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

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For more information, contact:

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

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Original Airdate: Thursday, 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

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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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June 7, 2024 Virtual Summit

Original Airdate: Friday, May 17, 2024

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

1.5 CE Credits Awarded

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

All prices listed in US currency

Abstract:

There is a growing call for clinicians to shift away from formulating neurodevelopmental differences as signs of pathology or deficit, and to move toward seeing these differences as part of normal human variation, much in the same way as other diversity factors (e.g., race, sexual orientation). This webinar will highlight the clinical implications of working from a neurodiversity perspective, with emphasis on the benefits of approaching care from a frame of inclusivity. Using autism spectrum disorder (ASD) as an example, Dr. Hong will explain how neurodiversity-related differences can completely shift CBT formulations of maladaptive or unwanted behaviors and how not including neurodiversity factors into the formulation can lead to poor progress and, at times, harmful outcomes. She will then offer concrete ways to incorporate neurodiversity-related differences into the formulation while also ensuring an evidence-based approach to care. Dr. Hong will also touch on ways to adapt interventions to account for neurodiversity related differences and give patients language to explain their differences and needs to others. Throughout the presentation, Dr. Hong will use real-world clinical examples to inform concepts presented. The webinar aims to help clinicians feel empowered with ways to reframe difficulties that come with holding an (often invisible) minoritized identity and use existing evidence-based treatment strategies more effectively with neurodiverse individuals. 

Presenter Biography:

Dr. Janie Hong (she/her) is a Clinical Associate Professor, Associate Training Director of the Adult Clinical Psychology Postdoctoral Fellowship program, and Director of the Anxiety and Depression Adult Psychological Treatment (ADAPT) Clinic at Stanford University School of Medicine. The ADAPT Clinic is the largest psychotherapy-focused clinic at Stanford and houses three large clinical programs, which include evidence-based care for mood and anxiety disorders, OCD and its related disorders, and neurodiverse individuals (ADHD program, ASD program). At Stanford, she leads clinical and trainee programming and oversees care within the ADAPT Clinic, supervises and teaches postdoctoral fellows and psychiatry residents, and provides individual patient care within the neurodiversity program. Dr. Hong’s research and clinical work has focused on expanding our templates of mental health to include diverse populations. At the start of her career, she focused on the ways a person’s ethnic and/or cultural background shapes beliefs and behaviors. Over time in her practice, she has found her work with culturally diverse individuals also applies to neurodiverse individuals and those with other diverse identities. She is deeply committed to helping diverse individuals articulate how they may differ from prevailing behavioral and emotional norms, teaching them skills to work within these norms and showing them ways to advocate for their differences.

Learning Objectives:

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

1. Identify how existing CBT formulations for a clinical problem may be limited for neurodiverse individuals.

2. Describe how incorporating diversity factors into a formulation improves clinical care for all individuals.

3. Describe ways to adapt to a case formulation to include neurodiversity factors and how including neurodiversity factors can change the treatment plan.

4. Identify ways treatment delivery can be adapted to accommodate neurodiversity related differences.

Recommended Readings:

1. Henderson, D., Wayland, S., White, J. (2023). Is this Autism? A guide for clinicians and everyone else. Routledge: New York.

2. Henderson, D., Wayland, S., White, J. (2023). Is this Autism? A companion guide for diagnosing. Routledge: New York.

3. Silberman, S. (2015). Neurotribes: The legacy of autism and how to think smarter about people who think differently. London: Allen & Unwin

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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, April 19, 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:

Eating disorders have been long stereotyped as disorders associated with thinness, whiteness, affluence, female gender, and youth. Although compelling data indicate that this stereotype is inaccurate and that eating disorders affect many who do not conform to the stereotype, the stereotype both persists and is often believed by health providers and laypersons alike. Importantly, research indicates that individuals who defy the eating disorder stereotype are less likely to be correctly diagnosed by providers and less likely to self-identify as having an eating disorder.

The treatment of eating disorders also is commonly viewed as an area of clinical specialty; as such, many CBT practitioners, particularly those who work with populations that defy the eating disorder stereotype, obtain little if any training in the treatment and assessment of eating disorders. Combined, these factors (i.e., powerful inaccurate stereotype and lack of training) set the stage for significant diagnostic error, in particular, overlooked eating disorder diagnoses. Missed eating disorder diagnoses are problematic for numerous reasons. First, research indicates that early identification improves eating disorder clinical outcome. Second, eating disorders are associated with elevated mortality and significant medical morbidity, and failure to diagnose them can worsen medical sequelae and contribute to inappropriate medical treatment. Third, failure to diagnose an existing eating disorder can lead to incomplete and faulty clinical conceptualization and treatment planning. Finally, diagnostic accuracy is linked to the ethical principles of beneficence, non-maleficence, justice, and autonomy. 

The primary aim of this training is to help clinicians who have minimal eating disorders background understand why clients who they may think are at low risk for an eating disorder (e.g., those who are racially and ethnically minoritized, live in a higher weight body, identify as male, are of older age, are of lower income, identify as LGBTQIA+ etc…) are, in fact, very much potentially at risk. This webinar is also appropriate for those who have eating disorders training and can acknowledge that they, like so many in the eating disorders field, still feel the pull of the stereotype. 

Presenter Biography:

Carolyn Black Becker, Ph.D. is a Professor of Psychology and licensed clinical psychologist who specializes in the treatment of eating disorders, PTSD, and anxiety-based disorders. She is board certified in behavioral and cognitive therapy. Dr. Becker has published numerous peer-reviewed papers, and she co-authored Exposure for Eating Disorders and Eating without Fear: Harnessing Science to Confront and Overcome Your Eating Disorder published by Oxford University Press and Cognitive Behavior Therapy for PTSD: A Case Formulation Approach by Guilford Press. She also is considered a leader in the delivery of peer-led body image programs, and conducted seminal research into the association of eating disorders and food insecurity. Dr. Becker is a fellow of the Academy for Eating Disorders, the Association for Behavioral and Cognitive Therapies (ABCT), and the Association for Psychological Science. She is past president of the Society for a Science of Clinical Psychology and the Academy for Eating Disorders. She also served as Representative at Large for Membership on the Board of ABCT. Dr. Becker has received numerous awards including the 2009 Lori Irving Award for Excellence in Eating Disorders Prevention and Awareness granted by the National Eating Disorders Association, a 2011-2012 Fellowship at the Center for Advanced Study in the Behavioral Sciences at Stanford University, the 2012 Research-Practice Partnership award from the Academy for Eating Disorders, and a 2017 Piper Professor award from the Minnie Stevens Piper Foundation. 

Learning Objectives:

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

1. Critique the eating disorder stereotype.

2. Explain why eating disorder diagnostic errors are an ethical issue.

3. Describe evidence supporting the contention that eating disorders affect those who defy the eating disorders stereotype

4. Adopt a more inclusive perspective regarding client risk for eating disorders

Recommended Readings:

1. Burke, N. L., Hazzard, V. M., Schaefer, L. M., Simone, M., O'Flynn, J. L., & Rodgers, R. F. (2023). Socioeconomic status and eating disorder prevalence: at the intersections of gender identity, sexual orientation, and race/ethnicity. Psychological Medicine, 53(9), 4255-4265.

2. Burke, N. L., Schaefer, L. M., Hazzard, V. M., & Rodgers, R. F. (2020). Where identities converge: The importance of intersectionality in eating disorders research. International Journal of Eating Disorders, 53(10), 1605-1609.

3. Bryant, E., Spielman, K., Le, A., Marks, P., Touyz, S., & Maguire, S. (2022). Screening, assessment and diagnosis in the eating disorders: findings from a rapid review. Journal of Eating Disorders, 10(1), 78.

4. Harrop, E. N., Hutcheson, R., Harner, V., Mensinger, J. L., & Lindhorst, T. (2023). “You Don’t Look Anorexic”: Atypical anorexia patient experiences of weight stigma in medical care. Body Image, 46, 48-61.

5. Harrop, E. N., Mensinger, J. L., Moore, M., & Lindhorst, T. (2021). Restrictive eating disorders in higher weight persons: A systematic review of atypical anorexia nervosa prevalence and consecutive admission literature. International Journal of Eating Disorders, 54(8), 1328-1357.

6. Kilpela, L. S., Marshall, V. B., Keel, P. K., LaCroix, A. Z., Espinoza, S. E., Hooper, S. C., & Musi, N. (2022). The clinical significance of binge eating among older adult women: an investigation into health correlates, psychological wellbeing, and quality of life. Journal of Eating Disorders, 10(1), 97.

7. Sonneville, K. R., & Lipson, S. K. (2018). Disparities in eating disorder diagnosis and treatment according to weight status, race/ethnicity, socioeconomic background, and sex among college students. International Journal of Eating Disorders, 51(6), 518-526.

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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 Air Date: Friday, March 22, 2024

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

1.5 CE Credits Awarded

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

All prices listed in US currency

Abstract:

According to the CDC, nearly 80,000 people died from opioid-related overdose deaths in 2022 in the US. The opioid epidemic remains an urgent concern that requires continued attention and treatment, particularly by medical and mental health providers. This 90-minute presentation will provide a brief overview of the current state of opioid use within the US along with a review of the best practices to assess, diagnose and treat individuals with opioid use disorders (OUDs). The primary focus will be on the evidence-based treatments including pharmacologic and therapeutic interventions. Ethical considerations and barriers to treatment will be explored in addition to important sociocultural factors and resources available to aid providers in effectively treating individuals with OUD in outpatient settings. 

Presenter Biography:

Sam Lookatch, Ph.D. earned her doctoral degree in clinical psychology from the University of Tennessee. She completed internship at the Hazelden Betty Ford Foundation and a post-doctoral fellowship at the Cpl. Michael J. Crescenz VAMC in Philadelphia. Her past research broadly focused on addiction treatment outcomes, specifically exploring the role of social support in the enhancement of addiction treatment. Dr. Lookatch is a licensed clinical psychologist specializing in the treatment of substance use and other co-occurring mental health disorders. She also works with families of individuals struggling with substance use disorders and provides treatment through assessment, individual and group therapy in the Smithers Center within the outpatient Faculty Practice Organization at Columbia University Medical Center. Dr. Lookatch is passionate about working with people impacted by substance use and helping people recognize their capacity for change and progress.  

Learning Objectives:

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

1. Accurately identify symptoms and diagnose an OUD with DSM-5-TR guidelines as well as cultural considerations.

2. Explain the indicated treatments and clinical practice guidelines for treating individuals with OUDs relevant to individual therapists.

3. Create a treatment plan that includes evidence-based practices and indicated referrals to ensure individuals are aware of multifaceted treatment offerings and able to access necessary care to treat an OUD.

4. Identify provider resources to obtain opioid overdose response training.

Recommended Readings:

1. Borsari, B., & Read, J. P. (2019). Introduction to the special issue: Responding to the opioid crisis: Perspectives, challenges and directions. Journal of Consulting and Clinical Psychology, 87(10), 845.

2. Mumba, M. N., Findlay, L. J., & Snow, D. E. (2018). Treatment options for opioid use disorders: a review of the relevant literature. Journal of Addictions Nursing, 29(3), 221-225.

3. Taylor, J. L., Johnson, S., Cruz, R., Gray, J. R., Schiff, D., & Bagley, S. M. (2021). Integrating harm reduction into outpatient opioid use disorder treatment settings: harm reduction in outpatient addiction treatment. Journal of General Internal Medicine, 36(12), 3810-3819.

4. Koehl, J. L., Zimmerman, D. E., & Bridgeman, P. J. (2019). Medications for management of opioid use disorder. American Journal of Health-System Pharmacy, 76(15), 1097-1103.

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

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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 Air Date: Thursday, March 14, 2024

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

NO CE CREDITS OFFERED

Free Registration

All prices listed in US currency

Abstract:

Socrates was pronounced by the ancient Oracle as the wisest of his time. His philosophy was all about overcoming our ignorance and living a good life. From his teachings, many lines of philosophy were born. Ancient Stoicism was born out of Socratic wisdom. In the last decade there has been an explosion of interest in Stoicism worldwide. While ‘lowercase s’ stoicism conveys the idea of being unemotional or emotionally suppressed, ‘capital S’ Stoicism is a philosophy and ancient wisdom that dates back over 2000 years. Albert Ellis famously quoted the Roman philosopher Epictetus who said, “Men are not disturbed by things, but by their view of things.” Hundreds of years prior to Epictetus, Chrysippus wrote the first CBT book called On Emotions which detailed how our emotional reactions were influenced by our interpretations of situations (thoughts). There is a wealth of Stoic wisdom that CBT has yet to capitalize on. Notably, the goal of Stoicism is to tolerate discomfort and focus on living a good life that is in line with your values. In this way, Stoicism is actually more compatible with mindfulness- and acceptance-based approaches like modern Acceptance and Commitment Therapy. This webinar will focus on the methods of Socrates (Socratic Questioning) and the lived philosophy that was born from his work (Stoicism). This talk is being offered as a fundraiser for the World Confederation of Cognitive Behavioral Therapies. Dr Scott Waltman will be speaking as a Global Ambassador of that organization. The talk will be geared toward clinicians, Stoics, and mental health consumers.

Presenter Biography:

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 president-elect of the Academy of Cognitive & Behavioral Therapies. He is also a board member of the International Association of Cognitive Behavioral Therapies. He is board certified in Behavioral and Cognitive Psychology from the American Board of Professional Psychology. 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. 

Learning Objectives:

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

1. Describe one framework for Socratic Questioning

2. Troubleshoot two common challenges to Socratic Questioning

3. Describe the connection between Socrates, ancient Stoicism, and Modern CBT

4. Use a least two Stoicism strategies in current practice

Recommended Readings:

1. Clark, G. I., & Egan, S. J. (2018). Clarifying the role of the Socratic method in CBT: A survey of expert opinion. International Journal of Cognitive Therapy, 11, 184-199.

2. Kazantzis, N., Fairburn, C. G., Padesky, C. A., Reinecke, M., & Teesson, M. (2014). Unresolved issues regarding the research and practice of cognitive behavior therapy: The case of guided discovery using Socratic questioning. Behaviour Change, 31(1), 1-17.

3. Kazantzis, N., & Stuckey, M. E. (2018). Inception of a discovery: Re-defining the use of Socratic dialogue in cognitive behavioral therapy. International Journal of Cognitive Therapy, 11, 117-123.

4. Vittorio, L. N., Murphy, S. T., Braun, J. D., & Strunk, D. R. (2022). Using Socratic questioning to promote cognitive change and achieve depressive symptom reduction: evidence of cognitive change as a mediator. Behaviour research and therapy, 150, 104035.

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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. 

The International Association of Cognitive Behavioral Therapy is approved by the American Psychological Association to sponsor continuing education for psychologists.  The International Association of Cognitive Behavioral Therapy maintains responsibility for this program and its content. This recording does not offer CE credits.

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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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