M., Bhattacharya, S., Wang, Y., Banta, H. A., Jewett, A. D., Salzhauer, A. J., Griffin, T. Z., & Jacobson, N. C. (2025). Randomized trial of a generative ai chatbot for mental health treatment. Nejm Ai, 2(4). https://doi.org/10.1056/AIoa2400802 
• Obermeyer, Z., Powers, B., Vogeli, C., & Mullainathan, S. (2019). Dissecting racial bias in an algorithm used to manage the health of populations. Science (New York, N.Y.), 366(6464), 447–453. https://doi.org/10.1126/science.aax2342 
• Siddals, S., Torous, J., & Coxon, A. (2024). "It happened to be the perfect thing": experiences of generative AI chatbots for mental health. Npj mental health research, 3(1), 48. https://doi.org/10.1038/s44184-024-00097-4

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All attendees will receive a certificate of completion when the course requirements are satisfied.

The Association for Behavioral and Cognitive Therapies incurs significant administrative cost related to your registration before a webinar.  Therefore, there are no refunds for live webinars. If you unable to attend a webinar, we will provide you with the recorded version after the live presentation (which is still eligible for CE credit). If you wish to cancel or request to transfer your webinar registration to another webinar please email your request to [email protected]. 

ABCT is approved by the American Psychological Association to sponsor continuing education for psychologists. ABCT maintains responsibility for this program and its content

The Association for Behavioral and Cognitive Therapies has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5797. Programs that do not qualify for NBCC credit are clearly identified. The Association for Behavioral and Cognitive Therapies is solely responsible for all aspects of the programs

The Association for Behavioral and Cognitive Therapies is recognized by the California Board of Behavioral Sciences for Marriage and Family Therapist (MFT) to offer continuing education as Provider #4600

Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0124

*************************

For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

*************************

Thursday, June 4th, 2026

11:00 AM–12:30 PM Eastern/ 10:00 AM–11:30 AM Central/ 9:00 AM–10:30 AM Mountain/ 8:00 AM–9:30 AM Pacific/ 7:00 AM–8:30 AM Alaska/6:00 AM–7:30 AM Hawaii

1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

Intermediate level

All prices listed in US currency

Abstract:

CBT is underpinned by specific cultural values, and for it to be effective for clients from diverse backgrounds, it should be culturally adapted. Indeed, individual therapists have developed guidelines for adaptation of therapy. Dr. Farooq Naeem's research group has adapted CBT for clients from various backgrounds, including African-Caribbeans, South Asians, Middle Eastern and the Chinese, using a mixed-methods approach. Research findings reveal positive outcomes across 25 RCTs that test the Southampton adaptation framework for cultural adaptation of CBT. This presentation will include education on the historical perspectives on cultural differences that underpin the model and describe the model of adaptation. Implementation of this model into clinical practice will also be discussed. Special attention will be given to adaptations for Middle Eastern populations, including specific clinical recommendations and considerations when delivering CBT to these populations.

Presenter Biography:

Farooq Naeem is a full Professor of Psychiatry at the University of Toronto and a Senior clinician scientist at the Centre for Addiction & Mental Health. Farooq pioneered techniques for culturally adapting CBT. These techniques have been used to adapt CBT in South Asia, North Africa, the Middle East, Kenya, China and Canada. More than 30 RCTs have been conducted on adapted CBT using Farooq’s model of adaption- Southampton adaptation framework for CBT. His significant contribution to implementation science is establishing a national organization to train and accredit CBT therapists, deliver therapy, promote research and educate the general public- the Pakistan Association of Cognitive Therapists (https://pact.com.pk/) and National CBT service in Pakistan, (Dilkibaat.ca). This remains the only example of the national implementation of CBT in a low-income country. He works in various think tanks with the Mental Health Commission and Health Canada. He currently chairs the effectiveness of mental health app committee for the Institute of Electrical and Electronics Engineers. 

Moderator Biography: 

Courtney DeAngelis, Psy.D. is a licensed clinical psychologist and founder of CBT for Anxiety and OCD Relief. Prior to opening her practice, Dr. DeAngelis was an Assistant Professor within the Division of Child and Adolescent Psychiatry at Columbia University and clinical supervisor at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD-Westchester). In addition to her clinical work, Dr. DeAngelis dedicates her time to contribute to ABCT's continuing education programming, in line with her mission to disseminate research and clinical knowledge to improve clinical competencies and patient outcomes. 

At the end of the webinar, the learner will be able to:

1. Explain at least one clinically necessary reason to culturally adapt CBT, especially in ethnic minority communities. 
2. Discuss an example of how to culturally adapt CBT 
3. Identify at least two cultural assumptions underlying CBT and their implications 
4. Describe at least one clinical recommendation and/or clinical consideration when delivering CBT to members of Middle Eastern populations.

Recommended Readings:

• F Naeem, P Phiri, N Husain (2024) Southampton Adaptation Framework to Culturally Adapt Cognitive Behavior Therapy: An Update, Psychiatric Clinics 47 (2), 325-341
• Naeem F, Tuck A, Mutta B, Dhillon P, Thandi G, Kassam A, Farah N, Ashraf A, Husain MI, Husain MO, Vasiliadis HM, Sanches M, Munshi T, Abbott M, Watters N, Kidd SA, Ayub M, McKenzie K. Protocol for a multi-phase, mixed methods study to develop and evaluate culturally adapted CBT to improve community mental health services for Canadians of south Asian origin. Trials. 2021 Sep 6;22(1):600. doi: 10.1186/s13063-021-05547-4. PMID: 34488853; PMCID: PMC8419942.
• Weihui Li, Li Zhang, Xuerong Luo, Bangshan Liu, Zhipeng Liu, Fang Lin, Zhiling Liu, Yuhuan Xie, Melissa Hudson, Shanaya Rathod, David Kingdon, Nusrat Husain, Xudong Liu, Muhammad Ayub, Farooq Naeem. A qualitative study to explore views of patients', carers' and mental health professionals' to inform cultural adaptation of CBT for psychosis (CBTp) in China. BMC Psychiatry. 2017 April 8; 17(1):131. DOI:10.1186/s12888-017-1290-6.

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All attendees will receive a certificate of completion when the course requirements are satisfied.

The Association for Behavioral and Cognitive Therapies incurs significant administrative cost related to your registration before a webinar.  Therefore, there are no refunds for live webinars. If you unable to attend a webinar, we will provide you with the recorded version after the live presentation (which is still eligible for CE credit). If you wish to cancel or request to transfer your webinar registration to another webinar please email your request to [email protected]. 

ABCT is approved by the American Psychological Association to sponsor continuing education for psychologists. ABCT maintains responsibility for this program and its content

The Association for Behavioral and Cognitive Therapies has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5797. Programs that do not qualify for NBCC credit are clearly identified. The Association for Behavioral and Cognitive Therapies is solely responsible for all aspects of the programs

The Association for Behavioral and Cognitive Therapies is recognized by the California Board of Behavioral Sciences for Marriage and Family Therapist (MFT) to offer continuing education as Provider #4600

Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0124

*************************

For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

*************************

1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

Intermediate level

All prices listed in US currency

Abstract:

While the majority of female/assigned female at birth individuals do not experience significant menstrual cycle effects on their mood, approximately 5% experience intense and debilitating changes (i.e., premenstrual dysphoric disorder, PMDD) and at least 50% of those with mood disorders and other forms of psychopathology experience cycle-based worsening of their symptoms (i.e., premenstrual exacerbation, PME). Clinicians need to understand how to assess and treat menstrual cycle-related effects on mood and psychopathology. Dr. Peters will provide an overview of how changes in ovarian hormones can affect mood and behavior, information on assessment including the rationale for prospective daily symptoms tracking, and pragmatic strategies to adapt CBT and DBT skills to reduce the impairment and distress from PMDD/PME.

Presenter Biography:

Jessica Peters, Ph.D., is a clinical psychologist whose current work focuses on how typical changes in ovarian steroid hormones across the menstrual cycle may increase vulnerability to emotion dysregulation for a subset of menstruating people, resulting in premenstrual disorders. Recognizing that multiple different types of neural hormone sensitivities drive these symptom patterns, she co-developed the Dimensional Affective Sensitivity to Hormones across the Menstrual Cycle (DASH-MC) framework to integrate these findings into an initial transdiagnostic model. Her lab is currently working to refine this model, develop novel methods to improve the study of premenstrual disorders and to translate these findings into formats useful for patients and clinicians.

Moderator Biography: 

Courtney DeAngelis, Psy.D. is a licensed clinical psychologist and founder of CBT for Anxiety and OCD Relief. Prior to opening her practice, Dr. DeAngelis was an Assistant Professor within the Division of Child and Adolescent Psychiatry at Columbia University and clinical supervisor at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD-Westchester). In addition to her clinical work, Dr. DeAngelis dedicates her time to contribute to ABCT's continuing education programming, in line with her mission to disseminate research and clinical knowledge to improve clinical competencies and patient outcomes. 

At the end of the webinar, the learner will be able to:

1. Describe the general causes and prevalence of premenstrual mood disorders (PMDs)
2. Describe the rationale behind and approaches to using prospective daily ratings to assess for PMDs
3. Describe several clinician tools to provide support for patients navigating and/or seeking PMD treatment
4. Name the impact of PMD temporal patterns when evaluating potential (mal)adaptive behavior
5. Review at least 3 ways to adapt CBT/DBT skills for use for PMDs

Recommended Readings:

• Stumper A, Schmalenberger KM, Eisenlohr-Moul TA, & Peters JR (2026), Affective sensitivity to ovarian steroid hormone flux across the menstrual cycle: Manifestations and biopsychosocial risk factors. Annual Review of Clinical Psychology, 22(12), 1-28.
• Peters JR, Schmalenberger KM, Eng AG, Stumper A, Martel MM, & Eisenlohr-Moul TA (2025). Dimensional Affective Sensitivity to Hormones across the Menstrual Cycle (DASH-MC): A transdiagnostic framework for ovarian steroid influences on psychopathology. Molecular Psychiatry, 30, 251-262.
• Oliveri A, Muir S, Mu E, Kulkarni J. Advancing psychological interventions for premenstrual dysphoric disorder: A dialectical behaviour therapy–informed treatment model. Australian & New Zealand Journal of Psychiatry. 2025;59(8):670-673.

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All attendees will receive a certificate of completion when the course requirements are satisfied.

*************************

For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

*************************

Friday, April 24th, 2026

11:00 AM–12:30 PM Eastern/ 10:00 AM–11:30 AM Central/ 9:00 AM–10:30 AM Mountain/ 8:00 AM–9:30 AM Pacific/ 7:00 AM–8:30 AM Alaska/6:00 AM–7:30 AM Hawaii

1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

Intermediate to advanced level

All prices listed in US currency

Abstract:

This training is designed for experienced Cognitive Behavioral Therapy (CBT) clinicians who want to enhance their effectiveness in supervising clinicians developing competence in CBT. Participants will learn how to use the Cognitive Therapy Rating Scale–Revised (CTRS-R) to assess supervisee skills in alignment with the core components of competent CBT practice. The training will also focus on providing developmentally appropriate, structured feedback to support supervisees’ clinical growth and skill development.

Presenter Biography:

Wendy Wild, PsyD, received her doctoral degree from Philadelphia College of Osteopathic Medicine in 2011. Learning, practicing, and teaching CBT have been her career goals since the onset of her graduate training. She completed two years of practicum, her predoctoral internship, and her postdoctoral residency under the supervision of Dr. Allen Miller, now Beck Institute’s Executive Director, at WellSpan Behavioral Health in York Pennsylvania.

Dr. Wild is a staff psychologist at WellSpan and applies CBT to serve people of all ages and diverse backgrounds with a wide variety of presenting problems. She strongly believes that cognitive conceptualization is the heart of good CBT and a vehicle for ensuring a comprehensive understanding of clients’ lived experiences, intersecting personal identities, values, and goals within their social context. She has considerable interest and experience working with children with behavioral disorders, adolescents, mood disorders, anxiety disorders, trauma, medical patients, and personality disorders. In addition to her clinical work, Dr. Wild is the Director of Training for an APA accredited internship. She provides and coordinates training and supervision of the essentials of CBT to interns serving in an outpatient community health center and integrated care settings. Through Beck Institute, Dr. Wild provides individual and group supervision for certification, and trainings including CBT for Youth, CBT for Trauma in Youth, and DBT-informed CBT.

Moderator Biography:

Janie Hong, PhD (she/her) is a licensed psychologist and Clinical Professor at Stanford School of Medicine. At Stanford, she is Director of the Anxiety and Depression Adult Psychological Treatment (ADAPT) Clinic, the largest psychotherapy-focused clinic, and helps lead clinical and trainee programming for psychiatry residents and clinical psychology postdoctoral fellows.

Her teaching, clinical, and supervisory efforts have primarily focused on advancing the quality and accessibility of evidence-based psychotherapies, particularly CBT. In addition to being an advocate for inclusive care, she is particularly invested in developing and teaching others how to provide such care without inflating stereotypes or further marginalizing minoritized identities.

At the end of the webinar, the learner will be able to:

1. Describe components of competent CBT practice 
2. Identify important elements of a supervisory relationship  
3. Describe the 11 items of CTRS-R   
4. Explain and summarize the utility of CTRS-R in the process of clinical supervision
5. Describe successful strategies in providing feedback to a supervisee based on the CTRS-R   

Recommended Readings:

• Beidas, R. S., & Kendall, P. C. (2010). Training therapists in evidence‐based practice: A critical review of studies from a systems‐contextual perspective. Clinical Psychology: Science and Practice, 17(1), 1–30. https://doi.org/10.1111/j.1468... 
• Beinart, H. (2014). Building and sustaining the supervisory relationship. In C. E. Watkins Jr. & D. L. Milne (Eds.), The Wiley international handbook of clinical supervision (pp. 255–281). Wiley Blackwell. https://doi.org/10.1002/978111... 
• David, D., Cristea, I., & Hofmann, S. G. (2018). Why cognitive behavioral therapy is the current gold standard of psychotherapy. Frontiers in Psychiatry, 9, Article 4. https://doi.org/10.3389/fpsyt.... 
• Hayes, S. C., & Hofmann, S. G. (2017). The third wave of cognitive behavioral therapy and the rise of process-based care. World Psychiatry, 16(3), 245–246. https://doi.org/10.1002/wps.20... 
• Huijbers, M. J., Wentink, C., & Speckens, A. E. (2019). Preventive cognitive therapy could be a viable and effective addition to antidepressant medication in preventing relapse or recurrence in major depressive disorder. Evidence-Based Mental Health, 22(1), e7. https://doi.org/10.1136/ebment... 
• Lewis, G., & Lewis, G. (2016). No evidence that CBT is less effective than antidepressants in moderate to severe depression. Evidence-Based Mental Health, 19(4), 125. https://doi.org/10.1136/eb-201... 
• Livni, D., Crowe, T. P., & Gonsalvez, C. J. (2012). Effects of supervision modality and intensity on alliance and outcomes for the supervisee. Rehabilitation Psychology, 57(2), 178–186. https://doi.org/10.1037/a00274... 
• Milne, D., Aylott, H., Fitzpatrick, H., & Ellis, M. V. (2011). How does clinical supervision work? Using a “best evidence synthesis” approach to construct a basic model of supervision. The Clinical Supervisor, 30(1), 53–71. https://doi.org/10.1080/073252... 
• Newman, C. F., & Kaplan, D. A. (2016). Supervision essentials for cognitive–behavioral therapy. American Psychological Association. https://doi.org/10.1037/14945-... 
• Scott, J., Yap, K., Bunch, K., Haarhoff, B., Perry, H., & Bennett-Levy, J. (2021). Should personal practice be part of cognitive behaviour therapy training? Results from two self-practice/self-reflection cohort control pilot studies. Clinical Psychology & Psychotherapy, 28(1), 150–158. https://doi.org/10.1002/cpp.24... 
• Triplett, N. S., Sedlar, G., Berliner, L., Jungbluth, N., Boyd, M., & Dorsey, S. (2020). Evaluating a train-the-trainer approach for increasing EBP training capacity in community mental health. The Journal of Behavioral Health Services & Research, 47(2), 189–200. https://doi.org/10.1007/s11414... 
• Waller, G., & Turner, H. (2016). Therapist drift redux: Why well-meaning clinicians fail to deliver evidence-based therapy, and how to get back on track. Behaviour Research and Therapy, 77, 129–137. https://doi.org/10.1016/j.brat... 

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All attendees will receive a certificate of completion when the course requirements are satisfied.

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For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

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Friday, February 20th, 2026

12:00 PM–1:30 PM Eastern/ 11:00 AM–12:30 PM Central/ 10:00 AM–11:30 AM Mountain/ 9:00 AM–10:30 AM Pacific/ 8:00 AM–9:30 AM Alaska/7:00 AM–8:30 AM Hawaii

1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

Intermediate level

All prices listed in US currency

Abstract:

Anxiety and opioid misuse commonly co-occur across the continuum of severity, ranging from opioid medication misuse through severe opioid use disorder. Management of these co-occurring conditions is challenged by interacting symptoms and the influence of substance-related risks and effects on treatment mechanisms (e.g., fear extinction learning). The overarching goal of this presentation is to provide guidance for providers in recognizing and treating this co-occurrence, including management of common treatment challenges and collaborating with interdisciplinary treatment teams. Attendees will learn about specific assessment and treatment strategies as well as practical tips for addressing potential conflicts between behavioral therapy approaches for anxiety and substance misuse. 

Presenter Biography:

Dr. Kate McHugh is the Director of the Stress, Anxiety and Substance Use Laboratory at McLean Hospital and an Associate Professor at Harvard Medical School. She received her Bachelor’s degree from Harvard College and her doctoral degree in clinical psychology from Boston University. Dr. McHugh's research focuses on the nature and treatment of substance use and other psychiatric disorders. Her work is currently funded by grants from the National Institute on Drug Abuse and she has published more than 200 manuscripts and book chapters as well as an edited book published by Oxford University Press. She is a recipient of a number of awards, including the Ann M. Cataldo Excellence in Mentoring Award. Dr. McHugh is a practicing clinical psychologist, specializing in cognitive-behavioral therapy for the treatment of anxiety, depressive, and substance use disorders. 

Moderator Biography:

Jeremy Tyler, PsyD is Co-Chief of Ambulatory Psychiatry and an Associate Professor of Clinical Psychiatry at the Perelman School of Medicine at the University of Pennsylvania. He is a clinical psychologist specializing in exposure-based cognitive behavioral therapies for obsessive-compulsive disorder, posttraumatic stress disorder, and anxiety disorders, with additional expertise in developing and leading evidence-based clinical programs. Dr. Tyler is actively involved in clinical education and faculty development and regularly teaches and consults nationally and internationally.

At the end of the webinar, the learner will be able to:

1. Describe 3 models of the development of co-occurring anxiety and opioid misuse. 
2. List at least 2 tools for identifying and measuring opioid misuse.
3. Identify behavioral therapy strategies for managing co-occurring anxiety and opioid misuse.
4. Describe at least 1 clinical consideration for balancing exposure therapy targets with effective management of high-risk situations for opioid use. 
5. Identify common clinical challenges and possible solutions for these challenges.

Recommended Readings:

• Langdon KJ, Dove K, Ramsey S. Comorbidity of opioid-related and anxiety-related symptoms and disorders. Curr Opin Psychol. 2019 Dec;30:17-23. doi: 10.1016/j.copsyc.2018.12.020. Epub 2019 Jan 4. PMID: 30711906; PMCID: PMC6609499.
• McHugh RK, Fitzmaurice GM, Votaw VR, Geyer RB, Ragnini K, Greenfield SF, Weiss RD. Cognitive behavioral therapy for anxiety and opioid use disorder: Development and pilot testing. J Subst Use Addict Treat. 2024 May;160:209296. doi: 10.1016/j.josat.2024.209296. Epub 2024 Jan 24. PMID: 38272120; PMCID: PMC11060910.
• Wakeman SE, Larochelle MR, Ameli O, Chaisson CE, McPheeters JT, Crown WH, Azocar F, Sanghavi DM. Comparative Effectiveness of Different Treatment Pathways for Opioid Use Disorder. JAMA Netw Open. 2020 Feb 5;3(2):e1920622. doi: 10.1001/jamanetworkopen.2019.20622. Erratum in: JAMA Netw Open. 2024 May 1;7(5):e2419798. doi: 10.1001/jamanetworkopen.2024.19798. PMID: 32022884; PMCID: PMC11143463.

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All attendees will receive a certificate of completion when the course requirements are satisfied.

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For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

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Wednesday, January 28th, 2026

11:30 AM- 1:00 PM Eastern/ 10:30 AM – 12:00 PM Central/ 9:30 AM – 11:00 AM Mountain/ 8:30 AM – 10:00 AM Pacific/ 7:30 AM - 9:00 AM Alaska/6:30 AM - 8:00 AM Hawaii

1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

All prices listed in US currency

Abstract:

Join Dr. Anne Marie Albano—authority on the assessment and treatment of anxiety and related disorders in youth—for an in-depth, practice-focused webinar on engaging parents and adolescents in effective, developmentally attuned treatment. This training will highlight the rationale, conceptual framework, and therapeutic strategies used to help anxious adolescents and emerging adults who struggle to achieve appropriate age- and role-related independence. Participants will receive an orientation to the developmental CBT model known as LEAP (Launching Emerging Adolescents/Adults Program). Building on this foundation, the webinar will focus on helping young people manage anxiety by actively involving their primary support systems, reducing unhelpful accommodations, and cultivating the competencies required for independent functioning.

Dr. Albano will combine didactic teaching with group discussion. Attendees will be invited to share insights and advanced clinical approaches, promoting rich dialogue around effective parent–youth collaboration. Topics will be grounded in a developmental CBT perspective and will address how youth dependency and parental overprotection can interact to maintain anxiety and hinder progress toward independence. Specific areas of focus include:
• Engaging parents and youth collaboratively while upholding youth confidentiality
• Understanding parental history, beliefs, and their impact on treatment
• Assessing developmental milestones and functional capacities
• Identifying and addressing patterns of overprotection and accommodation
• Collaborative goal setting with families
• Strengthening communication and problem-solving skills
• Using role reversal and other experiential methods to enhance insight, shared understanding, and youth empowerment

Designed to be interactive, the webinar offers opportunities for case discussion, application of concepts, and collaborative problem-solving. Participants will leave with expanded clinical tools for supporting youth in developing self-efficacy, age-appropriate coping skills, and the confidence needed to move toward healthy independence in adolescence and emerging adulthood.

Presenter Biography:

Anne Marie Albano, Ph.D., ABPP, CUCARD, is the Columbia University Clinic for Anxiety and Related Disorders (CUCARD) Professor of Medical Psychology in Psychiatry and Director of the NYP Center for Youth Mental Health. She received her Ph.D. in clinical psychology from the University of Mississippi. Dr. Albano is a Fellow of the American Psychological Association (APA), Association for Behavioral and Cognitive Therapies (ABCT), Founding Fellow of the Academy of Cognitive Therapy, and is Board Certified in Clinical Child and Adolescent Psychology. 

Moderator Biography: 

Courtney DeAngelis, Psy.D. is a licensed clinical psychologist and founder of CBT for Anxiety and OCD Relief. Prior to opening her practice, Dr. DeAngelis was an Assistant Professor within the Division of Child and Adolescent Psychiatry at Columbia University and clinical supervisor at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD-Westchester). In addition to her clinical work, Dr. DeAngelis dedicates her time to contribute to ABCT's continuing education programming, in line with her mission to disseminate research and clinical knowledge to improve clinical competencies and patient outcomes. 

Learning Objectives:

1. Deepen clinical understanding of the dynamics that maintain youth anxiety and parental overinvolvement—particularly as they contribute to stalled development during the transition to adulthood. 
2. Develop the ability to assess youth and parent goals, evaluate the young person’s developmental functioning, and identify patterns of parental overprotection or overinvolvement. 
3. Use role play and case-based learning to practice experiential interventions and exposure strategies that engage both youth and parents in the therapeutic process. 

Recommended Readings:

1. Lebowitz ER, Marin C, Martino A, Shimshoni Y, Silverman WK. Parent-Based Treatment as Efficacious as Cognitive-Behavioral Therapy for Childhood Anxiety: A Randomized Noninferiority Study of Supportive Parenting for Anxious Childhood Emotions. J Am Acad Child Adolesc Psychiatry. 2020 Mar;59(3):362-372. doi: 10.1016/j.jaac.2019.02.014. Epub 2019 Mar 7. PMID: 30851397; PMCID: PMC6732048.

2. Carollo A, De Marzo S, Esposito G. Parental care and overprotection predict worry and anxiety symptoms in emerging adult students. Acta Psychol (Amst). 2024 Aug;248:104398. doi: 10.1016/j.actpsy.2024.104398. Epub 2024 Jul 17. PMID: 39025031.
3. Cruciani G, Fontana A, Benzi IMA, Sideli L, Parolin LAL, Muzi L, Carone N. Mentalized Affectivity, Helicopter Parenting, and Psychopathological Risk in Emerging Adults: A Network Analysis. Eur J Investig Health Psychol Educ. 2024 Sep 18;14(9):2523-2541. doi: 10.3390/ejihpe14090167. PMID: 39329835; PMCID: PMC11431566.
4. Hoffman, L., Guerry, J., & Albano, A.M. (2018).  Anxiety Disorders:  Transitional Age Youth.  Current Psychiatry Reports:  Child and Adolescent Disorders, 20: 25.  Philadelphia: Springer.  https://doi.org/10.1007/s11920-018-0888-9, 10.1007/s11920-018-0888-9

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All attendees will receive a certificate of completion when the course requirements are satisfied.

The Association for Behavioral and Cognitive Therapies incurs significant administrative cost related to your registration before a webinar.  Therefore, there are no refunds for live webinars. If you unable to attend a webinar, we will provide you with the recorded version after the live presentation (which is still eligible for CE credit). If you wish to cancel or request to transfer your webinar registration to another webinar please email your request to [email protected]. 

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For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

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1.5 CE Credits Awarded

$15 Student ABCT Members / $25 ABCT Members / $35 Non-Members

Intermediate level

All prices listed in US currency

Abstract:

During mass trauma such as the events of October 7^th in Israel, there are many critical issues to consider regarding how to organize and respond to mental health issues. Some key questions that arise include: What are the various cultural and language factors that are likely to impact treatment and recovery? How exposed were the clinicians to the trauma? Given the estimates of thousands of individuals to likely suffer from PTSD, anxiety, and depression, how does one choose what treatments to train clinicians in? What are the commonalities and differences in the different approaches? Given the existing knowledge of Prolonged Exposure and EMDR in Israel, we worked on training therapists in Cognitive Processing Therapy and Written Exposure Therapy in the first major roll outs, and then added trainings in the Unified Protocol and Interpersonal Psychotherapy more recently. We will present how we developed expedited training models to try to quickly provide response while maintaining quality, and challenges that we faced along the way. 

Presenter Biography:

Jonathan Huppert is Helen and Sam Beber Chair of Clinical Psychology and Professor in the Department of Psychology at The Hebrew University of Jerusalem. He is the former department chair and former head of the clinical program. Dr. Huppert is the head of the Laboratory for the Treatment and Study of Mental Health and Wellbeing at The Hebrew University. He has been working for over 25 years treating, studying, and working to improve treatments for anxiety, OCD, PTSD and related disorders. He has published over 150 articles and chapters on processes and outcomes in evidence-based psychological interventions with an emphasis on cognitive behavioral therapy, experimental psychopathology, assessment, emotion regulation, the alliance, placebo effects, and most recently imagery-based interventions and theories of treatment. Dr. Huppert has worked on dissemination of cognitive behavioral therapy throughout Israel. He has been spearheading the development of internet based CBT in Hebrew and Arabic and also improving access to evidence based treatments in collaboration with Israel's Ministry of Health and HMOs. After October 7th, Dr. Huppert has established the Center for Trauma Recovery at The Hebrew University, which is focused on training therapists in evidence-based treatments for trauma and related disorders in the public sector, developing technology to help reach people at scale, and developing a campaign for the public and therapists. They have trained over 300 therapists in the last year alone.

Moderator Biography:

Komal Sharma-Patel, is an Assistant Professor of Pediatrics and Psychiatry and Behavioral Sciences at George Washington School of Medicine. Dr. Sharma-Patel is a Clinical Psychologist at Children’s National Medical Center in Washington DC, overseeing the Mood and Trauma program and part of the comprehensive outpatient Dialectical Behavior Therapy (DBT) program for teens and their caregivers. She also is a trainer for TF-CBT and AF-CBT.

At the end of the webinar, the learner will be able to:

1. Discuss two (or more) barriers to assessment and routine outcome monitoring 
2. Describe at least 4 therapeutic approaches when addressing responses to trauma 
3. Explain commonalities and differences among the approaches
4. Identify at least two challenges disseminating evidence-based interventions at scale after mass trauma

Recommended Readings:

• Castro-Camacho, L., Barlow, D. H., García, N., Farchione, T. J., Idrobo, F., Rattner, M., ... & Moreno, J. D. (2023). Effects of a contextual adaptation of the unified protocol in multiple emotional disorders in individuals exposed to armed conflict in Colombia: A randomized clinical trial. JAMA psychiatry, 80(10), 991-999.
• Katsoty, D., Greidinger, M., Neria, Y., Segev, A., & Lurie, I. (2024). A prediction model of PTSD in the Israeli population in the aftermath of October 7th, 2023, terrorist attack and the Israel–Hamas war. Israel Journal of Health Policy Research, 13(1), 63.
• Levi-Belz, Y., Groweiss, Y., Blank, C., & Neria, Y. (2024). PTSD, depression, and anxiety after the October 7, 2023 attack in Israel: a nationwide prospective study. EClinicalMedicine, 68.
• Rothbaum, B. O., & Watkins, L. E. (2025). An Update on Psychotherapy for the Treatment of PTSD. American Journal of Psychiatry, 182(5), 424-437.
• Sloan, D. M., & Marx, B. P. (2024). An overview of Written Exposure Therapy: a brief treatment for PTSD. Psychiatric Annals, 54(3), e70-e74.

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All attendees will receive a certificate of completion when the course requirements are satisfied.

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For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

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Abstract:

Due to ongoing anti-LGBTQ+ stigma in society, LGBTQ+ youth experience higher rates of mental health concerns (Russell & Fish, 2016). Fortunately, families with LGBTQ+ children frequently seek mental health treatment, offering an exciting opportunity for clinicians to support mental health in LGBTQ+ youth with affirming treatments. This session aims to provide attendees with the tools needed to improve cognitive behavior therapy practice with LGBTQ+ children, adolescents, and young adults using an affirming, minority stress-informed lens. Attendees will learn how to adapt existing CBT techniques (e.g., exposures, cognitive flexibility) to be sensitive to the unique needs and challenges experienced by this population (e.g., gender dysphoria, coming out). This session will also highlight strategies for navigating difficult conversations with parents and caregivers and give attendees concrete ideas for enhancing CBT practice when working with LGBTQ+ young people.

Presenter Biography:

Dr. Jeff Cohen (he/him) is an Associate Professor at Columbia University, where he directs the Cognitive Behavioral Therapy course in the Psychiatry Residency Training Program and teaches courses on Abnormal Behavior and Mindfulness in the Columbia Psychology Department. He has a particular interest in adapting evidence-based treatments such as CBT to provide affirmative and culturally sensitive care to LGBTQ+ people and has published and presented widely on this topic. Clinically, he provides care to youth and adults at Columbia University Irving Medical Center in New York City and the Columbia University Clinic for Anxiety and Related Disorders in Westchester, New York. 

Learning Objectives:

At the end of this workshop, the learner will be able to:

1. Understand the impact of anti-LGBTQ+ stigma on the mental health of LGBTQ+ youth and recognize the importance of affirmative mental health care in improving their well-being.

2. Learn how to apply a minority stress-informed lens to case conceptualization when supporting LGBTQ+ youth.

3. Adapt evidence-based CBT techniques to meet the unique needs of LGBTQ+ youth.

4. Develop skills for navigating difficult conversations with parents and caregivers of LGBTQ+ youth.

Recommended Readings:

· Shen, J., Seager van Dyk, I., & Cohen, J. M. (2024). Talking with youth about sexual orientation and gender identity. Pediatrics in Review, 45(12), 721–725.

· Clark, K. A., Argiros, A. P., Dougherty, L. R., & Pachankis, J. E. (2024). Stigma and anxiety and depressive symptoms in parents of sexual and gender minority youth. Journal of Family Psychology.

· Olson, K. R., Durwood, L., DeMeules, M., & McLaughlin, K. A. (2016). Mental health of transgender children who are supported in their identities. Pediatrics, 137(3).

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All attendees will receive a certificate of completion when the course requirements are satisfied. Certificate of completion is included in the cost of the webinar

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For more information, contact:

Rachel Greeman, ABCT Web Manager
212-647-1890 ext. 208
[email protected]

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