Thursday, May 15, 2025

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:

Generative artificial intelligence (AI) technologies are proliferating and have the potential to offer engaging and scalable ways to support treatment offer between-session support for patients, and even fully-automated interventions, as well as therapist training. We will provide an overview of these technologies, focusing on large language model based tools (e.g., those based on models like GPT-4o, Claude, or other language models). We will also discuss considerations for their development and evaluation, including user experience research, rigorous safety testing, and collaborating with patients and clinicians during development. We will share a framework for evaluation and key directions for establishing safety, efficacy, and equitable access to effective treatment.

Presenter Biography:

Shannon Wiltsey Stirman is a Professor in the Department of Psychiatry and Behavioral Sciences at Stanford and a Psychologist at the National Center for PTSD's Dissemination and Training Division. Areas of research emphasis include implementation science (particularly training, fidelity, adaptation and sustainment), evidence-based treatment for PTSD, depression, and suicide prevention, and use of technology to support access to evidence-based mental health interventions. With collaborators, she developed the Framework for Reporting Adaptations and Modifications- Expanded (FRAME) for interventions and the FRAME for Implementation Strategies (FRAME-IS). As a co-lead of the Department of Psychiatry and Behavioral Science's Mental Health Innovation and Technology Hub, she worked with a team at Stanford to develop Pause a Moment, a digital wellbeing program for healthcare workers who experience COVID-19 stressors (pam.stanford.edu). Most recently, she has been working on the use of Large Language Models to support implementation of evidence-based mental health interventions. She is the co-author of Getting Unstuck from PTSD: Using Cognitive Processing Therapy to Guide Your Recovery. She has served on the Board of Directors for the American Psychological Association and as the Chair of the Established Network of Expertise for the Society for Implementation Research Collaboration. She was awarded the Association of Behavior and Cognitive Therapy's Mid-Career Innovator award in 2018. Her research has been funded by the National Institutes of Health, VA QUERI, private foundations, and the Canadian Institute for Health Research.

Elizabeth (Betsy) Stade is a computational clinical psychologist and research scientist at Stanford’s Institute for Human-Centered AI working in the Fidelity, Adaptation, Sustainability, and Training lab (PI: Shannon Wiltsey Stirman) and the Computational Psychology and Well-Being lab (PI: Johannes Eichstaedt) . Betsy studies how AI and large language models can be used for psychological assessment and treatment. She also uses natural language processing to measure and understand psychopathology, like depression and anxiety. Betsy did her graduate work at the University of Pennsylvania and her clinical residency at the VA Palo Alto Health Care System, and is a licensed clinical psychologist in California. Her research has been supported by the National Science Foundation. 

Learning Objectives:

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

1) Discuss the state of the evidence for different applications for AI-based training and psychotherapy tools
2) Identify important factors to evaluate when considering the use and implementation of LLM-based technologies for psychotherapy
3) Describe how large language models are tailored for specialty mental health applications and the implications for development of effective, culturally appropriate clinical and training tools
4) Explain important considerations for using AI to train and evaluate psychotherapists

Recommended Readings:

1. Stade, E. C., Stirman, S. W., Ungar, L. H., Boland, C. L., Schwartz, H. A., Yaden, D. B., Sedoc, J., DeRubeis, R. J., Willer, R., & Eichstaedt, J. C. (2024). Large language models could change the future of behavioral healthcare: A proposal for responsible development and evaluation. Npj Mental Health Research, 3(1), 12. https://doi.org/10.1038/s44184...

2. Obradovich, N., Khalsa, S. S., Khan, W. U., Suh, J., Perlis, R. H., Ajilore, O., & Paulus, M. P. (2024). Opportunities and risks of large language models in psychiatry. NPP—Digital Psychiatry and Neuroscience, 2(1), 8. https://doi.org/10.1038/s44277-024-00010-z

3. Schueller, S. M., & Morris, R. R. (2023). Clinical science and practice in the age of large language models and generative artificial intelligence. Journal of Consulting and Clinical Psychology, 91(10), 559–561. https://doi.org/10.1037/ccp0000848

About The Moderator: Dr. Brittany N. Hall-Clark is an Associate Professor within the Division of Behavioral Medicine and the Department of Psychiatry at the University of Texas Health Science Center at San Antonio. She also serves as the Director of Inclusive Behavioral Health Advancement for the STRONG STAR Training Initiative (SSTI). She is a consultant for SSTI as well as the National Center for PTSD Consultation Program.  Dr. Hall-Clark also practices privately at InSight Psychology and Behavioral Health Services in Pflugerville, TX.

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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, April 25, 2025

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

All levels

All prices listed in US currency

Abstract:

Previous research has found that knowledge of ethics codes, laws, and regulations does not necessarily ensure that psychologists will make ethical decisions. Ethical competency in practice requires a complex set of skills including critical thinking, the ability to navigate ambiguity, and the emotional strength to make difficult decisions. The current model of ethics training focuses on coursework and supervised clinical training, but after graduate school, psychologists must maintain ethical competency independently. Regulatory measures, such as licensing boards, credentialing, and continuing education, primarily serve as safeguards against unethical behavior rather than fostering excellence. Furthermore, our profession’s focus on individual responsibility for maintaining ethical competency leaves many practitioners feeling confused, isolated, and burnt out when faced with the day to day demands of clinical practice. In contrast, a communitarian approach to ethical competency emphasizes building communities of mental health professionals who can support and collaborate with each other towards common professional goals.

This interactive workshop will focus on developing strategies for creating a positive ethical culture within your clinical practice. It will utilize a combination of lecture, interactive exercises, and group discussion to facilitate a personalized and deep understanding of the material.

Presenter Biography:

Dr. Randy Fingerhut, Ph.D. is a Professor of Psychology at La Salle University, where he teaches CBT and professional ethics within their doctoral program. His research interests include perinatal mood and anxiety disorders, ethical decision-making, and self-care for graduate students. In addition, Dr. Fingerhut is an adjunct faculty member at The Beck Institute. He is the co-author of the 4th edition of Practical Ethics for Psychologists: A Positive Approach, published by the American Psychological Association. 

Learning Objectives:

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

1. Describe the difference between remedial and positive approaches to ethics.

2. Identify principles and standards of the APA ethics code that relate to competency and self-care.

3. Assess the relative benefits of a communitarian versus an individual approach to maximizing ethical competency.

4. Describe the components of the competence constellation model.

5. Design a personalized plan for professional growth in ethical competency that focuses on self-care and developing a professional support network.

Recommended Readings:

1. Johnson, W. B., Barnett, J. E., Elman, N. S., Forrest, L., & Kaslow, N. J. (2013). The competence constellation model: A communitarian approach to support professional competence. Professional Psychology, Research and Practice, 44(5), 343-354. https://doi.org/10.1037/a0033131 

2. Johnson, W. B., Barnett, J. E., Elman, N. S., Forrest, L., & Kaslow, N. J. (2012). The competent community: toward a vital reformulation of professional ethics. American Psychologist, 67(7), 557-569. https://doi.org/10.1037/a0027206

3. Knapp, S., Gottlieb, M. C., & Handelsman, M. M. (2018). The benefits of a positive approach to ethics education. Training and Education in Psychology, 12, 196-202. http://doi.org/10.1037/tep0000195 

4. Knapp, S., & Fingerhut, R. (2024). Practical ethics for psychologists: A positive approach (4th ed). American Psychological Association. https://doi.org/10.1037/0000375-000

About The Moderator: Courtney DeAngelis, Psy.D. is an Assistant Professor within the Division of Child and Adolescent Psychiatry at Columbia University. She is a licensed clinical psychologist and clinical supervisor at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD-Westchester). She also dedicates her time to the development of continuing education programming, with a mission to disseminate research and clinical knowledge to improve clinical competencies and patient outcomes. Dr. DeAngelis received her doctoral degree in clinical psychology from La Salle University. She completed her predoctoral internship at the Kennedy Krieger Institute at the Johns Hopkins School of Medicine, and her postdoctoral fellowship at CUCARD-Westchester.

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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, March 6, 2025

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

Beginner Level

All prices listed in US currency

Abstract:

Despite CBT being one of the most effective treatments for sexual health concerns, many clinicians don't want to touch sex therapy with a 10-foot pole! And it makes sense, because most of us were never trained in sex therapy and let's face it, there's much taboo around sex. In this presentation, you'll learn that sex therapy isn't as scary (or as sexy) as it sounds. You'll learn easy assessment options to ask your couples about their sexual health, important sexual health clinical pearls to share with your clients, and a basic behavioral sex therapy intervention (Sensate Focus) that any CBT clinician can implement to treat common sexual health concerns. 

Presenter Biography:

Dr. Jordan Rullo, PhD, ABPP is a Board-Certified Clinical Health Psychologist, Certified Sex Therapist and Supervisor through the American Association of Sex Educators, Counselors, and Therapists and Certified Gottman Therapist. She is an Adjunct Assistant Professor in the Department of Clinical Psychology at the University of Utah, has a private practice in Salt Lake City, Utah (www.jordanrullo.com) and teaches online sexual health courses at http://www.sexualhealthsolutions.com/. Her areas of specialty include couples and sexual health, sexual dysfunction, and sexual health related to menopause and cancer. She presents on sexual health nationally and internationally and has published over two dozen peer-reviewed articles on the topic of sexual health. 

Learning Objectives:

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

1. Identify at least two common sexual issues faced by couple

2. List at least two simple sexual health assessment methods

3. Explain at least one brief CBT sexual health treatment strategy

4. Describe at least one Sensate Focus exercise

Recommended Readings:

1. Giraldi, A., Kristensen, E., & Sand, M. (2015). Endorsement of models describing sexual response of men and women with a sexual partner: An online survey in a population sample of Danish adults ages 20–65 years. The Journal of Sexual Medicine, 12(1), 116-128.

2. Irvine, T. J., Peluso, P. R., Benson, K., Cole, C., Cole, D., Gottman, J. M., & Schwartz Gottman, J. (2024). A pilot study examining the effectiveness of Gottman method couples therapy over treatment-as-usual approaches for treating couples dealing with infidelity. The Family Journal, 32(1), 81-94.

3. Janssen, E., & Bancroft, J. (2023). The dual control model of sexual response: new findings and research directions. Sexologies, 32(2), 132-144.

About The Moderator: Courtney DeAngelis, Psy.D. is an Assistant Professor within the Division of Child and Adolescent Psychiatry at Columbia University. She is a licensed clinical psychologist and clinical supervisor at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD-Westchester). She also dedicates her time to the development of continuing education programming, with a mission to disseminate research and clinical knowledge to improve clinical competencies and patient outcomes. Dr. DeAngelis received her doctoral degree in clinical psychology from La Salle University. She completed her predoctoral internship at the Kennedy Krieger Institute at the Johns Hopkins School of Medicine, and her postdoctoral fellowship at CUCARD-Westchester.

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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: Friday, February 21, 2025

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:

Telehealth delivery of post-traumatic stress disorder (PTSD) treatments, such as exposure-based therapies, has significantly increased since the COVID-19 pandemic (Morland et al., in press).  Exposure based therapies are one of the most effective forms of therapy for treating PTSD (VA & DOD, 2023) and telehealth allows more individuals to access and engage in these treatments. This webinar will review the state of the science of evidence for exposure-based PTSD therapies, such as prolonged exposure and written exposure therapy, delivered via telehealth. Steps to set the stage for the successful delivery of remote exposure-based care for PTSD will be discussed. Clinical case examples will be discussed to illustrate the unique benefits, as well as some common pitfalls and challenges, with using telehealth to deliver exposure therapies for PTSD. This webinar will help clinicians better understand how to successfully engage clients in exposure-based PTSD therapies delivered remotely. 

Presenter Biography:

Stephanie Wells, PhD: Dr. Wells is a licensed clinical psychologist and owner of North Carolina Mental Health and Wellness, PLLC, where she delivers evidence-based treatment for PTSD and related disorders (e.g., depression, anxiety, OCD). She is also a Clinical Research Psychologist at the Durham VA Care System, a Core Investigator at the Durham Center of Innovation to Accelerate Discovery and Practice Transformation (ADAPT), Affiliate Faculty at the VA VISN 6 MIRECC, and a staff psychologist in the Durham VA Trauma Recovery Program. Her research broadly focuses on improving the effectiveness of and engagement in evidence-based psychotherapies (EBPs) for Veterans with PTSD. Additionally, her research examines how PTSD EBPs can be delivered through various modalities and formats, including telehealth, to increase engagement and improve clinical outcomes. She also has led or worked on numerous PTSD treatment randomized controlled trials funded by the Department of Veterans Affairs, Department of Defense, and National Institute of Health.

Leslie A Morland, PsyD: As a researcher at NCPTSD over the past 25 years, and a professor of psychiatry at University of California San Diego, Dr. Morland has focused on enhancing our knowledge of how to best deliver PTSD care for veterans and informing policy on a national level on improving access, quality, and efficacy of PTSD care. Specifically, Dr. Morland has executed multiple large federal funded trials focused on evaluating and disseminating the innovative use of telehealth technology to increase access and the uptake of evidence-based psychotherapies for PTSD. Dr. Morland’s more recent research focuses on examining efficacy with the use medications such as Oxytocin and MDMA to potentiate evidence-based PTSD treatments (e.g., Cognitive Behavioral Conjoint Therapy for PTSD [CBCT], Prolonged Exposure [PE]). Dr. Morland provides research collaboration, consultation and mentorship on multiple research projects and national initiatives and strategy planning. She is known as a leader and innovator in the field of PTSD treatment, prioritizing equity in access to evidence-based care across diverse populations. Dr. Morland’s research has resulted in over 100 peer-reviewed publications, chapters and invited presentations.

Learning Objectives:

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

1. Be able to compare the effectiveness of exposure therapies for PTSD delivered via telehealth to in-person delivery

2. Describe at least 1 challenge of delivering PTSD exposure therapies via telehealth

3. Describe at least 1 benefit of delivering PTSD exposure therapies via telehealth

4. Identify how to improve the therapeutic environment for exposure therapies delivered remotely 

Recommended Readings:

1. Morland, L. A., Masino, T., Myers, U. & Glassman, L. (in press). Telehealth and the delivery of Prolonged Exposure Therapy. In C. Mclean & E. Goetter (Eds.), Prolonged Exposure for PTSD. Springer.

2. Morland, Wells, S. Y., Morland, L. A., Wilhite, E. R., Grubbs, K. M., Rauch, S. A., Acierno, R., & McLean, C. P. (2020). Delivering prolonged exposure therapy via videoconferencing during the COVID‐19 pandemic: An overview of the research and special considerations for providers. Journal of Traumatic Stress, 33(4), 380-390.

3. Morland, L. A., Wells, S. Y., Glassman, L. H., Greene, C. J., Hoffman, J. E., & Rosen, C. S. (2020). Advances in PTSD treatment delivery: Review of findings and clinical considerations for the use of telehealth interventions for PTSD. Current Treatment Options in Psychiatry, 7, 221-241.

4. Moldestad, M., Petrova, V. V., Tirtanadi, K., Mishra, S. R., Rajan, S., Sayre, G., ... & Reisinger, H. S. (2023). Improving the usability of written exposure therapy for therapists in the department of veterans affairs telemental health: formative study using qualitative and user-centered design methods. JMIR Formative Research, 7(1), e47189.

About The Moderator: Courtney DeAngelis, Psy.D. is an Assistant Professor within the Division of Child and Adolescent Psychiatry at Columbia University. She is a licensed clinical psychologist and clinical supervisor at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD-Westchester). She also dedicates her time to the development of continuing education programming, with a mission to disseminate research and clinical knowledge to improve clinical competencies and patient outcomes. Dr. DeAngelis received her doctoral degree in clinical psychology from La Salle University. She completed her predoctoral internship at the Kennedy Krieger Institute at the Johns Hopkins School of Medicine, and her postdoctoral fellowship at CUCARD-Westchester.

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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, January 9, 2025

12:30 PM- 2:00 PM Eastern/ 11:30 AM – 1:00 PM Central/ 10:30 AM – 12:00 PM Mountain/ 9:30 AM – 11:00 AM Pacific/ 8:30 AM - 10:00 AM Alaska/7:30 AM - 9:00 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:

Parent-Child Interaction Therapy (PCIT) has been delivered over telehealth for more than a decade.  However, since the beginning of the Covid-19 pandemic, the use of telehealth for PCIT has increased exponentially.  Practitioners accustomed to in-person PCIT may encounter challenges to transitioning to telehealth, including technology limitations, family barriers to participation, and uncertainty about optimal implementation.  This webinar will briefly review the literature on telehealth PCIT, followed by detailed discussion of best practices for effective clinical practice.  Topics to be addressed include: troubleshooting technology, maintaining treatment fidelity, fostering family engagement, ethical considerations, and trainee supervision.  Participants will learn about resources and helpful guidance to aid telehealth PCIT delivery in practice settings.  

Presenter Biography:

Matthew Young, PhD is an Associate Professor of Psychiatry & Behavioral Neuroscience at University of Chicago Medicine.  He is certified by PCIT International as a within-agency trainer, and he provides in-person and telehealth-based PCIT treatment, training, and supervision in an academic medical center setting.  His clinical and research interests focus on optimizing implementation of PCIT and other BPT approaches, as well as addressing barriers to care for families participating PCIT.  

Learning Objectives:

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

1. Describe 2 advantages and 2 limitations of telehealth vs. in-person PCIT

2. Describe best practices for delivering telehealth PCIT with fidelity

3. Apply 3 strategies for addressing patient/family challenges common in telehealth PCIT

Recommended Readings:

1. Barnett, M. L., Sigal, M., Green Rosas, Y., Corcoran, F., Rastogi, M., & Jent, J. F. (2021). Therapist experiences and attitudes about implementing internet-delivered Parent Child Interaction Therapy during COVID-19. Cognitive and Behavioral Practice, 28(4), 630-641. https://doi.org/10.1016/j.cbpra.2021.03.005

2. Gurwitch, R. H., Salem, H., Nelson, M. M., & Comer, J. S. (2020). Leveraging Parent-Child Interaction Therapy and telehealth capacities to address the unique needs of young children during the COVID-19 public health crisis. Psychological Trauma, 12(S1), S82–S84. https://doi.org/10.1037/tra0000863
 
3. Peskin, A., Barth, A., Rothenberg, W.A., Turzi, A., Formoso, D., Garcia, D., & Jent, J.F. (2023) New therapy for a new normal: Comparing telehealth and in-person time-limited Parent-Child Interaction Therapy. Behavior Therapy, 55(1), 106-121. https://doi.org/10.1016/j.beth.2023.05.002
 
4. Sanchez, A. L., Javadi, N., & Comer, J. S. (2024). Family engagement in a behavioral parenting intervention: A randomized comparison of telehealth versus office-based treatment formats. Journal of Consulting and Clinical Psychology. 92(6), 344–355. https://doi.org/10.1037/ccp0000887
 
5. Internet Based PCIT Resources – Auburn University Outreach: https://opce.catalog.auburn.edu/courses/pcit-internet-based-pcit

About The Moderator: Courtney DeAngelis, Psy.D. is an Assistant Professor within the Division of Child and Adolescent Psychiatry at Columbia University. She is a licensed clinical psychologist and clinical supervisor at the Columbia University Clinic for Anxiety and Related Disorders (CUCARD-Westchester). She also dedicates her time to the development of continuing education programming, with a mission to disseminate research and clinical knowledge to improve clinical competencies and patient outcomes. Dr. DeAngelis received her doctoral degree in clinical psychology from La Salle University. She completed her predoctoral internship at the Kennedy Krieger Institute at the Johns Hopkins School of Medicine, and her postdoctoral fellowship at CUCARD-Westchester.

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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 10, 2024

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

Intermediate Level

All prices listed in US currency

Abstract:

This webinar on Intimate Partner Violence (IPV) will cover foundational concepts, including IPV (a) definitions of physical, psychological, and sexual forms, (b) evidence-based criteria that undergirds the DSM-5, ICD-11, and DoD approaches, (c) prevalence, (d) typologies, and (e) risk factors, and (f) theories. Next, we will cover evidence-based screening for IPV and multi-modal assessment strategies. Finally, we will offer guidance on safety planning and individual- and couple-based evidence-based treatments.

Presenter Biography:

Richard E. Heyman is a professor at New York University, where he co-directs the Family Translational Research Group. Dr. Heyman earned a B.S. from Duke University and a Ph.D. in clinical psychology from the University of Oregon. He has published over 250 scientific articles/chapters and received over 75 grants/contracts from major U.S. funding agencies on all stages of the translational research cycle, from etiology and risk factors for family dysfunction to efficacy, effectiveness, and dissemination trials. Dr. Heyman is a licensed psychologist.

Learning Objectives:

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

1. Participants will be able to define intimate partner violence (IPV) in its various forms, including physical, emotional, sexual abuse, and neglect.

2. Identify the “harm criterion” that distinguishes clinically significant IPV from aggressive acts and the role the harm criterion plays in evidence-based criteria for IPV.

3. Describe and distinguish between clinically impactful typologies of IPV by Johnson (e.g., “Intimate Terrorism,” “Situational Couple Violence”) and Holtzworth-Munroe & Stuart (e.g., Family-Only, Borderline/Dysphoric, Generally Violent/Antisocial).

4. Compare the IPV prevalence and risk in general-population and couple-therapy samples

5. Discuss the mental, physical, and familial impacts of IPV, including effects on children and overall family health.

6. Identify evidence-based interventions gender-specific and couple-based treatments (and those that are not supported by evidence.)

Recommended Readings:

1. Babcock, J. C., Gallagher, M. W., Richardson, A., Godfrey, D. A., Reeves, V. E., & D'Souza, J. (2024). Which battering interventions work? An updated meta-analytic review of intimate partner violence treatment outcome research. Clinical Psychology Review, 111, 102437. https://doi.org/10.1016/j.cpr.2024.102437

2.  Heyman, R. E., Baucom, K. J. W., Xu, S., Slep, A. M. S., Snarr, J. D., Foran, H. M., Lorber, M. F., Wojda, A. K., & Linkh, D. J. (2021). High sensitivity and specificity screening for clinically significant intimate partner violence. Journal of Family Psychology, 35(1), 80–91. https://doi.org/10.1037/fam0000781

3.  Heyman, R. E., Mitnick, D. M., & Slep, A. M. S. (2020). Intimate partner violence: Terms, forms, and typologies. In R. Geffner, J. W. White, L. K. Hamberger, A. Rosenbaum, V. Vaughan-Eden, & V. I. Vieth (Eds.) Handbook of Interpersonal Violence Across the Lifespan. Springer. http://dx.doi.org/10.1007/978-3-319-62122-7_131-1

4.  Heyman, R. E., Lorber, M. F., Kim, S., Wojda-Burlij, A. K., Stanley, S. M., Ivic, A., Snyder, D. K., Rhoades, G. K., Whisman, M. A., & Beach, S. R. H. (2023). Overlap of relationship distress and intimate partner violence in community samples. Journal of Family Psychology, 37(1), 37–44. https://doi.org/10.1037/fam0001031

5.  Segura, A., Heyman, R. E., Slep, A. M. S. (in press.) Intimate Partner Violence. In N. C. Overall, J. A. Simpson, & J. A. Lavner (Eds.), Research Handbook of Couple and Family Relationships. Edward Elgar Publishing. (Will be made available for download)

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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, August 29, 2024

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:

This webinar provides an overview of group cognitive-behavioral therapy (CBT) in adults. Topics include advantages and limitations of group vs. individual CBT, how to structure CBT groups, attending to group process, practical strategies for adapting cognitive and behavioral strategies for groups, facilitate learning in groups, facilitating in-group skills practices, assigning homework in groups, conducting group treatment virtually, disorder-specific vs. transdiagnostic group treatments, dealing with challenges in group CBT, ethical issues in group CBT, and research on the use of CBT in groups. The webinar will touch on group treatments for a range of problems, including anxiety disorders, obsessive-compulsive and related disorders, trauma- and stressor-related disorders, depressive disorders, addictions, and others.

Presenter Biography:

Dr. Martin M. Antony is Professor and Chair in the Department of Psychology at Toronto Metropolitan University. Previously, he was founding director of both the Anxiety Treatment and Research Clinic and the Psychology Residency Program at St. Joseph’s Healthcare Hamilton.  He was also Clinical and Training Lead for the Ontario Structured Psychotherapy Program. He is a fellow of the Royal Society of Canada and the Canadian Academy of Health Sciences, and he is a past president of the Canadian Psychological Association and the Association for Behavioral and Cognitive Therapies. He has published 34 books and over 300 scientific articles and chapters in areas related to cognitive behavior therapy and anxiety-related disorders. He has given more than 425 presentations to audiences across four continents, and has been interviewed, featured, or quoted more than 450 times in various print, radio, television, and online media outlets, including BBC News, CBC, Chatelaine Magazine, CNN, CTV, the Globe and Mail, National Post, New York Times, O (Oprah) Magazine, Prevention Magazine, Reader’s Digest, Scientific American Mind, Toronto Star, USA Today, Washington Post, and many others.

Learning Objectives:

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

1. Describe strategies for adapting CBT for groups

2. Compare advantages and disadvantages of group vs. individual CBT

3. Identify group processes that impact on treatment

4. List common challenges in group CBT and how to overcome them

5. Describe research findings regarding the effectiveness of group CBT

Recommended Readings:

1. Bieling, P.J., McCabe, R.E., & Antony, M.M. (2022). Cognitive behavioral therapy in groups (2nd ed.). Guilford Press. 

2. Pawluk, E.J., & McCabe, R.E. (2021). Cognitive behavioral group therapy. In A. Wenzel (Ed.), Handbook of cognitive behavioral therapy, Vol. 2. Applications (pp. 479-511). American Psychological Association.

3. Söchting, I. (2014). Cognitive behavioral group therapy: Challenges and opportunities. Wiley Blackwell.

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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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Dr. Colleen Carney

Thursday, August 15, 2024

Original Airdate:

11:00 AM- 1:00 PM Eastern/ 10:00 AM – 12:00 PM Central/ 9:00 AM – 11:00 AM Mountain/ 8:00 AM – 10:00 AM Pacific

2 CE Credits Awarded

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

*CACBT members and student members: please contact rlamb@abct.org if you need assistance in registering at the correct price.*

Intermediate Level

All prices listed in US currency

2024 North American Global Ambassador Event for the World Confederation of Cognitive and Behavioural Therapies (WCCBT)

Abstract:

Cognitive Behavioral Therapy for Insomnia (CBT-I) is the frontline treatment for Insomnia Disorder; unfortunately, there is a demonstrable knowledge and practice gap in delivering CBT-I with fidelity, particularly in clients with comorbid insomnia. Studies unfortunately show that providers continue to use sleep hygiene as the main strategy for insomnia (Araújo et al., 2017; Ulmer et al., 2017), even with new clinical guidelines advising against the use of it (Edinger et al., 2021). Studies also show that there are unhelpful beliefs about comorbid insomnias that interfere with effective treatment (e.g., that the insomnia is caused by the comorbid disorder and therefore will remit with treating the other disorder) (Ulmer et al., 2017). Part of effective delivery of CBT-I is an in-depth, empirically based understanding of the causal factors for insomnia, and being able to match these factors with evidence-based strategies. This webinar will review interview, sleep diary, and validated questionnaire data from a complex comorbid insomnia case, and use a structured case formulation form, to focus attention on the key insomnia targets for the case. You will receive the clinical tools from the webinar to use with your clients and hone your CBT-I case formulation skills.

Presenter Biography:

Dr. Colleen Carney is a Professor at Toronto Metropolitan University and the Director of the Sleep and Depression Laboratory. Dr. Carney is a leading expert on insomnia treatment, with over 25 years of experience in sleep medicine experience, and over 200 publications. They are a passionate advocate for improving access to evidence based treatments for insomnia. Dr. Colleen Carney has been appointed by the Canadian Association of CBT (CACBT) to be the North American Alliance's 2024 World Confederation of Cognitive and Behavioural Therapies. The Northern American Alliance represents ABCT and CACBT.

Learning Objectives:

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

1. Use case formulation questions to guide your assessment;

2. Integrate findings from sleep logs, validated measures and clinical interview to identify factors suggestive of low sleep drive, circadian dysregulation or conditioned arousal; 

3. Recommend evidence-based strategies to address the factors from the case formulation;

4. Incorporate clients’ comorbid conditions into the case formulation and treatment plan.

Recommended Readings:

1. Araújo, T., Jarrin, D. C., Leanza, Y., Vallières, A., & Morin, C. M. (2017). Qualitative studies of insomnia: Current state of knowledge in the field. Sleep medicine reviews, 31, 58-69.

2.  Edinger, J. D., Arnedt, J. T., Bertisch, S. M., Carney, C. E., Harrington, J. J., Lichstein, K. L., ... & Martin, J. L. (2021). Behavioral and psychological treatments for chronic insomnia disorder in adults: an American Academy of Sleep Medicine clinical practice guideline. Journal of Clinical Sleep Medicine, 17(2), 255-262. 

3.  Ulmer, C. S., Bosworth, H. B., Beckham, J. C., Germain, A., Jeffreys, A. S., Edelman, D., ... & Voils, C. I. (2017). Veterans affairs primary care provider perceptions of insomnia treatment. Journal of Clinical Sleep Medicine, 13(8), 991-999.

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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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Original Airdate: Friday, July 26, 2024

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

Intermediate Level

All prices listed in US currency

Abstract:

Culturally responsive care is an ethical imperative and an important therapeutic relational factor.  Although disparities in mental health care outcomes are multiply determined, one potential contributor is cultural differences between clinicians and clients. One approach to bridging cultural barriers is to match clinicians to clients by cultural identity (e.g., race, ethnicity); however, given that the healthcare workforce does not reflect the diverse cultural identities of the treatment seeking population, matching may not always be feasible. An alternative to matching is to better prepare clinicians to provide therapy that is responsive to the cultural identities of each client. This webinar will highlight considerations for adapting interventions to be responsive to clients’ cultural context. Dr. Calloway will discuss the foundation of providing culturally responsive psychotherapy, how culturally-specific stressors may impact mental health, and ways that cognitive and behavioral interventions can be used to lessen distress associated with culturally-specific stressors. Throughout the presentation, Dr. Calloway will use real-world clinical examples to connect these important concepts to practical, applied approaches. The webinar aims to help clinicians feel empowered to use CBT interventions in a manner that is responsive to clients’ cultural identities and contexts.

Presenter Biography:

Amber Calloway, Ph.D (she/her) is an Assistant Professor of Psychiatry at the University of Pennsylvania’s Perelman School of Medicine, and a licensed clinical psychologist specializing in cognitive behavioral therapy (CBT) in community mental health settings. She is faculty in The Penn Collaborative for CBT and Implementation Science, a public-academic partnership aimed at increasing access to CBT and other evidence-based practices (EBPs) in under-resourced community settings. Under this umbrella, Dr. Calloway is a training instructor in the Penn Beck Community Initiative, a program of implementation and research to foster high-quality, sustainable CBT in community mental health care services for diverse levels of care and client populations. Dr. Calloway’s research and clinical work have focused on culturally responsive approaches to the implementation of CBT. Dr. Calloway is deeply passionate about enhancing the quality of behavioral health treatments provided to marginalized populations.

Learning Objectives:

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

1.  Discuss the rationale for a culturally responsive approach to CBT; 

2.  Identify ways of broaching discussions of cultural identity in CBT; 

3.  Describe how cognitive and behavioral interventions can be tailored to address culturally specific stressors

Recommended Readings:

1. Day-Vines, N. L., Wood, S. M., Grothaus, T., Craigen, L., Holman, A., Dotson-Blake, K., & Douglass, M. J. (2016). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling & Development, 85(4), 401-409

2.  Lee, E., Greenblatt, A., Hu, R., Johnstone, M., & Kourgiantakis, T. (2022). Microskills of broaching and bridging in cross-cultural psychotherapy: Locating therapy skills in the epistemic domain toward fostering epistemic justice. American Journal of Orthopsychiatry, 92(3), 310–321. https://doi.org/10.1037/ort0000610

3.  Steele, J. M. (2020). A CBT approach to internalized racism among African Americans. International Journal for the Advancement of Counselling, 42(3), 217–233. https://doi.org/10.1007/s10447-020-09402-0

4.  Huey, S. J., Jr, Park, A. L., Galán, C. A., & Wang, C. X. (2023). Culturally Responsive Cognitive Behavioral Therapy for Ethnically Diverse Populations. Annual review of clinical psychology, 19, 51–78. https://doi.org/10.1146/annurev-clinpsy-080921-072750

5.  Pan, D., Huey, S. J., Jr, & Hernandez, D. (2011). Culturally adapted versus standard exposure treatment for phobic Asian Americans: Treatment efficacy, moderators, and predictors. Cultural diversity & ethnic minority psychology, 17(1), 11–22. https://doi.org/10.1037/a0022534

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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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Origina; Airdate: Friday, June 21, 2024

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

Intermediate Level

All prices listed in US currency

Abstract:

Long considered an important treatment for depression, behavioral activation (BA) is a robust and transdiagnostic change process. Because reinforcement-based deficits are evident across disorders, BA is an evidence-based means of targeting reward systems and avoidance for disorders beyond depression (e.g., in PTSD, anxiety, disordered eating and substance misuse/abuse).  Culturally-attuned BA combines activation with an intentional focus on personal values and meaning, and can be implemented by providers across levels of professional training. Improving session effectiveness and outcomes requires viewing age as a facet of diversity that intersects with other identities, calling for both humility and the age-appropriate application of culturally-attuned change strategies. This webinar highlights strategies and age-appropriate resources for applying BA with culturally diverse individuals across the lifespan, as we help our clients cultivate meaning in their daily lives.

Presenter Biography:

Ann Steffen, PhD, ABPP is a professor of psychological sciences at the University of Missouri-St. Louis and an experienced clinician, clinical supervisor and professional trainer.  Dr. Steffen is a faculty clinician at the UM-St. Louis Community Psychological Service, and is dual board certified in Behavioral & Cognitive Psychology and in Geropsychology by the American Board of Professional Psychology (ABPP). She is lead author on the 2^nd edition of Treating Later-Life Depression: A Cognitive-Behavioral Therapy Approach workbook and clinician guide  in Oxford University Press's Treatments ThatWork Series (Steffen et al., 2021).

Learning Objectives:

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

1.  Identify the features and advantages of Behavioral Activation as a transdiagnostic change strategy.

2.  Discuss rationale and technique for at least three components of Behavioral Activation that are culturally congruent.

3.  Describe clinician resources for age-appropriate Behavioral Activation with clients at specific points across the lifespan.

Recommended Readings:

1. Santos, M. M., Nagy, G. A., Kanter, J. W., & López, S. R. (2021). Applying a process-oriented model of cultural competence to behavioral activation for depression. Cognitive and Behavioral Practice, 28(2), 127-146.

2. Fernández-Rodríguez, C., Coto-Lesmes, R., Martínez-Loredo, V., González-Fernández, S., & Cuesta, M. (2023). Is activation the active ingredient of transdiagnostic therapies? A randomized clinical trial of behavioral activation, acceptance and commitment therapy, and transdiagnostic cognitive-behavioral therapy for emotional disorders. Behavior Modification, 47(1), 3–45.

3.  Martell, C. R., Dimidjian, S., & Herman-Dunn, R. (2021). Behavioral Activation for Depression: A Clinician's Guide. Guilford Publications.

4.  Wood, W. (2019). Good Habits, Bad Habits: The Science of Making Positive Changes that Stick. Macmillan Press.

5.  Steffen, A. M., Thompson, L. W. & Gallagher-Thompson, D. (2021) Chapter 8: Skills for Doing: Values-Based Living and Solving Problems (pp. 127-143), in Treating Later-Life Depression: A Cognitive-Behavior Therapy Approach, Clinician Guide. Treatments That Work Series, Oxford University Press

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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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