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

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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: 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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Original Air Date: Thursday, February 8, 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:

Pediatric anxiety disorders are common, with prevalence rates ranging from 9-20% (Bitsko et al., 2022; Costello, Egger, & Angold, 2005). Excessive symptoms of anxiety that are impairing but do not meet diagnostic thresholds are also common (Costello & Shugart, 1992; Rapee et al., 2012) and the COVID-19 pandemic has led to significant increases in anxiety (and other youth mental health problems; Ravens-Sieberer et al., 2021; Castagnoli et al., 2020). Moreover, it is well established that untreated anxiety has a broad range of negative effects on academic, social, and familial functioning (Swan & Kendall, 2016). Despite the high prevalence of impairing anxiety, the majority of these youth remain unidentified and untreated. One approach to address the service utilization gap, is to deliver interventions in schools. School-based interventions improve access to care –especially for youth in rural and under-resourced communities where mental health specialists are sparse. This webinar will present the basic components of school-based interventions for youth with anxiety. The talk will also focus on efforts to enhance the capacity of non-mental health specialists, such as school nurses and teachers, to assist youth with anxiety.

Presenter Biography:

Golda S. Ginsburg, Ph.D., Professor of Psychiatry at University of Connecticut School of Medicine, has been developing and evaluating interventions for youth with a range of psychiatric disorders for over 25 years. A primary focus of her research has been on identifying the best approach to treat and prevent pediatric anxiety disorders—one of the most prevalent psychiatric disorders in youth. Dr. Ginsburg was a leader of the landmark NIMH-funded multisite comparative trial examining the relative efficacy of cognitive behavioral therapy (CBT), selective serotonin reuptake inhibitors, their combination, and pill placebo for pediatric anxiety disorders. She was also the Principal Investigator (PI) of the multi-site follow up study examining the long-term outcomes of youth treated in this study. Dr. Ginsburg’s current work focuses on the dissemination of evidenced-based treatments for pediatric anxiety (as most youth with anxiety do not receive treatment). For instance, with funding from NIMH and the US Department of Education, she developed a modular CBT intervention for school clinicians and conducted a large RCT trial to evaluate its effectiveness. In addition, she recently developed a school-nurse intervention to improve their ability to identify and reduce anxiety in youth and previously completed a study developing a brief anxiety reduction intervention delivered by pediatricians in primary care settings.  She also recently developed a teacher-delivered intervention for students with excessive anxiety and is now developing an intervention to support students with anxiety as they transition from elementary to middle school. Dr. Ginsburg has also focused her efforts on preventing the onset of anxiety disorders and has developed and tested an anxiety preventive intervention for offspring of anxious parents; she was funded by NIMH to examine the long-term follow up of these youth as well. Dr. Ginsburg’s lab at UConn—the Child and Adolescent Anxiety and Depression Program (CAMP; website: CAMP Lab | UConn Health) recently completed a clinical trial in community mental health clinics comparing three different talk therapies for adolescents with anxiety and/or depression—a project with the University of Miami. She has been the PI or Co-PI on over 10 federally and/or privately funded clinical trials, including the large NIMH-funded landmark multi-site clinical trials for depression (Treatment of Adolescent Depression Study; TADS) and Tourette’s (Comprehensive Behavioral Intervention for Tics; CBIT).  

Learning Objectives:

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

1. Identify at least one anxiety-specific assessment tool.

2. Identify at least one evidence-based intervention strategy for reducing student anxiety.

3. Identify two benefits of school-based interventions for anxiety.

Recommended Readings:

1. Ginsburg, G. S. & Smith, I. (2023). Interventions for students with anxiety. In Evans, S. Owens, J. Bradshaw, C. & Weist, M. (EDs). Handbook of School Mental Health - Innovations in Science and Practice, Third Edition. Springer Publishers.

2. Conroy, K., Hong, N., Poznanski, B., Hart, K.C., Ginsburg, G.S., Fabiano, G.A., & Comer, J.S. (2022). Harnessing home-school partnerships and school consultation to support youth with anxiety disorders. Cognitive and Behavioral Practice, 29, 381-399.

3. Piselli, K., Pella, J. E., Chan, G., & Ginsburg, G. S*. (2022). The teacher anxiety program for   elementary students: Open trial results. Education and Treatment of Children, 45, (1) 33-50.

4. Ginsburg, G. S*. Pella, J. Slade, E. (2022) Cost-Effectiveness Analysis of School-Based Treatments for Anxiety Disorders. Journal of Mental Health Policy and Economics, 25, 91-103.

5. Ginsburg, G. S*., Drake, K. L., Muggeo, M.A., Stewart, C. E., Pkulski, P.J., Zheng, D., & Harel, O. (2021). A pilot RCT of a school nurse delivered intervention to reduce student anxiety. Journal of Clinical Child & Adolescent Psychology, 50 (2) 177-186. DOI: 10.1080/15374416.2019.1630833

About the Moderator: 

Emily Becker-Haimes, Ph.D. is an Assistant Professor at the University of Pennsylvania’s Center for Mental Health and the clinical director of the Pediatric Anxiety Treatment Center at Hall Mercer, which is the only specialty anxiety clinic in Philadelphia dedicated to serving youth in the public mental health system. She is an implementation scientist and clinical psychologist whose research and clinical work is dedicated to improving mental health service quality in specialty mental health settings for youth.  Dr. Becker-Haimes received her doctoral degree in child clinical psychology from the University of Miami. She completed her predoctoral internship at the Children’s Hospital of Philadelphia and her postdoctoral fellowship at the University of Pennsylvania.

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

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

For more information, contact:

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

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Original Airdate: Friday, January 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:

This workshop describes ethical issues in treating suicidal patients and distinguishes between the roles of laws, risk management, and ethics. Using safety planning-type interventions as an example, the presenter will illustrate how psychotherapists can enhance the quality of their interventions by paying particular attention to ethical principles.

Presenter Biography:

Samuel Knapp is a retired psychologist who was the Director of Professional Affairs for the Pennsylvania Psychological Association from 1987 to 2021. He also taught in the doctoral programs in psychology at Lehigh University and the Philadelphia College of Osteopathic Medicine. He has written many books and made many presentations on ethics, self-care, and suicide prevention.

Learning Objectives:

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

1. Identify the ethical principles related to the treatment of suicidal patients.

2. Describe the importance of applying ethical principles, such as respect for patient decision-making, when working with suicidal patients.

3. Design better safety planning-type interventions and lethal means counseling sessions by focusing on respect for patient autonomy.

Recommended Readings:

1. Bryan, C. J. (2022). Rethinking suicide. Oxford. 

2. Knapp, S., Younggren, J., VandeCreek, L., Harris, E., & Martin, J. (2013). Assessing and managing risk in psychological practice: An individualized approach. (2^nd ed). The Trust. 

3. Knapp, S., & Fingerhut, R. (2023). Practical ethics for psychologists: A positive approach. American Psychological Association. 

4. Knapp, S. (2023). Lethal means counseling for suicidal firearm owners. Journal of Contemporary Psychotherapy, 53(4), 279-287. http://doi.org/10.1007/s108979-023-09588

5. Knapp, S. (2023). The essentials of creating effective safety-planning type interventions for suicidal patients. Practice Innovations, 8(2), 131-140.  http://doi.org/10.1037/pri0000...

6. Knapp, S. (in press). Laws, risk management, and ethics when working with suicidal patients. Professional Psychology: Research and Practice. 

7. Knapp, S. (in press). Listen, explain, involve, and evaluate: Why respecting patient autonomy benefits suicidal patients. Ethics and Behavior, http://doi.org/10.1080/10508422.2022.215338

8. Nuij, C., van Ballegooijen, W., de Beurs, D., Juniar, D., Erlangsen, A., Portzky, G., O’Connor, R. C., Smit, J. H., Kerkhof, A., & Riper, H. (2021). Safety planning-type interventions for suicide prevention: meta-analysis. British Journal of Psychiatry, 219(2), 419-426. http://doi.org/10.1192/bjp.2021.50

9. O’Connor, R. (2021). When it is darkest. Vermillion. 

About the Moderator: 

Jeremy Tyler, Psy.D., is an Assistant Professor of Clinical Psychiatry at the University of Pennsylvania Perelman School of Medicine. Dr. Tyler is the Director of Psychotherapy for the Penn Medicine Outpatient Psychiatry Center, Director of the Penn Medicine TEAM Clinic, and the Director of Postdoctoral Training at the Center for the Treatment and Study of Anxiety. Dr. Tyler’s clinical expertise is in the delivery of evidence-based therapies for OCD, PTSD, and anxiety disorders. Dr. Tyler’s research interests include understanding the role of transdiagnostic mechanisms involved in the treatment of anxiety-related disorders, including OCD and PTSD, with a particular interest in the role of anxiety sensitivity, perfectionism, and emotion regulation. 

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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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The World Confederation of CBT (WCCBT) 

 invites you to view a Free Recorded Webinar - 

 An introduction to the W.H.O-UNICEF  

 Ensuring Quality in Psychosocial and Mental Health Support  

 (EQUIP) Initiative

 Presented by: Dr. James Underhill 

 EQUIP Project Coordinator  

Department of Mental Health and Substance Use 

 World Health Organization (W.H.O.) 

Moderator: Dr. Lata McGinn 

 President, World Confederation of CBT (WCCBT) 

Free Registration 

*This free webinar does not offer CE credit*

Original Airdate:

Wednesday, December 20, 2023 

4:00 PM- 4:50 PM Eastern 

Abstract:

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

Presenter Biography:

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

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

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

Recommended Readings:

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

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

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

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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, December 1, 2023

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

1.5 CE Credits Awarded

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

All prices listed in US currency

Abstract:

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

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

Presenter Biography:

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

Learning Objectives:

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

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

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

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

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

Recommended Readings:

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

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

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

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

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

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

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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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Wilson K. Okello, PhD (he/him/his)

Assistant Professor
Penn State University

Recorded on Sunday, November 19, 2023 at the 57th Annual ABCT Convention in Seattle, WA

1 CE Credit Awarded

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

All prices listed in US currency

Abstract:

Questions of life and living, joy, and thriving beg more of educators and researchers who think and theorize about power, privilege, and oppression. This session confronts living in and against norms that contend for holistic wellness. It will offer recommendations for cultivating habits and creating environments that afford opportunities to affirm affective capacities, specifically, joy as a present and persistent way of being.

Outline:

• Narrative opening that complicates understandings of joy
• Brief review of literature relevant to the discussion
• Explore the potentialities of joy in our work and living
• Praxis: Collective reflection on how attendees can cultivate joy
• Takeaways: Setting the conditions for joy
• Q/A

Learning Objectives:

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

1. Complicate the notion of joy in their lives and work.

2. Examine the institutions, social pressures, and expectations that structure work and living.

3. Discuss tools to set the conditions for joy.

4. Long-term Goal: Joy is a matter of interiority. Joy is something we do and have the power to generate in ourselves. Like all skills, we can better attune to joy with practice.

Recommended Readings:

1. Jacobs, H. (1987). Incidents in the life of a slave girl: Written by herself. Harvard University. Press.  

2. Menakem, R. (2021). My grandmother's hands: Racialized trauma and the pathway to mending our hearts and bodies. Penguin Books Limited.

3. Okello, W.K. (forthcoming). Unspeakable joy: Higher education, loopholes of retreat, and the practice of Black joy.

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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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Laura C. Skriner, Ph.D.

Clinical Psychologist
The Center for Stress, Anxiety, and Mood, LLC
Summit, New Jersey

Laura A. Rindlaub, Ph.D.

Founder and Co-Director
The Center for Stress, Anxiety, and Mood
Summit, New Jersey

Brian C. Chu, Ph.D.

Professor and Clinical Department Chair
Rutgers University
Piscataway, New Jersey

Recorded on Sunday, November 19, 2023 at the 57th Annual ABCT Convention in Seattle, WA

1.5 CE Credits Awarded

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

All prices listed in US currency

Abstract:

This workshop is designed for clinicians with moderate direct clinical experience conducting CBT or ACT with school-aged/teenage youth and caregivers.

It’s a universal problem for parents. Their intentions are well-meaning. Their verbally-stated values and personal principles might even be clear and well-reasoned. And yet... in the moment of truth, it can all go wrong. Tempers flare, feelings are hurt, and defensive, angry or avoidant reactions result. How can therapists help parents and caregivers stay true to their values, even when things start to go off course? The current workshop aims to provide a conceptual framework and tools for helping caregivers (a) assess their values, as distinguished from specific goals, and (b) identify common parenting/family interaction traps that impede responding in line with stated values. We will introduce participants to the ACT Matrix (Polk et al., 2016) as a way of assessing, conceptualizing, and illustrating caregivers’ experiences and behaviors as they relate to values. We will provide additional guidance on how to help caregivers articulate their values, using role-plays and experiential exercises. Attendees will then be introduced to common parenting traps (e.g., accommodation cycle; aggressive-coercive cycle; Chu & Pimentel, 2023) and practice using functional analysis to help caregivers identify where they depart from stated values. Finally, we will demonstrate how to integrate values clarification with results from the functional analysis, to present cognitive and behavioral solutions that bring caregivers’ actions back in line with their stated values. The presenters will share worksheets and handouts from Dr. Chu’s newly published text and other sources to illustrate common parent interaction traps and family-based chain analysis. Attendees will also be encouraged to bring local examples for group consultation. Presenters will moderate a discussion of integrating values-based assessment and intervention into their daily practice with families.

Outline:

I. Why ACT for parenting?
1. What is ACT?
2. Research on its application
3. What are “values”, and how are they helpful in parenting work?
II. The Matrix
1. Role-play demonstration of matrix for parenting
2. Discuss assessing values with parents
3. Have participants practice completing a Matrix on their own about a parenting case
III. Applying Values Clarification and the Matrix to Parenting Dilemmas
1. Parenting traps and how they interfere with Values-Based Parenting
2. Seeing the Stuck Spiral in action: Functional Analysis
3. Using the Analysis to guide a Values-Based response in place of a Stuck Response

Learning Objectives:

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

1. Describe the difference between values and goals and lead clients through a parenting-based values identification exercise.

2. Describe the ACT Matrix and apply it to parenting values.

3. Conduct chain analyses of parent-youth interactions and identify common parenting traps.

4. Describe basic communication analysis and family problem solving approaches to help families practice values identification and assessing parenting traps.

5. In the long-term, be able to describe the above lessons and strategies to caregivers when working with youth and family clients.

Recommended Readings:

1. Polk, K. L., Schoendorff, B., Webster, M., & Olaz, F. O. (2016). The essential guide to the ACT Matrix: A step-by-step approach to using the ACT Matrix model in clinical practice. New Harbinger Publications 

2. Raftery-Helmer, J.N., Moore, P.S., Coyne, L., & Reed, K.P. (2016) Changing problematic parent-child interaction in child anxiety disorders: The promise of Acceptance and Commitment Therapy (ACT). Journal of Contextual Behavioral Science, 6, 64-69. ,   Chu, B. C., & Pimentel, S. (2023). CBT Treatment Plans and Interventions for Depression and Anxiety Disorders in Youth. New York: Guilford Press. [Chapter 5]. 

3. Byrne, G., Chrada, A.N., O’Mahony, T., & Brennan, E. (2021) A systematic review of the use of acceptance and commitment therapy in supporting parents. Psychology and Psychotherapy: Theory, Research, and Practice, 94, 378-407. 

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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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Natalie Arbid, Ph.D.

Senior Clinical Training Manager
University of California, Los Angeles
Pasadena, California

Liz Roemer, Ph.D.

Professor
University of Massachusetts Boston
Boston, Massachusetts

Elizabeth Eustis, PhD (she/her/hers)

Assistant Research Professor
Boston University
Boston, Massachusetts

Jennifer H. Martinez, Ph.D.

Assistant Professor
Suffolk University
Boston, Massachusetts

Recorded on Sunday, November 19, 2023 at the 57th Annual ABCT Convention in Seattle, WA

1.5 CE Credits Awarded

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

All prices listed in US currency

Abstract:

Acceptance-based behavioral therapy (ABBT) is an umbrella term that encompasses mindfulness-, acceptance-, and contextual-based cognitive therapies (Roemer & Orsillo, 2020). ABBT’s principles and strategies have been adapted to effectively address Generalized Anxiety Disorder (GAD) by reducing GAD, worry, depressive symptoms, and comorbid diagnoses, while also increasing quality of life (e.g., Roemer, Orsillo, & Salter-Pedneault, 2008; Hayes-Skelton, Roemer, & Orsillo, 2013). Further, preliminary studies have demonstrated the effectiveness of ABBT’s central elements (i.e., mindfulness and decentering skills, acceptance-based strategies, and values clarification and values-based action) in addressing distress in various contexts, including acculturative and racism-related stress.

As a result, we have developed a range of adapted ABBT programs to promote well-being with specific populations. In this workshop, we will present a brief overview of the central principles of ABBT as a foundation for adaptations. We will highlight examples of adaptations to illustrate how these principles may be adapted for use in specific contexts and with specific populations. First, we will discuss adaptations for university students and the way we took ABBT out of therapy room and into in person workshops and online. Then we will share adaptions we made to align with the Latinx student experience. Lastly, we will focus on the ways ABBT can be adapted to address racism-related stress and increase values-based living. We will then engage in a group activity to develop new adaptations that audience members’ can use in their own contexts. This workshop is open to clinicians across all experience levels, including students and trainees.

Learning Objectives:

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

1. Describe the central principles of an ABBT approach to well-being and health promotion.

2. Identify contextual barriers that may impact the adaptation of ABBTs.

3. Apply ABBT adaptation strategies for use in their own clinical settings.

Recommended Readings:

1. Roemer, L. & Orsillo, S. M. (2020). Acceptance-Based Behavioral Therapy: Treating Anxiety and Related Challenges. New York, NY: Guilford Press.

2. Hayes-Skelton SA, Roemer L, Orsillo SM. A randomized clinical trial comparing an acceptance-based behavior therapy to applied relaxation for generalized anxiety disorder. J Consult Clin Psychol. 2013 Oct;81(5):761-73. doi: 10.1037/a0032871. Epub 2013 May 6. PMID: 23647281; PMCID: PMC3783580.   

3. Roemer L, Orsillo SM, Salters-Pedneault K. Efficacy of an acceptance-based behavior therapy for generalized anxiety disorder: evaluation in a randomized controlled trial. J Consult Clin Psychol. 2008 Dec;76(6):1083-9. doi: 10.1037/a0012720. PMID: 19045976; PMCID: PMC2596727.,   ,  

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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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