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  • Contains 1 Component(s) Includes a Live Web Event on 07/21/2023 at 11:00 AM (EDT)

    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.

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    Friday, July 21, 2022

    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:

    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

    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..

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

    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.

    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

    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

  • Contains 1 Component(s) Includes a Live Web Event on 04/27/2023 at 11:00 AM (EDT)

    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.


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    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

    • 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.
    • 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.
    • 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. 
    • 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  
    • 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 Psychology88(7), 657-668.
    • 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 Psychology12, 721382.

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

    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

  • Contains 8 Component(s), Includes Credits

    Dr. Persons will define measurement-based care, describe reasons for providing MBC, offer hypotheses about why MBC might lead to improved client outcome, and describe steps to take to provide MBC, with many clinical examples and tools that learners can use to implement MBC. This webinar is ideal for private practitioners but is useful to therapists who provide CBT to adults in any outpatient setting.


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    October 28, 2022

    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:

    Dr. Persons will define measurement-based care, describe reasons for providing MBC, offer hypotheses about why MBC might lead to improved client outcome, and describe steps to take to provide MBC, with many clinical examples and tools that learners can use to implement MBC. This webinar is ideal for private practitioners but is useful to therapists who provide CBT to adults in any outpatient setting. 

    About the Presenter:

    Jacqueline B. Persons is Director of the Oakland Cognitive Behavior Therapy Center, and Clinical Professor in the Department of Psychology at the University of California, Berkeley. She is internationally recognized for her writings on case conceptualization and evidence-based practice. Dr. Persons’ most recent book, The Case Formulation Approach to Cognitive Behavior Therapy, integrates measurement-based care into case formulation-driven treatment. Dr. Persons has presented dozens of training workshops around the world on the case formulation approach to CBT. She has published nearly 100 articles and chapters and three books. Dr. Persons is a past president of the Association for Behavioral and Cognitive Therapies and the Society for a Science of Clinical Psychology. She received her Ph.D. in clinical psychology from the University of Pennsylvania in 1979.

    Learning Objectives

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

    1. List 3 reasons to provide measurement-based care;
    2. List 2 ways measurement-based care might improve client treatment outcome;
    3. Identify the essential quality of the therapist's stance when providing measurement-based care;
    4. Identify 3 tools and scales therapists can use to measure their clients' progress in therapy.

    Recommended Readings

    Lambert, M. J., & Shimokawa, K. (2011). Collecting client feedback. Psychotherapy, 48(1), 72–79. https://doi.org/10.1037/a00222...

    Persons, J. B., Beckner, V. L., & Tompkins, M. A. (2013). Testing case formulation hypotheses in psychotherapy: Two case examples. Cognitive and Behavioral Practice, 20(4), 399–409.

    Scott, K., & Lewis, C. C. (2015). Using measurement-based care to enhance any treatment. Cognitive and Behavioral Practice, 22(1), 49–59. https://doi.org/10.1016/j.cbpr...

    Jacqueline B. Persons, Ph.D. interviews Michael J. Lambert about his research in monitoring clients' progress in therapy for the Society for a Science of Clinical Psychology here: http://www.sscpweb.org/page-18150

    About the Moderator: 

    Dr. Laurie Zandberg, PsyD is a Clinical Assistant Professor at the University of Pennsylvania's Perelman School of Medicine. Her teaching and clinical work focuses on exposure based therapies for anxiety, OCD, PTSD, and related disorders. 

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

    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

  • Contains 8 Component(s), Includes Credits Recorded On: 09/22/2022

    The idea that people can be lastingly harmed by their own transgressive behavior and can suffer because of others’ moral failures is as old as humanity, yet these age-old concepts have only recently been considered as clinically relevant social, biological, spiritual, and psychological problems. Moral injury (MI) is the multidimensional outcome from exposure to transgressive harms that undermine foundational beliefs about the goodness and trustworthiness of oneself, others, or the world. Although moral injury has gained widespread acceptance, we have only just recently defined the syndrome and generated a method to measure the syndrome that can be used clinically. I will define the boundary conditions for MI and distinguish MI as a clinical problem in contrast to moral frustration and moral stress, describe the domains impacted by exposure to morally injurious events, provide an assessment tool that can be used clinically and in research, provide case conceptualization heuristics and treatment approaches that can be used when MI is the principal target (e.g., when a traumatic event is a MI) or when another presenting problem is colored by MI, and discuss process issues that arise when clinicians are confronted with the existential realities of grave transgressive behaviors or high stakes systemic failures.


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    Thursday, September 22, 2022

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

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

    Abstract:

    The idea that people can be lastingly harmed by their own transgressive behavior and can suffer because of others’ moral failures is as old as humanity, yet these age-old concepts have only recently been considered as clinically relevant social, biological, spiritual, and psychological problems. Moral injury (MI) is the multidimensional outcome from exposure to transgressive harms that undermine foundational beliefs about the goodness and trustworthiness of oneself, others, or the world. Although moral injury has gained widespread acceptance, we have only just recently defined the syndrome and generated a method to measure the syndrome that can be used clinically. I will define the boundary conditions for MI and distinguish MI as a clinical problem in contrast to moral frustration and moral stress, describe the domains impacted by exposure to morally injurious events, provide an assessment tool that can be used clinically and in research, provide case conceptualization heuristics and treatment approaches that can be used when MI is the principal target (e.g., when a traumatic event is a MI) or when another presenting problem is colored by MI, and discuss process issues that arise when clinicians are confronted with the existential realities of grave transgressive behaviors or high stakes systemic failures.

    About the Presenter:

    Dr. Litz is a clinical psychologist and Professor in the Department Psychological and Brain Sciences at Boston University and a Professor in the Department of Psychiatry at Boston University School of Medicine. He is also the Director of the Mental Health Core of the Massachusetts Veterans Epidemiological Research and Information Center at the VA Boston Healthcare System. Dr. Litz is a fellow of the Association of Behavioral and Cognitive Therapies, the American Psychopathological Association, and the Association for Psychological Science.

    Learning Objectives

    At the end of this webinar:

    1. Participants will learn to define moral injury
    2. Participants will be able to distinguish moral injury from moral frustration, moral distress, and PTSD
    3. Participants will learn how to assess the syndrome of moral injury and how to use a moral injury assessment instrument in practice
    4. Participants will learn about the phenomenology and the clinical needs of individuals with moral injury and ways of helping people to heal and repair moral injury

    Recommended Readings

    Litz, B. T., Stein, N., Delaney, E., Lebowitz, L., Nash, W. P., Silva, C., & Maguen, S. (2009). Moral injury and moral repair in war veterans: A preliminary model and intervention strategy. Clinical Psychology Review, 29, 695–706. https://doi.org/10.1016/j.cpr.2009.07.003.

    Litz, B. T., & Kerig, P. K. (2019). Introduction to the special issue on moral injury: Conceptual challenges, methodological issues, and clinical applications. Journal of Traumatic Stress, 32(3), 341-349. https://doi.org/10.1002/jts.22405.

    Litz, B., & Carney, J. R. (2018). Employing loving-kindness meditation to promote self-and other-compassion among war veterans with posttraumatic stress disorder. Spirituality in Clinical Practice5(3), 201. https://doi.org/10.1037/scp0000174.

    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.

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

    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

  • Contains 8 Component(s), Includes Credits Recorded On: 09/16/2022

    Suicide remains the 10th leading cause of death for all individuals in the United States and is the second leading cause of death for individuals between the ages of 35 and 54 (CDC, 2018). Evidence based practice around suicide prevention and treatment can be difficult to understand and implement, causing tension between ethical standards of avoiding harm and practicing within areas of competency with day-to-day clinical obligations. This training seeks to find balance between resolving ethical tensions and increasing competencies regarding the treatment of suicidal patients. Participants will review up-to-date information on best practices for suicidal patients, practice interventions, and use working with suicidal clients as a lens from which discuss ethical codes related to practice.


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    September 16, 2022

    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:

    Suicide remains the 10th leading cause of death for all individuals in the United States and is the second leading cause of death for individuals between the ages of 35 and 54 (CDC, 2018). Evidence based practice around suicide prevention and treatment can be difficult to understand and implement, causing tension between ethical standards of avoiding harm and practicing within areas of competency with day-to-day clinical obligations. This training seeks to find balance between resolving ethical tensions and increasing competencies regarding the treatment of suicidal patients. Participants will review up-to-date information on best practices for suicidal patients, practice interventions, and use working with suicidal clients as a lens from which discuss ethical codes related to practice.

    About the Presenter:

    Dr. White received his doctorate in clinical psychology from the University of Rhode Island and was a fellow at Harvard Medical School before moving to Oregon, where he is a licensed psychologist. His clinical areas of expertise include suicide, clinical risk management, adolescent and family treatment, dialectical behavior therapy, cognitive behavioral therapy, behavioral therapy, and implementation of evidence-based practice. He has extensive research and evaluation experience on both coasts, with specific interests in community-based program evaluation, multilevel modeling, frequent use of psychiatric emergency services, and general evaluation of evidence-based practice. As an advocate of the scientist/practitioner model, he has a strongly held value and passion for the adherent delivery of effective evidence-based treatment, especially for individuals who have experienced barriers to accessing mental health services.

    In addition to clinical services, Dr. White trains internationally on suicide prevention and Dialectical Behavior Therapy (DBT) and specializes in the implementation of DBT with non-dominant and native populations. He is a Clinical Assistant Professor within the Department of Psychiatry, Clinical Psychology within the School of Medicine at Oregon Health & Science University, is board certified in DBT through the Linehan Board of Certification, holds ABPP Board Certification in Clinical and Behavioral Psychology, volunteers as a journal reviewer, and volunteers in multiple capacities for the Linehan Board of Certification.

    He is co-owner of the Portland DBT Institute (PDBTI) and serves as the Associate Director.  At PDBTI he works with the management team to set program policy, provides clinical services to adults, adolescents, and families, oversees research and evaluation services, and provides supervision to psychologist residents and clinical staff.

    Learning Objectives

    At the end of this webinar:

    1. Participants will learn general long-term risk and protective factors for suicide
    2. Participants will learn times hospitalization is warranted for suicidal ideation   
    3. Participants will learn resources in the area to draw upon when working with suicidal patients

    Recommended Readings

    Ward-Ciesielski, E. F., & Rizvi, S. L. (2021). The potential iatrogenic effects of psychiatric hospitalization for suicidal behavior: A critical review and recommendations for research. Clinical Psychology: Science and Practice, 28(1), 60.

    Franklin, J. C., Ribeiro, J. D., Fox, K. R., Bentley, K. H., Kleiman, E. M., Huang, X., ... & Nock, M. K. (2017). Risk factors for suicidal thoughts and behaviors: A meta-analysis of 50 years of research. Psychological bulletin, 143(2), 187.

    About the Moderator: Kyle Haney, PhD, is a Senior Staff Psychologist at *NYCBT* in New York City, as well as an educational consultant at the Icahn School of Medicine at Mount Sinai. Her clinical work focuses on providing CBT and DBT to adolescents and adults with specialized training in anxiety, Borderline Personality Disorder, and trauma treatments.

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

    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

  • Contains 8 Component(s), Includes Credits Recorded On: 06/24/2022

    Recorded June 24, 2022 - In recent years, the impact of stress due to racism, sexism, heterosexism, and other forms of identity-related discrimination has received greater attention at a national level. This presentation will discuss how to broach the topic of discrimination, provide practical strategies for assessment, and discuss tailoring cognitive and behavioral interventions across multiple mental health conditions with cultural sensitivity.


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    June 24, 2022

    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

    Abstract:

    In recent years, the impact of stress due to racism, sexism, heterosexism, and other forms of identity-related discrimination has received greater attention at a national level. This presentation will discuss how to broach the topic of discrimination, provide practical strategies for assessment, and discuss tailoring cognitive and behavioral interventions across multiple mental health conditions with cultural sensitivity.

    About the Presenter:

    Dr. Brittany N. Hall-Clark is a Texas-licensed Clinical Psychologist. She obtained her PhD in Clinical Psychology at the University of Texas at Austin. Dr. Hall-Clark completed a 2-year fellowship with STRONG STAR, a multidisciplinary PTSD research consortium. She then became an Assistant Professor within the Division of Behavioral Medicine and the Department of Psychiatry at the University of Texas Health Science Center at San Antonio. For 8 years, she worked at the Ft. Hood site of STRONG STAR as a cognitive-behavioral research therapist for several randomized clinical trials focused on PTSD and related conditions in active duty military personnel and veterans. She has been certified as a Master Prolonged Exposure clinician. Currently, she works with the STRONG STAR Training Initiative as a Prolonged Exposure therapy consultant. In addition, she is part of the National Center for PTSD Consultation team. Dr. Hall-Clark is passionate about diversity and cultural sensitivity, evidenced by her focus on cultural factors in treatment, provision of diversity training to graduate students and continuing education for professionals, and culturally-oriented publications and presentations. Her professional interests include translational research, cultural factors related to PTSD and other mental health issues, and racial trauma. Additional clinical specialties include trauma nightmares, insomnia, sleep, and anxiety.  Dr. Hall-Clark also practices privately at InSight Psychology and Behavioral Health Services in Pflugerville, TX.

    Learning Objectives

    At the end of this webinar, participants will:

    1. Attendees will have increased awareness of how to broach the topic of discrimination with clients.  
    2. Incorporate culturally relevant measures into the assessment process. 
    3. Identify at least 3 specific strategies for tailoring cognitive and behavioral interventions with cultural sensitivity.  

    Recommended Readings

    Lee, E., Greenblatt, A., Hu, R., Johnstone, M., & Kourgiantakis, T. (2022, February 24). Microskills of Broaching and Bridging in Cross-Cultural Psychotherapy: Locating Therapy Skills in the Epistemic Domain Toward Fostering Epistemic Justice. American Journal of Orthopsychiatry. Advance online publication. http://dx.doi.org/10.1037/ort0...

    Williams, M.T., Haeny, A.M., and Holmes, S.C. (2021) Posttraumatic Stress Disorder and Racial Trauma (PDF) RQ Vol. 32(1)

    Williams, M. T., Printz, D. M. B., & DeLapp, R. C. T. (2018). Assessing racial trauma with the Trauma Symptoms of Discrimination Scale. Psychology of Violence8(6), 735–747. https://doi-org.libproxy.uthsc...

    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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    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

  • Contains 8 Component(s), Includes Credits Recorded On: 04/29/2022

    College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often display significant deficits in their academic and psychosocial functioning. Such impairments place students with ADHD at increased risk for future negative outcomes during their post-college adult years. Thus, it is critically important for this population to have ready access to evidence-based treatment while attending college. This presentation will begin by providing an overview of what is known about the impact of ADHD on the educational, emotional, social, and personal functioning of college students. Next, a conceptual framework for understanding the mechanisms underlying these outcomes will be presented. This will be followed by a brief review of currently available treatment options for this population. The remainder of this presentation will focus on a recently developed intervention known as ACCESS – Accessing Campus Connections and Empowering Student Success - to illustrate how cognitive-behavioral therapy strategies can be used to address the multiple treatment needs of college students with ADHD. This discussion of ACCESS will begin by addressing its conceptual underpinnings, its programmatic development and refinement, and the evidence in support of its efficacy derived from an initial open clinical trial and a recently completed multi-site randomized controlled trial. This will be followed by a detailed description of its therapeutic components, along with recommendations for how to implement ACCESS in various campus and off-campus settings.


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    Original Air Date: April 29, 2022

    Abstract:

    College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often display significant deficits in their academic and psychosocial functioning. Such impairments place students with ADHD at increased risk for future negative outcomes during their post-college adult years. Thus, it is critically important for this population to have ready access to evidence-based treatment while attending college. This presentation will begin by providing an overview of what is known about the impact of ADHD on the educational, emotional, social, and personal functioning of college students. Next, a conceptual framework for understanding the mechanisms underlying these outcomes will be presented. This will be followed by a brief review of currently available treatment options for this population. The remainder of this presentation will focus on a recently developed intervention known as ACCESS – Accessing Campus Connections and Empowering Student Success - to illustrate how cognitive-behavioral therapy strategies can be used to address the multiple treatment needs of college students with ADHD. This discussion of ACCESS will begin by addressing its conceptual underpinnings, its programmatic development and refinement, and the evidence in support of its efficacy derived from an initial open clinical trial and a recently completed multi-site randomized controlled trial. This will be followed by a detailed description of its therapeutic components, along with recommendations for how to implement ACCESS in various campus and off-campus settings.

    About the Presenter:

    Dr. Arthur D. Anastopoulos is currently a Professor in the Department of Human Development and Family Studies at the University of North Carolina Greensboro (UNCG). Dr. Anastopoulos received his B.A. in Child Study from Tufts University, his M.A. in General/Experimental Psychology from Wake Forest University, and his Ph.D. in Clinical Psychology from Purdue University. As part of his doctoral training, Dr. Anastopoulos completed a one-year clinical internship at the University of Oklahoma Health Sciences Center, where he received specialty training in both Pediatric Psychology and Cognitive Therapy. He began his career as a Staff Psychologist in the Department of Pediatrics at the University of Iowa Hospitals and Clinics. Thereafter, he held a nine-year joint appointment in the Departments of Psychiatry and Pediatrics at the University of Massachusetts Medical Center, where he also served as Chief of the ADHD Clinic founded by Dr. Russell A. Barkley. Since joining the faculty at the UNCG in 1995, Dr. Anastopoulos has directed a nationally recognized ADHD Clinic that has provided state-of-the-art clinical services, clinical training for graduate students from multiple disciplines, and opportunities for participation in clinical research. An active researcher, Dr. Anastopoulos has been an investigator on numerous research grants, including serving as the lead Principal Investigator on two recently completed projects: a 5-year multi-site NIMH funded study entitled, “Longitudinal Outcome of College Students with ADHD,” and a 4-year IES funded multi-site project entitled “Improving the Educational and Social-Emotional Functioning of College Students with ADHD.” Dr. Anastopoulos regularly presents his findings at national and international scientific meetings and has published 90 journal articles, book chapters, and books related to the clinical management of ADHD across the lifespan, with a particular emphasis on the use of cognitive-behavioral therapy for this population. Dr. Anastopoulos has also given more than 250 invited ADHD presentations to various parent groups and educators, as well as medical and mental health professionals.

    Learning Objectives

    Based on the content of this workshop, participants will be able to:

    1. Identify 3 domains of college life functioning commonly impacted by ADHD
    2. Discuss how a “perfect storm” conceptualization helps to explain the challenges faced by college students with ADHD
    3. List the 3 therapeutic components of the ACCESS program hypothesized to be clinical change mechanisms
    4. Describe 3 ways in which symptom presentation/daily functioning may improve following participation in ACCESS

    Recommended Readings

    ACCESS website - Home | Access Project (uncg.edu)

    Anastopoulos, A.D., Langberg, J.M., Eddy, L.D., Silvia, P.J., & Labban, J.D. (2021).  A randomized controlled trial examining CBT for college students with ADHD.  Journal of Consulting and Clinical Psychology, 89 (1), 21–33. https://doi.org/10.1037/ccp000...

    Anastopoulos, A.D., Langberg, J.M., Besecker, L.H., & Eddy, L.D. (2020). CBT for College Students with ADHD - A Clinical Guide to ACCESS. Springer.

    Anastopoulos, A.D., DuPaul, G.J., Weyandt, L.L., Morrissey-Kane, E., Sommer, J.L., Rhoads, L.H., Murphy, K.R., Gormley, M.J., & Gudmundsdottir, B.G.  (2018). Rates and patterns of comorbidity among first-year college students with ADHD. Journal of Clinical Child & Adolescent Psychology, 47, 236–247. doi: 10.1080/15374416.2015.1105137

    DuPaul, G.J., Gormley, M.J., Anastopoulos, A.D., Weyandt, L.L., Labban, J., Sass, A.J., Busch, C.Z., Franklin, M.K., & Postler, K.B. (2021). Academic trajectories of college students with and without ADHD: Predictors of four-year outcomes. Journal of Clinical Child and Adolescent Psychology. doi: 10.1080/15374416.2020.1867990

    He, J., & Antshel, K. (2017). Cognitive behavioral therapy for attention deficit/hyperactivity disorder (ADHD) in college students: A review of the literature. Cognitive and Behavioral Practice, 24, 152–173. https://doi.org/10.1016/j.cbpr...

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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.

    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

  • Contains 8 Component(s), Includes Credits

    Socratic questioning is a transtheoretical omnipresent psychotherapeutic process. Effective use of Socratic questioning in session is predictive of symptoms change; this relationship holds even after controlling for the relationship. However, there is some evidence that learning to artfully and competently use Socratic strategies in session is among the hardest skills for a psychotherapist to learn. Of course, Socrates was not a therapist and a pure application of the Socratic Method with a perfect fidelity would not be therapeutic. This webinar presents a more empathic and collaborative approach to using Socratic strategies in a clinical context; Socratic strategies are integrated with good clinical practices in a manner that is consistent with the evidence-base of what constitutes effective therapy. This webinar presents a framework for teaching clients and therapists how to use Socratic cognitive and behavior change strategies. This framework is based on methods that have proven effective training several thousand frontline public mental health therapists in how to deliver high quality cognitive behavior therapy. Participants will be taught how to use a four-step framework for Socratic questioning. Collaborative empiricism appropriately describes this process of using collaborative strategies to join with the client in applying scientific curiosity to their thought processes. Participants will learn how to use Socratic questioning strategies both within a single session and consistently across a number of sessions to bring about change in patient schema (i.e., core beliefs). Webinar will focus on applied examples and demonstrations.

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    Original Air Date: March 11, 2022

    Abstract:

    Socratic questioning is a transtheoretical omnipresent psychotherapeutic process. Effective use of Socratic questioning in session is predictive of symptoms change; this relationship holds even after controlling for the relationship. However, there is some evidence that learning to artfully and competently use Socratic strategies in session is among the hardest skills for a psychotherapist to learn. Of course, Socrates was not a therapist and a pure application of the Socratic Method with a perfect fidelity would not be therapeutic. This webinar presents a more empathic and collaborative approach to using Socratic strategies in a clinical context; Socratic strategies are integrated with good clinical practices in a manner that is consistent with the evidence-base of what constitutes effective therapy. This webinar presents a framework for teaching clients and therapists how to use Socratic cognitive and behavior change strategies. This framework is based on methods that have proven effective training several thousand frontline public mental health therapists in how to deliver high quality cognitive behavior therapy. Participants will be taught how to use a four-step framework for Socratic questioning. Collaborative empiricism appropriately describes this process of using collaborative strategies to join with the client in applying scientific curiosity to their thought processes. Participants will learn how to use Socratic questioning strategies both within a single session and consistently across a number of sessions to bring about change in patient schema (i.e., core beliefs). Webinar will focus on applied examples and demonstrations.

    About the Presenter:

    Scott H Waltman, PsyD, ABPP, is a clinician, international trainer, and practice-based researcher. His interests include evidence-based psychotherapy practice, training, and implementation in systems that provide care to underserved populations. He is certified as a qualified Cognitive Therapist and Trainer/Consultant by the Academy of Cognitive & Behavioral Therapies. He also is board certified in Behavioral and Cognitive Psychology from the American Board of Professional Psychology. More recently, Dr. Waltman, worked as a CBT trainer for one of Dr. Aaron Beck’s CBT implementation teams in the Philadelphia public mental health system. Currently, he works as a clinical psychologist in private practice and a managed care system, where he is a frontline clinician and practice-based researcher. Clinically, Dr. Waltman strives to flexibly and compassionately apply cognitive and behavioral interventions to help people overcome the barriers in their lives, to facilitate building meaningful lives that are guided by passion and values.

    Learning Objectives

    Based on the content of this workshop, participants will be able to: 1.  Identify key cognitions and behaviors that are optimal targets of Socratic change strategies 2.  Use validation and perspective taking strategies to develop a better understanding of the target cognition and behavior 3.  Use collaborative empiricism and curiosity to create fuller and more balanced perspective 4.  Summarize and synthesize the Socratic dialogue to consolidate learning and create a focus on behavior change

    Recommended Readings

    Waltman, S. H., Codd, R. T., McFarr, L. M. & Moore. B. A. (2020). Socratic Questioning for Therapists and Counselors: Learn How to Think and Intervene like a Cognitive Behavior Therapist. New York: Routledge. 

    Waltman, S. H., Hall, B. C., McFarr, L. M., & Creed, T. A. (2018). Clinical case consultation and experiential learning in CBT implementation: Brief qualitative investigation. Journal of Cognitive Psychotherapy, 32(2), 112-126.

    Waltman, S. H., Sokol, L., & Beck, A. T. (2017). Cognitive behavior therapy treatment fidelity in clinical trials: Review of recommendations. Current Psychiatry Reviews, 13, 311-315.

    Waltman, S. H., Hall, B. C., McFarr, L. M., Beck, A. T., & Creed, T. A. (2017). In-session stuck points and pitfalls of community clinicians learning CBT: Qualitative investigation. Cognitive and Behavioral Practice, 24, 256-267.

    Waltman, S. H., Creed, T. A., & Beck, A. T. (2016). Are the effects of cognitive behavior therapy for depression falling? Review and critique of the evidence. Clinical Psychology: Science and Practice, 23(2), 113-122.

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

    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.

    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

    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

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0657.

  • Contains 8 Component(s), Includes Credits

    Disruptive behavior in children is the most common source of referral to mental health providers, yet many clinicians do not know how to treat these problems. This webinar will cover the core parenting skills that compose most evidence-based behavioral parent training interventions for disruptive behavior in children. We will go over why children misbehave and how parents often inadvertently reinforce misbehavior. More importantly, we will cover the most important skills that are taught across all of the best researched parent training interventions, with a particular focus on the controversial skill of Time Out. Attendees will leave knowing how to teach parents some of these core skills as well as how to attain the next steps in knowledge and training.

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    Original Air Date: March 4, 2022

    Abstract:

    Disruptive behavior in children is the most common source of referral to mental health providers, yet many clinicians do not know how to treat these problems. This webinar will cover the core parenting skills that compose most evidence-based behavioral parent training interventions for disruptive behavior in children. We will go over why children misbehave and how parents often inadvertently reinforce misbehavior. More importantly, we will cover the most important skills that are taught across all of the best researched parent training interventions, with a particular focus on the controversial skill of Time Out. Attendees will leave knowing how to teach parents some of these core skills as well as how to attain the next steps in knowledge and training.

    About the Presenter:

    Director of Clinical Training and Associate Professor of psychology at LIU-Post in Long Island, New York, Dr. Ortiz specializes in parenting, disruptive behavior problems in children, bedtime resistance, elimination disorders, and cognitive behavior therapy for child and adult psychiatric disorders. Dr. Ortiz received a Ph.D. in clinical psychology from the University of Massachusetts, Amherst in 1999 and completed a pre-doctoral internship at Montefiore Medical Center and a postdoctoral research fellowship at Stony Brook before joining the faculty at LIU-Post in 2001. He teaches the full year statistics sequence in the doctoral program in clinical psychology as well as clinical classes that focus on cognitive-behavior therapy (CBT) and evidence-based treatment of children and adolescents. Dr. Ortiz is a licensed psychologist in New York State and sees clients privately.

    Learning Objectives

    At the end of this webinar:

    1)    Attendees will be able to describe the parent-child coercive behavior cycle 

    2)    Attendees will be able to identify the core skills that form most evidence-based parent training interventions 

    3)    Attendees will be able to demonstrate several parent training skills, including Time Out

    Recommended Readings

    Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental psychology, 39(2), 349.           

    Kaminski, J. W. & Claussen, A. H. (2017) Evidence base update for psychosocial treatments for disruptive behaviors in children, Journal of Clinical Child & Adolescent Psychology,  46(4), 477-499, DOI: 10.1080/15374416.2017.1310044

    Dadds, M. R., & Tully, L. A. (2019). What is it to discipline a child: What should it be? A reanalysis of time-out from the perspective of child mental health, attachment, and trauma. American Psychologist, 74(7), 794.

    Ortiz, C. & Del Vecchio, T. (2013). Cultural diversity: Do we need a new wake-up call for parent training? Behavior Therapy, 44, 443-458.

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    About the Moderator: Dr. Laurie Zandberg, PsyD is a Clinical Assistant Professor at the University of Pennsylvania's Perelman School of Medicine. Her work focuses on the implementation of exposure based therapies for anxiety, obsessive compulsive disorder, and post traumatic stress disorder. 

    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

    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

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0657.

  • Contains 8 Component(s), Includes Credits

    Clients who identify as sexual and gender minorities seek therapy for many of the same reasons as heterosexual and/or cisgender clients including anxiety, depression, substance abuse, and relationship problems. Typical evidence-based interventions are likely to be effective, but best practice demands clinicians consider the cultural context when implementing a treatment plan. Despite progress in recent years, sexual and gender minorities continue to face structural inequities and marginalization in their daily lives that are exacerbated if they also hold other minoritized identities. Even with the best intentions, bias can intrude into the therapy room. This clinically-focused webinar will emphasize incorporating sexual and gender identities into the case conceptualization and adapting common CBT interventions such as cognitive restructuring, exposure, and behavioral activation to meet the needs of clients. Considerations for practice such as creating an affirming environment and engagement with LGBTQA+ communities will also be discussed.

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    Original Air Date: February 18, 2022

    Abstract:

    Clients who identify as sexual and gender minorities seek therapy for many of the same reasons as heterosexual and/or cisgender clients including anxiety, depression, substance abuse, and relationship problems.  Typical evidence-based interventions are likely to be effective, but best practice demands clinicians consider the cultural context when implementing a treatment plan.  Despite progress in recent years, sexual and gender minorities continue to face structural inequities and marginalization in their daily lives that are exacerbated if they also hold other minoritized identities.  Even with the best intentions, bias can intrude into the therapy room. This clinically-focused webinar will emphasize incorporating sexual and gender identities into the case conceptualization and adapting common CBT interventions such as cognitive restructuring, exposure, and behavioral activation to meet the needs of clients.  Considerations for practice such as creating an affirming environment and engagement with LGBTQA+ communities will also be discussed.  

    About the Presenter:

    Debra A. Hope received her Ph.D. in clinical psychology from University at Albany-State University of New York in 1990 and joined the Department of Psychology at University of Nebraska-Lincoln in the same year.  At present, she is Aaron Douglas Professor, Associate Vice Chancellor and Dean of Graduate Education. Her current research interests focus on two primary areas: (a) mental health impacts of stigma and discrimination, particularly for gender and sexual minorities, and (b) anxiety disorders with a focus on social anxiety disorder. Dr. Hope has published over 130 peer-reviewed articles, chapters, and books, including Managing Social Anxiety: A Cognitive Behavioral Approach therapist guide and client workbook with Richard Heimberg and Cynthia Turk in the Oxford University Press Treatments That Work series.  She is co-founder of Trans Collaborations (go.unl.edu/transcollaborations), a community-based research partnership to address health disparities for transgender and gender diverse adults in underserved areas. Dr. Hope is the director of the Rainbow Clinic, one of the specialty services within the UNL Psychological Consultation Center.  She has over three decades of experience in clinical training and her own clinical practice. Dr. Hope is a Fellow and past president of ABCT.

    Learning Objectives

    At the end of this webinar, participants will:

        a.  understand how contemporary cultural context impacts the health and well-being of sexual and gender minorities.     b.  be able to incorporate sexual and gender minority identities into CBT case conceptualization.     c.  know how to adapt common CBT interventions to be sensitive to the cultural context of their LBGTQA+ clients.     d.  understand how to incorporate clients’ strengths and challenges in the context of all of their intersecting identities.

    Recommended Readings

    Hope, D.A., Holt, N. R., Woodruff, N., Mocarski, R., Meyer, H. Puckett, J. A., Eyer, J., Craig, S., Feldman, J., Irwin, J., Pachankis, J., Rawson, K.J., Sevelius, J., Butler, S. (in press). Bridging the gap between practice guidelines and the therapy room: Community-derived adaptations for psychological services with transgender and gender diverse adults in the Central United States.  Professional Psychology: Science and Practice

    Pachankis, J.E., & Safren, S. A. (2019).  Handbook of Evidence-Based Mental Health Practice with Sexual and Gender Minorities.  Oxford University Press.

    Puckett, J. A., Barr, S. M., Wadsworth, L. P., Thai, J. (2018). Considerations for clinical work and research with transgender and gender diverse individuals. the Behavior Therapist, 41, 253-262.

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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.

    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

    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

    Association for Behavioral and Cognitive Therapies (ABCT), is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0657.