The World Confederation of CBT (WCCBT) 

 invites you to join a Free Live Webinar  

 Wednesday December 20 - 

 An introduction to the W.H.O-UNICEF  

 Ensuring Quality in Psychosocial and Mental Health Support  

 (EQUIP) Initiative

 Presented by: Dr. James Underhill 

 EQUIP Project Coordinator  

Department of Mental Health and Substance Use 

 World Health Organization (W.H.O.) 

Moderator: Dr. Lata McGinn 

 President, World Confederation of CBT (WCCBT) 

Free Registration 

 Wednesday, December 20, 2023 

4:00 PM- 4:50 PM Eastern 

 3:00 PM – 3:50 PM Central 

 2:00 PM – 2:50 PM Mountain 

 1:00 PM – 1:50 PM Pacific 

Abstract:

Despite the proliferation of evidence-based psychological interventions and other effective services in global mental health, there has been a lack of standardized approach to measure competency of non-specialist and specialists providing mental health services. Moreover, governments, national professional organizations, and training institutions have not had a mechanism to ensure that providers are delivering safe and effective care. To address this gap, the World Health Organization and UNICEF have developed Ensuring Quality in Psychological Support and Mental Health Services (EQUIP). EQUIP is an initiative with a suite of easy-to-use competency assessment tools in standardized role plays and a digital platform for providing real-time visualizations and feedback to improve training and supervision. In this webinar we will provide an introduction to EQUIP and provide examples of its use in various contexts and sectors, including in pre service education settings.

Presenter Biography:

Dr James Underhill is a clinical psychologist and the Ensuring Quality in Psychological Support (EQUIP) Project Coordinator for the WHO Department of Mental Health and Substance Use. He also supports the department with its work on scalable psychological interventions and digital mental health.

James has extensive experience in clinical and humanitarian work, creating and developing innovative services for trauma and GBV survivors, refugee populations and adolescents involved in serious youth violence.

In his role as EQUIP coordinator, James has been centrally involved in the development and public release of the EQUIP digital platform (https://equipcompetency.org/en-gb) which is part of a joint WHO/UNICEF project to improve the competence of helpers and the consistency and quality of training in psychological interventions and service delivery.

Recommended Readings:

1. Kohrt, B. A., Jordans, M. J. D., Rai, S., Shrestha, P., Luitel, N. P., Ramaiya, M. K., Singla, D. R., & Patel, V. (2015). Therapist competence in global mental health: Development of the ENhancing Assessment of Common Therapeutic factors (ENACT) rating scale. Behaviour Research and Therapy, 69, 11–21. https://doi.org/10.1016/j.brat.2015.03.009

2.  Jordans, M., Steen, F., Koppenol-Gonzalez, G., El Masri, R., Coetzee, A., Chamate, S., Ghatasheh, M., Pederson, G.A., Itani, M., El Chammay, R., Schafer, A., and Kohrt, B. (2022). Evaluation of competency-driven training for facilitators delivering a psychological intervention for children in Lebanon: A proof-of-concept study. Epidemiology and Psychiatric Sciences, 31, E48. https://doi.org/10.1017/S2045796022000348

3. Kohrt, B. A., Schafer, A., Willhoite, A., van’t Hof, E., Pedersen, G. A., Watts, S., Ottman, K., Carswell, K., & van Ommeren, M. (2020). Ensuring quality in psychological support (who equip): Developing a competent global workforce. World Psychiatry, 19(1), 115–116. https://doi.org/10.1002/wps.20704 

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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 Lamb, ABCT Membership and Marketing Manager
212-647-1890 ext. 209
rlamb@abct.org

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Friday, December 1, 2023

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

1.5 CE Credits Awarded

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

All prices listed in US currency

Abstract:

Savoring is the purposeful enjoyment of positive emotion. It involves generating, amplifying, and sustaining pleasant emotions from enjoyable experiences. Those with anxiety disorders and depression not only have deficits in positive emotion and reward response (e.g., LaFreniere & Newman, 2019), but also tend to dampen pre-existing positive emotions (e.g., Eisner et al., 2009). Intentional engagement with positive emotions may counter core symptoms and maintenance factors of psychopathology. Recently, savoring practices have shown significant clinical benefits when compared to active treatment controls in both randomized controlled trials (RCTs; e.g., Craske et al., 2019; LaFreniere & Newman, 2023a) and single-session experiments (e.g., Rosen & LaFreniere, 2023). Savoring practices have significantly reduced pre-existing worry, anxiety, depression symptoms, and “kill-joy thinking” in clinical samples. They have also increased positive emotion, prioritization of positive activities, and optimism (LaFreniere, & Newman, 2023a; 2023b; 2023c), which have a host of benefits across life (Fredrickson, 2013). Savoring practices can feasibly complement existing behavioral techniques, weakening symptoms while strengthening joy.

In this virtual clinical training workshop, attendees will develop skills for the clinical use of intentional engagement with positive emotions. They will first learn about the theoretical foundations, mechanisms, and empirical support of savoring. Clinical outcomes of savoring practices for anxiety and mood disorders in scientific research will be emphasized. The majority of the workshop will then focus on active training in a variety of savoring practices, tools, and tips. Attendees will also participate in savoring exercises themselves. 

Presenter Biography:

Dr. LaFreniere is lead investigator of the Technological Research on Enjoyment and Anxiety Treatment (TREAT) laboratory and an assistant professor at Skidmore College. He specializes in developing and researching efficient interventions for worry, anxiety, and comorbid anxiety and depressive disorders with smartphone technologies. His research aims to design treatments targeting understudied processes of psychopathology, test their efficacy, and examine their mechanisms. Along with winning the sole Distinguished Dissertation in Clinical Psychology Award (APA Division 12) in 2019, he has published in outlets such as Journal of Consulting and Clinical Psychology and Depression and Anxiety. His basic research has revealed Generalized Anxiety Disorder (GAD) deficits in learning the probabilities of future outcomes, reinforcement response under uncertainty, and extended engagement with positive emotions. In his applied research, he has developed and tested efficient interventions for correcting these problems via smartphone with worry tracking and savoring. His Worry Outcome Journal (WOJ) intervention employed an enhanced form of worry outcome monitoring. The efficacious WOJ guided users with GAD to see the high costs, low benefits, and inaccuracies of their worries in daily life via smartphone. His recent SkillJoy intervention led clients to learn and practice extended enjoyment of positive experiences, mindful appreciation of good aspects of the present moment, and exposure to being “off guard." He continues to study the application of savoring practices as a transdiagnostic intervention for comorbid GAD and depression. www.linkedin.com/in/lucas-lafreniere-722aa778

Learning Objectives:

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

1. Describe the definition and theorized mechanisms of savoring in the treatment of anxiety and depression symptoms

2. Provide at least 3 findings on the clinical effects of savoring interventions from experimental research

3. Teach the basic principles and procedures of savoring to clients (provide psychoeducation)

4. Lead clients in the practice of at least 3 separate savoring techniques/exercises

Recommended Readings:

1. Craske, M. G., Meuret, A. E., Ritz, T., Treanor, M., Dour, H., & Rosenfield, D. (2019). Positive affect treatment for depression and anxiety: A randomized clinical trial for a core feature of anhedonia. Journal of Consulting and Clinical Psychology, 87(5), 457–471. https://doi.org/10.1037/ccp0000396

2. LaFreniere, L. S. & Newman, M. G. (2023a). Upregulating positive emotion in generalized anxiety disorder: A randomized controlled trial of the SkillJoy ecological momentary intervention. Journal of Consulting and Clinical Psychology. Advance online publication. https://doi.org/10.1037/ccp0000794.

3. LaFreniere, L. S. & Newman, M. G. (2023b). Reducing contrast avoidance in GAD by savoring positive emotions: Outcome and mediation in a randomized controlled trial. Journal of Anxiety Disorders, 93, 1-7. https://doi.org/10.1016/j.janxdis.2022.102659

4. LaFreniere, L. S. (2023c). A primer for training savoring skills in psychotherapy (part 1 and part 2): Foundational concepts; Core procedures and exercises. The Evidence-Based Practitioner. https://philabta.org/EBP/13245504

5. Smith, J. L., & Bryant, F. B. (2017). Savoring and well-being: Mapping the cognitive-emotional terrain of the happy mind. In M. D. Robinson & M. Eid (Eds.), The happy mind: Cognitive contributions to well-being (pp. 139-156). Springer.

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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

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

For more information, contact:

Rachel Lamb, ABCT Membership and Marketing Manager
212-647-1890 ext. 209
rlamb@abct.org

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Original Airdate: Thursday, October 19, 2023

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

1.5 CE Credits Awarded

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

All prices listed in US currency

Abstract:

Today's youth are faced with a multitude of stressors that have been exacerbated by the pandemic. The social, emotional, behavioral and academic functioning of young people have been dramatically impacted. Dr. Alec Miller and his colleagues’ adaptation of Dialectical Behavior Therapy has become the only well-established evidence-based treatment for adolescents presenting with suicidal behavior along with a variety of emotional and behavioral challenges.  DBT teaches youth and their caregivers a variety of acceptance-based and change-based skills to use to cope more effectively in their lives. This webinar will provide participants with an overview on DBT with adolescents as well as a deeper dive into two critical acceptance-based skills used with teens:  Mindfulness skills and validation skills. Validation skills might be the most effective tool you will learn to help regulate your client’s emotions (and your own).

Presenter Biography:

Dr. Alec Miller is an internationally-renowned licensed clinical psychologist, trainer, and treatment developer of dialectical behavior therapy. He is currently Co-Founder and Co-Director of Cognitive & Behavioral Consultants, a clinical, training, and research center based in White Plains and Manhattan, NY, President, of the Access Psychology Foundation, and he is also a Clinical Professor of Psychiatry and Behavioral Sciences at the Albert Einstein College of Medicine. From 1995-2015, he served as Chief of Child and Adolescent Psychology, Director of the Adolescent Depression and Suicide Program, and Associate Director of Psychology Training, at Montefiore Medical Center. Dr. Miller has headed clinical-research teams adapting DBT for numerous patient populations and settings including schools. He has co-authored over 100 peer-reviewed journal articles and book chapters as well as the three primary texts on DBT with adolescents. He received his BA from the University of Michigan and his doctorate in clinical psychology from the Ferkauf Graduate School of Psychology of Yeshiva University.

Learning Objectives:

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

1. Identify the mental health challenges of youth post-pandemic.

2. Discuss the impact of these challenges on youth from minority backgrounds.

3. Describe the impact technology has on today’s youth.

4. Explain how effective DBT is for suicidal multi-problem adolescents and families.

5. List the modalities of comprehensive DBT with adolescents.

6. Explain the outcome data from research trials evaluating DBT for suicidal adolescents.

7. Discuss DBT’s biosocial theory of emotional dysregulation.

8. Explain what dialectical means in relation to DBT treatment.

9. Convey the rationale for DBT Mindfulness skills.

10. Describe the content of the Core Mindfulness skills training module.

11. Describe the function of validation on self and others.

12. Describe 3 important steps in the use of validation in DBT.

Recommended Readings:

1. Miller, AL, Rathus, JH, & Linehan, MM. (2007). Dialectical behavior therapy with suicidal adolescents.

2. Miller, AL, Rathus, JH, Dexter-Mazza, ET, Graling, K, & Brice, CS. (2020) Dialectical Behavior Therapy for Adolescents. In, Dialectical Behavior Therapy in Clinical Practice 2nd Edition. Dimeff, LA, & Rizvi, S. (Eds). Guilford Press.

3. Rathus, JH, Miller, AL, Berk, MS, & Halpert, R. (2020). DBT with Adolescents: A Review of the Research Handbook of Research on Dialectical Behavior Therapy. Bedics, J (Ed). Elsevier.

4. Rathus, JH, & Miller, AL. (2015). DBT Skills Manual for Adolescents. Guilford Press.

5. Mehlum, Miller et al (2014): DBT for Adolescents with Repeated Suicidal and Self-Harming Behavior: A Randomized Trial

6. McCauley E, Berk MS, Asarnow JR, et al. Efficacy of Dialectical Behavior Therapy for Adolescents at High Risk for Suicide: A Randomized Clinical Trial. JAMA Psychiatry. 2018;75(8):777–785. doi:10.1001/jamapsychiatry.2018.1109

About the Moderator: Dr. Laurie Zandberg, PsyD is an anxiety and exposure therapy specialist serving residents of PA and PSYPACT participating states via telehealth. She is a Clinical Assistant Professor at the University of Pennsylvania's Perelman School of Medicine in the Department of Psychiatry. Her research collaborations have focused on identifying mechanisms of change and improving access to evidence based treatments for eating disorders, OCD, and PTSD.  

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

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

For more information, contact:

Rachel Lamb, ABCT Membership and Marketing Manager
212-647-1890 ext. 209
rlamb@abct.org

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Original Airdate: Friday, September 15, 2023

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

1.5 CE Credits Awarded

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

All prices listed in US currency

Abstract:

Almost all of us experience painful and difficult emotions such as anxiety, sadness, anger, hopelessness, regret, jealousy, envy, boredom, or ambivalence, but only some people develop lasting psychological disorders. The Emotional Schema Model is an integrative CBT model that proposes that our individual theories about and strategies to cope with our emotions and the emotions of others will determine how problematic these emotions are in our lives. In this workshop we will examine how evolution has led to the universal nature of emotions and how our evaluations of emotions—such as beliefs in duration, controllability, danger, shame, comprehensibility, and acceptance can lead to suppression, fear, avoidance and catastrophizing of emotional experience. Specific techniques will focus on normalizing and validating emotions, linking emotions to values, and accepting that these temporary but painful experiences can assist clients in enriching their emotional lives and deepening the nature of therapy. Brief examples will include jealousy.

Presenter Biography:

Robert L. Leahy was educated at Yale University (BA, MS, PhD) and completed a post-doctoral fellowship at the University of Pennsylvania School of Medicine under the direction of Aaron Beck, the founder of cognitive therapy. He is the author and editor of 29 books that have been translated into 23 languages. Leahy is the Director of the American Institute for Cognitive Therapy in New York City, Clinical Professor of Psychology in the Department of Psychiatry at Weill-Cornell Medical College, Past President of the Association of Behavioral and Cognitive Therapy, the Academy of Cognitive Therapy and the International Association for Cognitive Therapy. He is the recipient of the Aaron T. Beck Award from the Academy of Cognitive Therapy and the Outstanding Clinician Award from ABCT. 

Learning Objectives:

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

1. Identify the client’s emotional schemas.

2. Describe how pathologizing one’s emotions can lead to problematic strategies in coping with emotions.

3. Identify techniques that can help clients accept and learn from painful emotions.

4. Prepare clients in making room for feelings that they are trying to avoid

5. Describe how to help clients contextualize painful emotions as part of a broader life of meaning

Recommended Readings:

1. Leahy, R.L. (2015) Emotional Schema Therapy.  New York: Guilford.

2. Leahy, R.L. (2018) Emotional Schema Therapy: Distinctive Features. London: Routledge.

3. Leahy, R. L. (2020) Don’t Believe Everything You Feel: The CBT Workbook to Identify Your Emotional Schemas and Find Freedom from Anxiety and Depression. Oakland, CA: New Harbinger.

4. Edwards, E.R. & Wupperman. P. (2019) Research on emotional schemas: A review of findings and challenges, Clinical Psychologist, 23:1, 3-14, DOI: 10.1111/cp.12171

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

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

For more information, contact:

Rachel Lamb, ABCT Membership and Marketing Manager
212-647-1890 ext. 209
rlamb@abct.org

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Originally Recorded: Thursday, August 24, 2023

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

1.5 CE Credits Awarded

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

Abstract:

Multitiered systems of supports, or MTSS, is the most effective strategy for delivery of comprehensive school-based mental health services. However, this framework is only as effective as the interventions used. Given the racial, ethnic, linguistic, and cultural diversity among the school-aged population, it is critical that school-based mental health providers (SBMHPs) use adopt approaches that consider cultural and contextual-based factors impacting students’ wellbeing. Culturally responsive practices can result in greater student engagement in mental health services, healthier therapeutic relationships, and better treatment outcomes for youth with marginalized sociocultural identities. In this webinar, participants will (1) identify barriers and facilitators to mental health services for youth with marginalized social identities, (2) consider how microaggressions impact students’ mental health, (3) define culturally responsive mental health services, and (4) describe how to integrate the tenets of culturally responsive practice into a mental health MTSS model.

Presenter Biography:

Celeste M. Malone, PhD, MS, is an associate professor and coordinator of the school psychology program at Howard University. She received her master’s degree in school counseling from Johns Hopkins University and her doctorate in school psychology from Temple University, and she completed a postdoctoral fellowship in child clinical and pediatric psychology at the Johns Hopkins University School of Medicine. Dr. Malone’s primary research interest relates to multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, her work addresses the development of multicultural competence through education and training, diversification of the profession of school psychology, and the relationship between culturally responsive practice and pre-K–12 student outcomes. Related to her interest in professional issues in school psychology, Dr. Malone has continuously held leadership positions in psychology professional associations and has been recognized for her ongoing leadership and commitment to social justice in psychology by presidential recognitions from NASP, the Maryland School Psychologists’ Association, and APA Division 16 School Psychology. Dr. Malone is the 2022–2023 NASP President and, notably, is the second person of color to ever serve in this role. 

Learning Objectives:

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

1. Identify barriers and facilitators to mental health services for youth with marginalized social identities.

2. Explain how microaggressions impact students’ mental health.

3. Define culturally responsive mental health services.

4. Describe how to integrate the tenets of culturally responsive practice into a mental health MTSS mode.

Recommended Readings:

1. Bernal, G., & Sáez‐Santiago, E. (2006). Culturally centered psychosocial interventions. Journal of Community Psychology, 34(2), 121-132.

2. Jones, J., Lee, L., Zigarelli, J., & Nakagawa, Y. (2017). Culturally responsive adaptations in evidence-based treatment: The impact on client satisfaction. Contemporary School Psychology, 21(3), 211-222.

3. Malone, C. M., Wycoff, K., & Turner, E. A. (2022). Applying a MTSS framework to address racism and promote mental health for racial/ethnic minoritized youth. Psychology in the Schools, 59(12), 2438-2452.

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About the Moderator: Lily Brown, PhD, is Director of the Center for the Treatment and Study of Anxiety and an Assistant Professor in the Department of Psychiatry at the University of Pennsylvania. Her research and clinical work focuses on the intersection of anxiety and suicide risk.

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For more information, contact:

Rachel Lamb, ABCT Membership and Marketing Manager
212-647-1890 ext. 209
rlamb@abct.org

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Original Airdate: Thursday, July 27, 2023

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

1.5 CE Credits Awarded

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

Abstract:

The real “autism epidemic” is not that one in 36 children are identified with autism (CDC, 2023), but rather that autistic individuals are often unable to access mental healthcare, including Cognitive Behavior Treatment (CBT). Autistic individuals across the lifespan experience higher rates of anxiety, OCD, depression, and other mental health conditions compared to the general population (Braconnier et al., 2022; Maddox et al., 2017).  Recent studies show extremely high rates of death by suicide in autistic youth and adults (South et al., 2021), with mental health concerns identified as a top priority of need by the autism community (Benevides et al., 2020). While many clinicians want to use CBT to address mental health needs of autistic clients, they incorrectly believe that CBT's use with autistic individuals is inherently different (vs. a modified/tailored approach), and that treating this population is out of their competency. Research suggests that CBT is efficacious in reducing psychiatric symptoms in those with autism (Benevides et al., 2020, Braconnier et al., in press; Wang et al., 2021, Wood et al., 2020), and the reality is that most CBT practitioners will encounter autistic clients—diagnosed or not— within a therapy setting at some point in their career. This talk will bridge gaps for CBT practitioners who want to increase their knowledge and confidence in working with autistic clients. The intended audience for this workshop are professionals with basic knowledge of autism and direct CBT clinical experience. The talk will explore topics on applying and modifying CBT (e.g. incorporating autistics' experiences into therapy, balancing "good accommodation'' to address autism related needs with not accommodating negative emotions and thoughts/pursuing “opposite action”). Attendees will learn about relevant autism information-processing differences that may impact symptom presentation and treatment, along with some practical strategies and modifications for both behavioral and cognitive interventions of CBT for this population. 

Presenter Biography:

REBECCA SACHS is a licensed psychologist and an expert in the top recommended treatments for Anxiety, Autism, and OCD. She believes in empowering individuals and their families with knowledge and skills they can use to not only manage current challenges, but to also be ready to handle new problems when they may arise. Dr. Sachs brings warmth, sensitivity, and a strong sense of humor to her work. Board Certified in Behavioral and Cognitive Psychology, Dr. Sachs is a sought-after clinician and speaker, regularly presenting at conferences. Along with colleagues, she was recently awarded a federally funded grant through the New York State Office of Mental Health, aimed at helping train community-based service providers better serve children and youth who are dually diagnosed with mental illness, like OCD,  and a developmental disability.  She has a private practice in New York City (and virtually in the state of NY) and is co-Director of Successful School Transitions, a comprehensive program for school refusal. In addition to these roles, Dr. Sachs is a mother to an energetic and determined kindergartener.

Learning Objectives:

1. Attendees will be able to identify relevant modifications to CBT, given presentation differences related to Autism. 

2. Attendees will be able to understand the importance of listening to and validating lived experiences of autistics when treating co-occurring mental health conditions.

3. Attendees will be able to create collaborative goals with autistic patients following their articulation of lived experiences when treating co-occurring mental health conditions.

4. Attendees will be able to more confidently implement CBT treatment interventions to autistic patients.

Recommended Readings:

1. Benevides, T. W., Shore, S. M., Andresen, M.-L., Caplan, R., Cook, B., Gassner, D. L., Erves, J. M., Hazlewood, T. M., King, M. C., Morgan, L., Murphy, L. E., Purkis, Y., Rankowski, B., Rutledge, S. M., Welch, S. P., & Wittig, K. (2020). Interventions to address health outcomes among autistic adults: A systematic review. Autism, 24(6), 1345–1359. https://doi.org/10.1177/1362361320913664

2. Gaus, V. L., & Attwood, T. (2019). Cognitive-behavioral therapy for adults with autism spectrum disorder. The Guilford Press. 

3. Keefer, A., Vasa, R.A. DINOSAUR: an integrated cognitive-behavioral treatment for anxiety in young children with ASD. J Neurodevelop Disord 13, 46 (2021). https://doi.org/10.1186/s11689-021-09396-9

4. Milton, D., Gurbuz, E., & López, B. (2022). The ‘double empathy problem’: Ten years on. Autism, 26(8), 1901–1903. https://doi.org/10.1177/13623613221129123

5. Walters, S., Loades, M. & Russell, A. A Systematic Review of Effective Modifications to Cognitive Behavioural Therapy for Young People with Autism Spectrum Disorders. Rev J Autism Dev Disord 3, 137–153 (2016). https://doi.org/10.1007/s40489-016-0072-2

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

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

For more information, contact:

Rachel Lamb, ABCT Membership and Marketing Manager
212-647-1890 ext. 209
rlamb@abct.org

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Original Airdate: Friday, July 21, 2023

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

1.5 CE Credits Awarded

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

Abstract:

Irritable bowel syndrome (IBS) is the most common gastrointestinal (GI) disorder seen by primary care and GI physicians, accounts for considerable personal suffering, and is largely refractory to medical therapies. Its physical symptoms (pain, diarrhea and/or constipation) commonly co-occur with other psychological complaints (e. g. GAD, depression) that behavior therapists effectively treat and thus offer a gratifying way of expanding one’s clinical practice. In the absence of any organic cause, IBS is best understood from a biopsychosocial perspective (Van Oudenhove et al., 2016, Gastroenterology) that emphasizes the reciprocal and interactive relationship among a person’s biology (e. g., GI motility, pain sensitivity, stress reactivity), behaviors (e. g., avoidance), and higher order central processes (rigid cognitive style characterized by perseverative thought manifested in restricted coping and perceptual biases to threat) that influence GI symptoms. Clinical trials assessing the efficacy of CBT for IBS have established it as a gold standard psychological treatment, yielding dramatic, rapid, broad, and sustained symptom improvement that compares favorably to pharmacological or dietary treatments (Mayer, 2007, New England Journal of Medicine). After a brief overview of IBS, this workshop will describe the conceptual underpinnings of CBT for IBS, its rationale, goals and technical components using didactic instruction and detailed case examples from actual patients enrolled in a landmark NIH trial (Lackner, Jaccard, et al., Gastroenterology, 2018) that affirmed CBT’s status as the most widely endorsed empirically validated psychological treatment (Black. et al., GUT, 2020) and arguably the most effective behavioral treatment for any chronic pain disorder.  Attendees will learn practical strategies to trouble shoot around difficult clinical issues to maximize outcome, patient engagement, and clinician satisfaction. 

About the Presenter:

Jeff Lackner is a clinical psychologist who studies biobehavioral aspects of persistent painful disease at the University at Buffalo (UB). He received his doctorate in Clinical Psychology from Rutgers and completed internship at the University of Texas School of Medicine (Houston).  After completing a fellowship in Behavioral Medicine at the University of Rochester, he joined the faculty at UB.  As Professor of Medicine and Chief of the Division of Behavioral Medicine at the UB Jacobs School of Medicine, he oversees a division whose clinical, research, and educational activities focus on the interplay of medicine and behavior on health outcomes with a primary focus on this related to chronic pain. Since its founding in 1994, the division’s clinical arm has provided state-of-the-art behavioral treatments for chronic pain disorders, including irritable bowel syndrome (IBS), back pain, pelvic pain, fibromyalgia, non-cardiac chest pain, jaw pain, and benign headaches. With NIH support since 1999, his work has informed clinical practice guidelines in the US, Europe, and Asia, earning him fellowship status in the American Psychological Association, Association for Psychological Science, Society of Behavioral Medicine, Academy of Behavioral Medicine Research and American Gastroenterological Association.  In addition to cutting-edge research, Dr Lackner maintains an active clinic practice, teaches, and mentors undergraduates, pre and postdoctoral trainees, medical students, fellows, and junior physician-scientists.

Learning Objectives

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

1. Understand the nature and symptoms of IBS as well as its economic and personal burden
2. Understand the conceptual basis for CBT for IBS with a focus on actionable transdiagnostic processes that maintain core gastrointestinal symptoms
3. Learn how to implement core CBT techniques to improve IBS symptoms and quality of life
4. Learn the role of non-specific factors, which ones are most strongly related to positive outcome, and how to use them to optimize outcome 

Recommended Readings

1. Van Oudenhove L, Crowell MD, Drossman DA, Halpert AD, Keefer L, Lackner JM, Murphy TB, Naliboff BD, Levy RL. Biopsychosocial Aspects of Functional Gastrointestinal Disorders. Gastroenterology. 2016 Feb 18:S0016-5085(16)00218-3..

2. Lackner, J. M., et al. (2018). "Improvement in Gastrointestinal Symptoms After Cognitive Behavior Therapy for Refractory Irritable Bowel Syndrome." Gastroenterology 155(1): 47-57.

3. Radziwon, C. and J. M. Lackner (2015). "Coping Flexibility, GI Symptoms, and Functional GI Disorders: How Translational Behavioral Medicine Research Can Inform GI Practice." Clin Transl Gastroenterol 6: e117.

4. Black, C. J., et al. (2020). "Efficacy of psychological therapies for irritable bowel syndrome: systematic review and network meta-analysis." Gut 69(8): 1441-1451

5. Lackner, J. M. (2020). "Skills over pills? A clinical gastroenterologist's primer in cognitive behavioral therapy for irritable bowel syndrome." Expert Rev Gastroenterol Hepatol 14(7): 601-618.

About the Moderator: Dr. Laurie Zandberg, PsyD is an anxiety and exposure therapy specialist serving residents of PA and PSYPACT participating states via telehealth. She is a Clinical Assistant Professor at the University of Pennsylvania's Perelman School of Medicine in the Department of Psychiatry. Her research collaborations have focused on identifying mechanisms of change and improving access to evidence based treatments for eating disorders, OCD, and PTSD.  

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

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 membership@abct.org. 

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 Lamb, ABCT Membership and Marketing Manager
212-647-1890 ext. 209
rlamb@abct.org

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Friday, June 9, 2023

1:30 pm- 3:00 pm Eastern/ 12:30 pm – 2:00 pm Central/ 11:30 am – 1:00 pm Mountain/ 10:30 am – 12:00 pm Pacific

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

Abstract:

The COVID-19 pandemic accelerated expansion of tele-mental health services. Despite a rapidly burgeoning literature around telehealth’s effectiveness and potential to increase engagement in care for youth with anxiety and related disorders, there is virtually no data on the effectiveness of hybrid approaches to care (i.e., treatment courses that include a mix of both telehealth and in-person services for a single client) nor guidance about what youth characteristics should suggest use of one modality over another. Thus, with increasing resumption of in-person therapy services alongside the continuation of telehealth, clinicians are left with little guidance about how to make recommendations for whether a given client would most benefit from therapy services delivered via telehealth versus in-person versus hybrid. This webinar will offer practice-based recommendations guided by the three-legged stool for evidence-based practice in psychology to aid clinicians in making decisions how and when to proceed via telehealth or not for anxious youth. Webinar content first will review the research evidence for the efficacy of psychotherapy via telehealth services, as compared to in-person services (“leg” 1). Then, content will cover how clinicians’ experiences and expertise can guide decision-making about service modality (“leg” 2) and discuss factors that may shape client treatment preferences for families of youth with OCD and anxiety (“leg” 3). Following this, content will cover how clinicians can integrate these components alongside principles of shared decision-making for youth mental health care to inform clinical recommendations about whether to provide mental health care services to youth with anxiety and OCD via telehealth or in-person. Case examples from community mental health practice will illustrate principles presented. 

Presenter Biography:

Emily Becker-Haimes, Ph.D. is an Assistant Professor at the University of Pennsylvania’s Center for Mental Health. She is also the clinical director of the Pediatric Anxiety Treatment Center at Hall Mercer (PATCH), which is the only specialty anxiety clinic in Philadelphia dedicated to serving youth in the public mental health system. She is an implementation scientist and clinical psychologist whose research and clinical work is dedicated to improving mental health service quality in specialty mental health settings for youth.  She has particular expertise in the implementation of exposure therapy for pediatric anxiety and obsessive-compulsive disorders across settings and the application of exposure therapy for youth with complex comorbidities. Her research is supported by the National Institute of Mental Health and the International OCD Foundation. Dr. Becker-Haimes received her doctoral degree in child clinical psychology from the University of Miami. She completed her predoctoral internship at the Children’s Hospital of Philadelphia and her postdoctoral fellowship at the University of Pennsylvania.

Learning Objectives:

At the end of this webinar, participants will:

1. Be able to describe the current evidence for the effectiveness of telehealth services for pediatric anxiety and related disorders as well as limitations of current evidence base.

2. Be able to explain the importance of integrating research evidence, clinical expertise, and patient preferences and values when making determinations of modality of care (i.e., telehealth, hybrid, or in-person).

3. Be able to apply principles of shared-decision making to make recommendations to youth and families about treatment modalities. 

Recommended Readings:

1. Langer, D. A., & Jensen-Doss, A. (2018). Shared decision-making in youth mental health care: using the evidence to plan treatments collaboratively. Journal of Clinical Child & Adolescent Psychology, 47(5), 821-831.

2. Islam, S., Sanchez, A. L., McDermott, C. L., Clapp, D., Worley, J., & Becker-Haimes, E. M. (2023). To Proceed Via Telehealth or Not? Considerations for Pediatric Anxiety and Related Disorders Beyond COVID-19. Cognitive and Behavioral Practice.

3. Khan, A. N., Bilek, E., Tomlinson, R. C., & Becker-Haimes, E. M. (2021). Treating social anxiety in an era of social distancing: adapting exposure therapy for youth during COVID-19. Cognitive and behavioral practice, 28(4), 669-678.

4. Comer, J. S. (2021). Rebooting mental health care delivery for the COVID-19 pandemic (and beyond): Guiding cautions as telehealth enters the clinical mainstream. Cognitive and behavioral practice, 28(4), 743-748.

5. Wiese, A. D., Drummond, K. N., Fuselier, M. N., Sheu, J. C., Liu, G., Guzick, A. G., ... & Storch, E. A. (2022). Provider perceptions of telehealth and in-person exposure and response prevention for obsessive–compulsive disorder. Psychiatry Research, 313, 114610.

About the Moderator: 

Lily Brown, PhD, is Director of the Center for the Treatment and Study of Anxiety and an Assistant Professor in the Department of Psychiatry at the University of Pennsylvania. Her research and clinical work focuses on the intersection of anxiety and suicide risk.

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Original Air Date: Friday, June 2, 2023

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

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

Abstract:

Transgender and gender diverse clients may experience many hardships, such as discrimination and harassment. While therapists must become aware and informed about these minority stressors, they must also consider the unique ways that transgender and gender diverse clients may experience or embody resilience in the face of life stressors. This webinar will focus on reviewing the research evidence on resilience and coping in transgender and gender diverse communities and how to apply this information to clinical practice. Attendees will learn strategies to promote and bolster resilience and coping in their work with transgender and gender diverse clients.

Presenter Biography:

Jae A. Puckett, Ph.D., is an Assistant Professor in the Department of Psychology's Ecological/Community Psychology Program at Michigan State University. Dr. Puckett received their doctorate in Clinical Psychology from the the University of Massachusetts Boston and then completed a post-doctoral fellowship at Northwestern University. Their research focuses on experiences of stigma and marginalization encountered by transgender and gender diverse individuals, as well as resilience and coping in response to stigma. They are a licensed clinical psychologist and also provide therapy services at Wild Ferns Wellness in Lansing, MI.

Learning Objectives:

1. Attendees will be able to identify unique forms of coping and resilience experienced by transgender and gender diverse clients.

2. Attendees will be able to describe the existing literature on resilience and coping in transgender and gender diverse individuals. 

3. Attendees will be able to assess resilience and coping in their clinical work with transgender and gender diverse clients.

4. Attendees will be able to apply material from the webinar to promote resilience and coping with transgender and gender diverse clients.

Recommended Readings:

1. Matsuno, E., & Israel, T. (2018). Psychological interventions promoting resilience among transgender individuals: Transgender resilience intervention model (TRIM). The Counseling Psychologist, 46(5), 632-655. https://doi.org/10.1177/0011000018787261 

2. Puckett, J. A., Domínguez, S., & Matsuno, E. (2022). Measures of resilience: Do they reflect the experiences of transgender individuals? Transgender Health. Advance online publication. https://doi-org.proxy1.cl.msu.edu/10.1089/trgh.2022.0015 

3. Lindley, L., & Budge, S. L. (2022). Development and validation of the Trans and Nonbinary Coping Measure (TNCM): A measure of trans and nonbinary specific ways of coping with gender-related stress. Psychology of Sexual Orientation and Gender Diversity. Advance online publication. https://doi.org/10.1037/sgd0000618

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About the Moderator: Anu Asnaani, Ph.D., is an Associate Professor in the Department of Psychology at the University of Utah where she directs the Treatment Mechanisms, Community Empowerment, and Technology Innovations (TCT) lab. Dr. Asnaani and her team examine the adaptation and efficacy of evidence-based treatments for fear-based and related disorders for a range of intersectional identity groups in the lab and in the community, both locally and globally. 

Original Air Date: Thursday, April 27, 2023

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

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

Abstract:

The discrepancy between need and access to mental health services is uncontestable. An estimated 57% to 67% of adults experiencing mental illness in the United States do not receive needed services. The need-to-access gap is even wider for children and adolescents: Up to 80% of youths with mental health needs go without services each year. Even among those who do access care, treatment is often brief: international service-use data suggests that the modal number of sessions attended is just one. This creates a need to quantify and capitalize on what can be accomplished therapeutically, given appropriate targeting and structure, in a short period of time. Therefore, this talk will outline recent innovations in single-session interventions (SSIs) for mental health problems, including the evidence supporting their effects; how they might yield clinically-meaningful change; resources for delivering evidence-based SSIs; and where, when, and how they can be delivered. Understanding SSIs’ promise creates an opportunity for a paradigm shift in our field’s thinking about constructing services for broad-scale impact. SSIs can operate as stand-alone services or as adjunctive services within existing care systems; as such, learning to study and provide SSIs may improve the reach of effective mental health interventions while mitigating problems linked to long waiting lists, global provider shortages, and high costs of traditional care.

About the Presenter:

Dr. Jessica L. Schleider (she/her/hers) is an Assistant Professor in the Department of Psychology at Stony Brook University (SUNY), where she founded and directs the Lab for Scalable Mental Health.  She completed her Ph.D. in Clinical Psychology at Harvard University in 2018, along with a Doctoral Internship in Clinical and Community Psychology at Yale School of Medicine. In support of her research on brief, scalable interventions for depression and anxiety in young people, she has secured >$6 million in federal (NIH, NSF, HRSA), foundation, and industry grant funding as PI, MPI, or Co-I. Dr. Schleider been recognized via numerous awards, including the NIH Director's Early Independence Award; the ABCT President's New Researcher Award; the Society for a Science of Clinical Psychology's Susan Nolen-Hoeksema Early Career Research Award; the SCCAP Abidin Early Career Award; and in 2020, she was selected as one of Forbes' 30 Under 30 in Healthcare. Dr. Schleider has published >80 scientific articles and book chapters and created or co-created six open-access, single-session mental health programs, which have served >15,000 teens and adults to date. Based on these programs, Dr. Schleider and her colleagues wrote a self-help workbook, The Growth Mindset Workbook for Teens (New Harbinger); she also co-edited the Oxford Guide to Brief and Low-Intensity Interventions for Children and Young People (Oxford University Press) and is writing a nonfiction book (Little, Brown Book Group) on how single-session interventions and meaningful moments can transform mental health.

Learning Objectives

At the end of this webinar:

1. Participants will be able to describe advances in research on single-session interventions (SSIs) for youth mental health problems, including characteristics of effective SSIs that have shown positive effects.

2. Participants will be able to identify and implement components of evidence-based SSIs that can improve mental health and coping in youths and adults.

3. Participants will learn strategies for evaluating the effectiveness of SSIs implemented in clinical and/or research settings.  

Recommended Readings

1. Schleider, J. L., Mullarkey, M.C., Fox, K.R., Dobias, M.L., Shroff, A., Hart, E.A., Roulston, C. (2022). A Randomized Trial of Online Single-Session Interventions for Adolescent Depression during COVID-19. Nature Human Behaviour, 6, 258-268.

2. Schleider, J. L., Dobias, M. L., Sung, J. Y., & Mullarkey, M. C. (2020). Future directions in single-session youth mental health interventions. Journal of Clinical Child and Adolescent Psychology, 2, 264-278.

3. Schleider, J. L., Dobias, M. L., Mullarkey, M. C., & Ollendick, T. (2021). Retiring, Rethinking, and Reconstructing the Norm of Once-Weekly Psychotherapy. Administration and Policy in Mental Health and Mental Health Services Research, 48, 4-8. 

4. Schleider, J. L., Sung, J. Y., Bianco, A., Gonzalez, A., Vivian, D., & *Mullarkey, M. C. (2021). Open pilot trial of a single-session consultation service for clients on psychotherapy waitlists. The Behavior Therapist, 44, 8-15. Preprint  

5. Osborn, T. L., Rodriguez, M., Wasil, A. R., Venturo-Conerly, K. E., Gan, J., Alemu, R. G., ... & Weisz, J. R. (2020). Single-session digital intervention for adolescent depression, anxiety, and well-being: Outcomes of a randomized controlled trial with Kenyan adolescents. Journal of Consulting and Clinical Psychology, 88(7), 657-668.

6. Bertuzzi, V., Fratini, G., Tarquinio, C., Cannistrà, F., Granese, V., Giusti, E. M., ... & Pietrabissa, G. (2021). Single-Session Therapy by Appointment for the Treatment of Anxiety Disorders in Youth and Adults: A Systematic Review of the Literature. Frontiers in Psychology, 12, 721382.

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

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 register you for the recorded version after the live presentation (which is still eligible for CE credit). The recorded version is made available one week after the live presentation. If you wish to cancel or request to transfer your webinar registration to another webinar please email your request to membership@abct.org. 

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