Therapists often encounter challenges when implementing prolonged exposure or cognitive processing therapy for PTSD in clinical practice, which may result in reluctance to use these evidence-based approaches. The goal of this workshop is to enhance therapists' comfort and confidence in treating PTSD by providing strategies for working with patients with varying trauma histories, comorbidity, and complicating life circumstances. The workshop will demonstrate how to use the case formulation approach to provide a framework for clinical decision-making that is systematic yet respectful of the individuality of the patient and harnesses the creativity of the clinician. Clinicians will learn how to weave together therapy methods and adapt them for the needs of individual patients. Topics will include whether to treat multiple problems simultaneously or sequentially, using assessment data to guide treatment decisions, clinical tools to help stay on track with complex cases, and trouble-shooting when treatment derails from the plan. Case material will illustrate ways to overcome common hurdles to delivering effective treatment for PTSD in clinical practice.

You will learn:

• To use a case formulation approach to conceptualize multiple problems and challenges and develop individualized treatment plans;
• To plan and implement prolonged exposure therapy and cognitive therapy and use troubleshoot problems that may arise according to data-based principles;
• To integrate cognitive behavioral strategies for comorbid problems systematically using ongoing assessment to guide treatment decisions.

Who should attend? Clinical psychologists and other mental health professionals interested in learning strategies to overcome roadblocks to implementing CBT for PTSD with adults who present with multiple problems and complications.

Recommended Readings: Cook, J. M., Schnurr, P. P., Foa, E. B. (2004). Bridging the gap between posttraumatic stress research and clinical practice: The example of exposure therapy. Psychotherapy: Theory, Research, Practice, Training, 41, 374-387. o Hembree, E. A., Rauch, S. M., & Foa, E. B. (2003). Beyond the manual: The insider's guide to prolonged exposure therapy for PTSD. Cognitive and Behavioral Practice, 10, 22-30. o Persons, J. B. (2006). Case formulation-driven psychotherapy. Clinical Psychology: Science and Practice, 13, 167-170. o Zayfert, C. and Black Becker, C. (2007). Cognitive-Behavioral Therapy for PTSD: A case formulation approach. New York: Guilford Press.

CBT for psychosis has strong empirical support for improving psychotic symptoms, negative symptoms, mood, and functioning in schizophrenia. However, despite the fact that CBT for psychosis is recommended by the PORT treatment guidelines for schizophrenia in the U.S., training clinicians in this approach is not standard practice in this country, and thus cognitive behavioral approaches to schizophrenia have not been widely disseminated here. This workshop will provide a hands-on, skills-based introduction to CBT for psychosis aimed at helping participants learn how to conceptualize and treat common symptoms in people with schizophrenia. The workshop will begin with an historical overview of the origins of CBT for psychosis, followed by a brief review of the evidence base in schizophrenia. Next, the core features of CBT for psychosis will be taught, including the conceptualization of symptoms, setting goals, education, normalization, teaching coping strategies, cognitive restructuring, and conducting behavioral experiments. Specific applications of CBT for treating particular symptoms will then be addressed, including hallucinations and delusions, depression, and posttraumatic symptoms. Finally, guidelines for conducting CBT for psychosis in groups will be provided. Teaching methods will include a combination of didactic presentations and experiential role-plays, supplemented by the presentation of clinical vignettes, questions and answers, and group discussion. All participants will be provided with recommendations for resources and books for additional learning.

You will learn:

• How to conceptualize common psychotic, negative, and mood symptoms of schizophrenia using a cognitive-behavioral model;
• How to effectively utilize particular assessment measures to develop a case formulation to guide CBT treatment and track outcomes;
• How to structure CBT sessions, what to do at each phase of treatment, decision rules for how to sequence interventions, and how to monitor progress;
• Specific CBT techniques to address paranoia/delusions and auditory hallucinations.
• How to target negative symptoms and depression in schizophrenia;
• How to address PTSD symptoms using a self-management cognitive-restructuring approach.

Recommended Readings: Beck, A. T., Rector, N. A., Stolar, N., & Grant, P. (2009). Schizophrenia: Cognitive Theory, Research, and Therapy. New York: Guilford Press. o Chadwick, P. (2006). Person-Based Cognitive Therapy for Distressing Psychosis. Chichester, England: Wiley. o Chadwick, P., Birchwood, M., & Trower, P. (1996). Cognitive Therapy for Delusions, Voices and Paranoia. Chichester, West Sussex, England: John Wiley & Sons. o Fowler, D., Garety, P., & Kuipers, E. (1995). Cognitive Behaviour Therapy for Psychosis: Theory and Practice. Chichester, West Sussex, England: John Wiley & Sons. o Kingdon, D. G., & Turkington, D. (2004). Cognitive Therapy of Schizophrenia. New York: Guilford Press. o Morrison, A. P., Renton, J. C., Dunn, H., Williams, S., & Bentall, R. P. (2004). Cognitive Therapy for Psychosis: A Formulation-Based Approach. New York: Brunner-Routledge. o Mueser, K. T., Rosenberg, S. D., & Rosenberg, H. J. (in press). Treatment of Posttraumatic Stress Disorder in Special Populations: A Cognitive Restructuring Program. Washington, DC: American Psychological Association.

Bereavement is one of life's most difficult experiences. For most people, losing a loved one inaugurates a period of intense and debilitating acute grief that abates over time. For some, though, acute grief does not subside and is prolonged and incapacitating. The resulting syndrome, currently called complicated grief (CG), may be difficult to recognize. Clinicians are often uncertain about when to diagnose CG and how to treat it when they do. This workshop will provide information from our work with Complicated Grief Therapy (CGT) that will assist clinicians in recognizing, understanding, and treating individuals with CG. CGT is a targeted 16-week manualized approach based on attachment theory. CGT utilizes tools derived from CBT, interpersonal psychotherapy, and motivational interviewing. This workshop will (a) describe the attachment-based model that guides the treatment; (b) review the principles, strategies, and techniques used in CGT; (c) describe the main treatment components and illustrate these with case examples, video vignettes, and demonstrations; and (d) discuss monitoring tools used to facilitate treatment and track progress.

You will learn:

• To describe the attachment-based model of CG;
• To recognize the clinical features and impact of CG;
• To use assessment tools to identify, characterize, and monitor CG symptoms;
• Specific techniques for treating CG, including grief monitoring, revisiting the death, situational revisiting, goals work, and imaginal conversation.

Who should attend? This introductory workshop is designed for mental health professionals and advanced graduate students who are interested in working with complicated grief.

Recommended Readings: Shear, K., Frank, E., Houck, P. R., & Reynolds, C. F. (2005). Treatment of complicated grief: A randomized controlled trial. Journal of the American Medical Association, 293, 2601-2608. o Shear, K., Monk, T., Houck, P., Melhem, N., Frank, E., Reynolds, C., et al. (2007). An attachment-based model of complicated grief including the role of avoidance. European Archives of Psychiatry and Clinical Neuroscience, 257, 453-461.

Successfully disseminating evidence-based practices requires that you skillfully communicate ideas to other scientists and practitioners. In this fun, active, and experiential workshop, you will receive personalized instruction to help you become a more effective, compelling speaker. Before the workshop, you will use resources on the workshop presenters' Wiki (http://tiny.cc/ABCTspeakerworkshop) to complete a values exercise regarding aspirations for your work and to prepare practice material you will use during the workshop (one 3-4 minute presentation in which you introduce yourself and your subject matter and discuss a few slides from a talk you will be giving). The workshop will begin with group warm-up exercises, and then each participant will take the podium to practice repeatedly with supportive and specific feedback that will shape you toward the speaker you aspire to be. Feedback will involve techniques to increase audience engagement, including how to be more yourself, project confidence, and use vocal variety, body language, and visual aids (e.g., slides). A rare opportunity for deliberate practice with feedback to strengthen essential skills!

You will learn to:

• Focus and distill complex ideas;
• Speak from your original voice;
• Use techniques to increase the effectiveness of your voice, body language, and visuals.

Who should attend? Anyone who wants to move their audience to learn and use evidence-based practices and better convey ideas to colleagues.

Recommended Readings: Participants should use resources on http://tiny.cc/ABCTspeakerworkshop before coming to New York o Atkinson, C. (2007). Beyond bullet points: Using Microsoft® Office PowerPoint® 2007 to create presentations that inform, motivate, and inspire. Redmond, WA: Microsoft Press. o Reynolds, G. (2008). Presentation Zen: Simple ideas on presentation design and delivery. Berkeley: New Riders.

Practitioners in all settings are likely to have clients who identify as lesbian, gay, or bisexual (LGB), yet few graduate programs have specific training in culturally sensitive therapy with this population. This workshop will include a review of the climate in which LGB individuals live in the U.S. and how it may affect their mental health and coping as well as impact the implicit assumptions of the therapists. We will describe general clinical issues in CBT for LGB individuals to create a culturally sensitive therapy experience, including adaptations of standard CBT assessment and interventions. Treatment of depression, social anxiety, and couples therapy will be used to illustrate such adaptations. Recommendations for supervisors and CBT course instructors will also be included.

You will learn:

• How U.S. culture affect LGB individuals;
• How U.S. culture impacts therapists and their implicit assumptions about LGB clients:
• General principles for adapting CBT assessment and intervention for LGB individuals;
• Specific strategies for adapting CBT for depression, social anxiety, and couples therapy for LGB individuals;
• Ethical and professional guidelines for working with LGB clients.

Who should attend? Mental health professionals and trainees who may encounter LGB clients in their clinical practice or clinical supervisory or training roles.

Recommended Readings: Martell, C. R., Safren, S. A., & Prince, S. E. (2004). Cognitive-behavioral therapies with lesbian, gay, and bisexual clients. New York: Guilford Press. o Balsam, K. F., Martell, R. R., & Safren, S. A. (2006). Affirmative cognitive-behavioral therapy with lesbian, gay, and bisexual people. In P. A. Hays & G. Y. Iwamasa (Eds.), Culturally responsive cognitive-behavioral therapy: Assessment, practice, and supervision (pp. 223-243). Washington, DC: American Psychological Association.

Body image problems are seen in a variety of psychiatric disorders, but they are most prominent in the eating disorders and body dysmorphic disorder. In this presentation a unified transdiagnostic strategy for addressing these problems will be presented. The workshop will focus in particular on the modification of over-evaluation of shape and weight and its main expressions (body checking, body avoidance, and "feeling fat"). Each of these features will be described in detail and then strategies and procedures for addressing them will be outlined and illustrated. The workshop will be clinical in its orientation. It will be illustrated with representative clinical examples from across the diagnostic spectrum. Both presenters are experienced at using transdiagnostic CBT on a day-to-day basis.

You will learn:

• To address body image problems across diagnostic categories;
• To create an individualized conceptualization that fits the particular patient's concerns;
• To devise a bespoke treatment program and adjust this to fit changes in the patient's psychopathology.

Who should attend? Those who work with clients with eating disorders and body image concerns. The workshop should be relevant for both therapists who are experienced at working with such individuals as well as those who are less familiar with this client group.

Recommended Readings: Fairburn, C. G., Cooper, Z., Shafran, R., Bohn, K., Hawker, D., Murphy, R., & Straebler, S. (2008). Enhanced cognitive behavior therapy for eating disorders: The core protocol. In C. G. Fairburn (Ed.), Cognitive behavior therapy and eating disorders. New York: Guilford Press.

Major depressive disorder is one of the most prevalent disorders of adolescence. Both psychotherapeutic and pharmacologic treatments have shown evidence of efficacy. In the multisite Treatment for Adolescents With Depression Study (TADS), the combination of CBT and fluoxetine yielded the best combination of efficacy and safety. This workshop will present the model of CBT used in TADS. The model is characterized by combinations of required and optional modules and of individual and parent-adolescent sessions. Thus, it allows for considerable tailoring by clinicians using a case formulation to guide individualized treatment. Topics to be covered include the essential treatment components of parent and adolescent psychoeducation, goal setting, mood monitoring, behavioral activation, and cognitive restructuring. In addition, the workshop will cover the optional individual or conjoint modules, which focus on areas of social skills and family interactions. Examples of challenging cases, adaptations for diverse adolescents, and adjustments for comorbid adolescents will be included.

You will learn:

• How assessment leads to case formulation and treatment planning in modular CBT for depressed adolescents;
• Specific strategies for teaching core and optional skills during modular CBT;
• How to use conjoint (parent-adolescent) sessions within an overall treatment plan;
• How to adapt modular CBT to treat complex, diverse, and comorbid adolescents.

Who should attend? Clinical psychologists, psychiatrists, social workers, and other professionals who work with depressed adolescents.

Recommended Readings: Reinecke, M. A., & Ginsburg, G. S. (2008). Cognitive-behavioral treatment of depression during childhood and adolescence. In J. R. Z. Abela, & B. L. Hankin (Eds.), Handbook of depression in children and adolescents. (pp. 179-206). New York: Guilford Press. o Curry, J. F., & Reinecke, M. A. (2003). Modular therapy for adolescents with major depression. In M. A. Reinecke, F. M. Dattilio, & A. Freeman (Eds.), Cognitive therapy with children and adolescents (2nd ed.; pp. 95-127). New York: Guilford Press.

Recurrent and persistent threatening mental intrusions such as worry, obsessional rumination, and trauma-related thoughts, memories, and images are a pernicious feature of chronic anxiety that often has a poor response to standard CBT. A more focused empirically derived therapeutic protocol offers new possibilities for the treatment of this cognitive disturbance. The present workshop describes and illustrates empirically based strategies for modifying anxious recurring thoughts, drawing from research on mental control, metacognition, and cognitive appraisal theories. Topics to be covered include a conceptual framework for recurrent anxious thoughts (i.e., chronic worry, obsessional rumination and trauma-related intrusions), new standardized and idiographic assessment tools for recurrent cognition, modification of counterproductive mental control responses (e.g., suppression, self-criticalness, reassurance seeking), effective use of direct thought exposure such as thought satiation and cognitive defusion, cognitive modification of metacognitive beliefs and appraisals, and specialized evaluation of thought control interventions. Didactic teaching, case illustrations, participant discussion, role-play demonstrations, and handouts will be used that focus on clinical skill acquisition for treatment of chronic, recurrent anxious thoughts.

You will learn:

• How to assess critical features of worry, obsessions, and traumatic intrusions;
• A specialized approach to cognitive case conceptualization and goal formulation that guides treatment of recurrent anxious cognitions;
• Specific interventions that encourage a shift from reliance on maladaptive to more efficient mental control strategies;
• How to tailor cognitive restructuring and experientially based strategies so they target the faulty metacognitive processes responsible for the persistence of recurrent anxious thoughts.

Who should attend? Clinical psychologists, graduate students, and other mental health professionals who offer evidence-based psychotherapy for anxiety disorders in adults.

Recommended Readings: Clark, D.A. (2004). Cognitive behavioral therapy for OCD. New York: Guilford Press (chapters 6, 7, and 12). o Freeston, M. H., Rhéaume, J., & Ladouceur, R. (1996). Correcting faulty appraisals of obsessional thoughts. Behaviour Research and Therapy, 34, 433-446. o Najmi, S., & Wegner, D. M. (2008). Thought suppression and psychopathology. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation. (pp. 447-459). New York: Psychology Press. o Wells, A. (2008). Metacognitive therapy for anxiety and depression. New York: Guilford Press.

This workshop will focus on how to effectively conduct and manage the dynamics of interpersonal interactions in groups (e.g., pregroup planning, group structure, developing cohesion, round-robin discussions) and how to integrate the basic principles of CBT and motivational interviewing (MI) into group therapy. Conducting group therapy is considerably more complex and challenging than conducting individual therapy as it involves simultaneously handling multiple clients. Experts in the field of group psychotherapy have said that to meet the challenges of group work and provide appropriate care for patients, training is essential. This workshop will teach attendees how to conduct time-limited group therapy using a Guided Self-Change (GSC) cognitive-behavioral motivational intervention through (a) written and videotaped clinical examples demonstrating how to integrate CBT and MI in groups, (b) the protocol for integrating CBT and MI in groups, and (c) selected assessment and treatment forms and MI feedback materials used in a group format.

You will learn:

• How to integrate key aspects of CB and MI strategies (e.g., homework exercises, personalized feedback materials) in groups in a way to accomplish the same objectives as in individual therapy;
• How to manage difficult and challenging clinical situations and issues that arise when conducting groups;
• How to effectively conduct and manage the dynamics of interpersonal interactions in groups.

Who should attend? Practitioners wanting to learn how to effectively manage group therapy using CB and MI.

Recommended Readings: Bieling, P. J., McCabe, R. E., & Antony, M. M. (2006). Cognitive-behavioral therapy in groups. New York: Guilford Press. o Sobell, M. B., & Sobell, L. C. (2005). Guided Self-Change treatment for substance abusers. Journal of Cognitive Psychotherapy, 19, 199-210. o Sobell, L. C. & Sobell, M. B. (in press). Conducting group therapy using a guided self-change cognitive-behavioral motivational intervention (tentative title). New York: Guilford Press.

To date, ACT has shown great promise as a treatment approach for complex, therapy-wise clients, in large part due to the ACT therapeutic stance of working in a defused, accepting, mindful, and value-oriented "space." In this heavily practice-oriented workshop, we will examine what makes complex clients "difficult" using a new ACT case conceptualization approach called the "three-legged stool." Experiential exercises will help attendees identify their "hot buttons" which, when pushed, draw the therapist out of this healing stance. We will demonstrate when and how to apply core ACT strategies (defusion, acceptance, getting present, valuing, committed action) with the complex client. We will address how the therapist can use the ACT stance to both humanize the client's difficulties and bring the client into the present moment and undermine emotional avoidance in session. Attendees will practice generating responses to selected "show stoppers," or comments that difficult patients make that stall out the therapeutic interaction. Videotapes of live ACT therapy sessions will be used to demonstrate key principles introduced in this workshop.

You will learn:

• An ACT conceptualization of what makes complex clients "difficult";
• Hot buttons that, when triggered by the client, draw you out of an accepting, defused clinical stance;
• How to apply the three-legged stool case conceptualization approach to direct ACT interventions with the complex client;
• How to respond in an ACT-consistent way to the therapy-challenging statements that complex clients make.

Who should attend? This workshop is designed for clinicians with significant training in and/or practice exposure to ACT. It is not recommended as an initial training in ACT.

Recommended Readings: Chiles, J., & Strosahl, K. (2005). Clinical manual for assessment and treatment of suicidal patients. Washington, DC: American Psychiatric Press. o Hayes, S., Strosahl, K., & Wilson, K. (1999) Acceptance and Commitment Therapy: An experiential approach to behavior change. New York: Guilford Press. o Strosahl, K. (2004). ACT with the multi-problem patient. In S. Hayes & K. Strosahl (Eds.), A practical guide to acceptance and commitment therapy (pp. 209-244). New York: Springer Science + Media. o Strosahl, K., & Robinson, P. (2008). The mindfulness and acceptance workbook for depression: Using Acceptance and Commitment Therapy to move through depression and create a life worth living. Oakland: New Harbinger.

This workshop will focus on the use of cognitive-behavioral strategies, with an emphasis on schema identification and restructuring against the backdrop of a system's approach. Participants will learn how to identify and assess schemas and how they affect individuals' thoughts, emotions, and behaviors and the cognitive-behavioral strategies used to modify dysfunctional belief systems. Clinical examples will be utilized through DVD presentations, as well as case discussion and a question-and-answer period.

You will learn:

• How to implement cognitive-behavioral strategies that are most frequently used with couple and family problems;
• How to identify dysfunctional belief systems and offer couples and family members techniques for challenging and restructuring them, particularly when they involve content that is transmitted from family-of-origin;
• How to identify when the use of behavioral techniques may be preferred over those of cognitive techniques;
• When and how to use homework assignments and out-of-session assignments to augment change during the course of treatment.

Who should attend? This workshop is ideal for any mental health professional who works with couples and families and is interested in adding to his/her repertoire of interventions.

Recommended Readings: Dattilio, F. M. (Ed.). (1998). Case studies in couple and family therapy: Systemic and cognitive perspectives. New York: Guilford Press. o Dattilio, F. M. (2006). Restructuring schemas from family-or-origin in couples therapy. Journal of Cognitive Psychotherapy, 20, 359-373. o Dattilio, F. M. (2009). Comprehensive cognitive-behavioral therapy with couples and families: A systemic approach. New York: Guilford Press. o Dattilio, F. M. & Epstein, N. B. (2005). The role of cognitive-behavioral interventions in couples and family therapy. Journal of Marital and Family Therapy, 31, 7-13.

A number of randomized controlled trials have documented the efficacy of DBT in treating suicidal individuals with borderline personality disorder, and it is now widely used in clinical practices around the world. However, given the level of severity of the target population and the complexity of the problems that are presented in sessions, DBT clinicians often find themselves having difficulty effectively balancing the essential change and acceptance strategies. The result is increased polarization between the therapist and client, therapists and group members, or between therapists themselves. An unintended negative consequence of polarization is rigidity to a particular point of view, which can quickly lead to nonadherence and reduced efficacy of the treatment model. This workshop will demonstrate ways in which both subtle and obvious forms of polarization can occur in the different treatment modes of DBT. The focus of the workshop will be on reducing dialectical impasses through use of the dialectical strategies. Role-plays and video clips will be utilized to highlight various strategies. Both presenters have years of experience working with Dr. Linehan, the developer of DBT, and have trained mental health workers nationally and internationally in DBT.

You will learn:

• To recognize the "warning signs" of polarization in each of the DBT modes;
• Concrete dialectical strategies for negotiating polarization;
• Effective and ineffective strategies for reducing polarization in DBT practice.

Who should attend? Clinical practitioners and treatment researchers with a moderate to high degree of familiarity with DBT, including clinical practice using DBT. Since this is designed as an advanced workshop in DBT, individuals who have little prior experience with DBT are encouraged to take a more basic workshop instead.

Recommended Readings: Linehan, M. M. (1993). Cognitive behavioral treatment for borderline personality disorder. New York: Guilford Press. o Linehan, M. M. (1997). Validation and psychotherapy. In A. Bohart & L. Greenberg (Eds.), Empathy reconsidered: New directions in psychotherapy (pp. 353-392). Washington, DC: American Psychological Association.

Anxiety and depression are common and frequently comorbid treatment concerns among adolescents. Transdiagnostic treatment approaches may be appropriate for youth that present with multiple anxiety and depressive disorders, potentially reducing their needs for sequential courses of treatment. This workshop will describe and illustrate use of the Unified Protocol for the Treatment of Emotional Disorders in Youth (UP-Y), a transdiagnostic treatment approach targeting anxiety and/or depression in adolescence. The UP-Y is best conceptualized as a cognitive-behavioral treatment approach that uses a more generalized, emotion-focused framework and flexible administration (over 8 to 21 weeks) to foster applicability to an array of youth anxiety and depression symptoms. In terms of emotion-focused content, the UP-Y emphasizes education about emotions, emotion awareness and adaptive coping techniques, with a focus on exposure to emotionally evocative situations throughout. In this workshop, a comprehensive introduction to this transdiagnostic treatment will be provided using didactic materials, role-play techniques, and video vignettes of treatment strategies being utilized with adolescents. Adolescent case examples will be used to illustrate the broad applicability of this unified approach.

You will learn:

• The theoretical rationale and current research supporting a transdiagnostic treatment approach to anxiety and depression in adolescence;
• Specific strategies for implementing emotion-focused and cognitive-behavioral treatment techniques as part of the UP-Y;
• Guidelines for appropriate usage of these treatment techniques for youth presenting with differing clinical presentations of anxiety and depression.

Who should attend? Clinical psychologists and other professionals who work with adolescents experiencing difficulties with anxiety and/or depression.

Recommended Readings: Barlow, D. H., Allen, L. B., & Choate, M. L. (2004). Toward a unified treatment for emotional disorders. Behavior Therapy, 35, 205-230. o Ehrenreich, J.T., Buzzella, B.A., & Barlow, D.H. (2007). General therapeutic principles for the treatment of emotional disorders across the lifespan. In S. Hofmann & J. Weinberger (Eds.), The art and science of psychotherapy (pp. 191-210). New York: Routledge. o Ehrenreich, J.T., Fairholme, C.P., Buzzella, B.A., Ellard, K.K., & Barlow, D.H. (2007). The role of emotion in psychological therapy. Clinical Psychology: Science and Practice, 14 (4).

It is estimated that 5% to 17% of U.S. military personnel returning from deployments to Iraq and Afghanistan have significant symptoms of PTSD. Exposure therapy has strong empirical support for the treatment of PTSD in civilians. However, the treatment of combat-related PTSD is more difficult and the effect sizes in clinical trials of exposure therapy have been much smaller. It is not clear if these smaller effect sizes are because combat-related trauma is significantly different than civilian trauma or because most studies have treated military veterans many years after the initial trauma exposure. This workshop will describe combat trauma exposure in veterans deployed to Iraq/Afghanistan and outline the use of early intervention protocols using prolonged exposure therapy tailored for the treatment of combat-related PTSD in veterans who recently returned from deployments. Tailored protocols include abbreviated interventions for deployed locations, daily massed-practice interventions, and brief treatments delivered in primary care settings. The workshop will include audio and video case examples of OIF/OEF veterans treated in deployed and nondeployed settings.

You will learn:

• The current state of scientific knowledge on the treatment of civilian and combat-related PTSD;
• The unique types of combat-related trauma that are being experienced by veterans during deployments to Iraq and Afghanistan;
• The use of early intervention protocols for prolonged exposure treatment of combat-related PTSD in veterans recently returned from deployment.

Who should attend? Mental health professionals who work with veterans who served in Iraq and Afghanistan.

Recommended Readings: Cigrang, J. A., Peterson, A. L., & Schobitz, R. P. (2005). Three American Troops in Iraq: Evaluation of a brief exposure therapy treatment for the secondary prevention of combat-related PTSD. Pragmatic Case Studies in Psychotherapy, 1, Module 2, Article 1, 1-25. Available online at http://pcsp.libraries.rutgers.edu. o Foa, E. B., Hembree, E. A., & Rothbaum, B. O. (2007). Prolonged Exposure Therapy for PTSD: Emotional processing of traumatic experiences. New York: Oxford. o Rauch, S. A., Defever, E., Favorite, T., Duroe, A., Garrity, C., Martis, B., &, Liberzon, I. (2009). Prolonged exposure for PTSD in a Veterans Health Administration PTSD clinic. Journal of Traumatic Stress, 22, 60-64.

Preschoolers and early elementary school children present with persistent and potentially debilitating anxiety disorders at significant rates, yet most of the CBT protocols available for child anxiety are geared exclusively to older children. This workshop will address challenges in adapting CBT to treat anxiety in young children. We will present a step-by-step approach to treatment, using a manualized CBT protocol we developed: "Being Brave: A Program for Coping With Anxiety for Young Children and Their Parents." This intervention for 4- to 7-year-olds with social phobia, separation anxiety, generalized anxiety, or phobias involves parents as coaches, and incorporates play and games into teaching children coping skills and facilitating exposure practice. Children treated with the "Being Brave" protocol in a randomized controlled trial (N = 65) showed significant improvement compared with wait-list controls, with gains largely maintained at 1 year. We will present a hands-on overview of the approach, including case vignettes and video excerpts. Break-out discussions will center on how participants can incorporate these strategies with young children in their own practices.

You will learn:

• How to modify CBT approaches to treating anxiety for use with very young children;
• Specific strategies for teaching parents of young anxious children how to help their children learn to manage anxiety;
• Specific strategies for teaching coping skills and planning and implementing exposure exercises with young children.

Who should attend? Clinical psychologists, graduate students, and other professionals with interest in treating anxiety disorders in young children.

Recommended Readings: Hirshfeld-Becker, D.R., & Biederman, J. (2002). Rationale and principles for early intervention with young children at risk for anxiety disorders Clinical Child and Family Psychology Review, 5,161-172. o Hirshfeld-Becker, D.R., Masek, B., Henin, A., Blakely, L.R., Rettew, D.C., Dufton, L., Segool, N., & Biederman, J. (2008). Cognitive-behavioral intervention with young anxious children. Harvard Review of Psychiatry, 16,113-25.

This workshop will cover the application of ACT for persons suffering from any of the major anxiety disorders. ACT is based on the view that most psychological suffering is the result of fusion with literal thinking and experiential avoidance getting in the way of value-guided action. ACT teaches clients how to open up to the world within, to connect with their values, and to carry their history forward into a more vital and valued life. Concepts will be illustrated using live demonstrations, video, and experiential exercises (acceptance, mindfulness, defusion) and participants will be encouraged (but not coerced) to engage the material at a personal and professional level. Participants will be provided with clinical worksheets and other tools to take home.

You will learn:

• How to target experiential avoidance and make valued living the explicit treatment targets;
• How to frame and conduct exposure-based strategies in a context of mindful acceptance and valued living using experiential exercises, metaphors, and defusion techniques;
• Strategies to help clients disarm their anxieties with mindful acceptance and kindness while moving in the direction of their chosen values and life goals.

Who should attend? Psychologists, psychiatrists, social workers, and other mental health professionals working with individuals with anxiety disorders, as well as researchers interesting in studying the role of experiential avoidance in anxiety disorders; and therapists interested in expanding their clinical repertoires when they find traditional CBT strategies are not working as intended.

Recommended Readings: Eifert, G. H., & Forsyth, J. P. (2005) Acceptance and Commitment Therapy for anxiety disorders: A practitioner's treatment guide to using mindfulness, acceptance, and values-based behavior change strategies. Oakland, CA: New Harbinger. o Forsyth, J. P., & Eifert, G. H. (2007). The mindfulness and acceptance workbook for anxiety: A guide to breaking free from anxiety, phobias, and worry using Acceptance and Commitment Therapy. Oakland, CA: New Harbinger. o Hayes, S. C. (2004). Acceptance and Commitment Therapy, Relational Frame Theory, and the third wave of behavior therapy. Behavior Therapy, 35, 639-665.

Although nearly all clinicians are faced with suicidal patients in their practice, there are few guidelines for treating patients with acute suicide ideation or who have recently made a suicide attempt. This workshop will provide an overview of an empirically supported cognitive intervention for treating suicidal patients. Conceptualization of the proximal and distal factors associated with suicidal acts from a cognitive perspective will be described and linked to treatment planning. We will present the steps for conducting a cognitively based suicide risk assessment and for developing a safety plan in collaboration with suicidal patients. Specific intervention strategies that take place in the early, intermediate, and later phases of treatment will be illustrated through didactic presentation, case discussion, and video demonstrations. We will address common challenges encountered in treating suicidal patients as well as ethical issues associated with treating suicidal patients.

You will learn:

• How to formulate cognitive case conceptualizations of suicidal crises;
• How to conduct a comprehensive suicide risk assessment and develop a safety plan for patients based on this information;
• Specific intervention strategies for treating suicidal patients from a cognitive approach.

Who should attend? Mental health professionals who see patients with moderate to severe psychopathology or who are otherwise at risk for suicide.

Recommended Readings: Berk, M. S., Henriques, G. R., Warman, D., Brown, G. K., & Beck, A. T. (2004). A cognitive therapy intervention for suicide attempters: Overview of the treatment and case examples. Cognitive and Behavioral Practice, 11, 265-277. o Brown, G. K., Tenhave, T., Henriques, G. R., Xie, S. X., Hollander, J. E., & Beck, A. T. (2005). Cognitive therapy for the prevention of suicide attempts: A randomized controlled trial. JAMA, 294, 563-570. o Wenzel, A., Brown, G. K., & Beck, A. T. (2009). Cognitive therapy for suicidal patients: Scientific and clinical applications. Washington, DC: APA Books.

A strength of CBT is its explicit use of models or formulations to explain how symptoms are maintained and to guide interventions. At the same time, CB protocols typically target a single disorder and do not readily address complex cases with multiple disorders and problems. Drs. Hong and Persons show how using a case formulation approach to CBT helps solve this problem. In case-formulation-driven CBT, therapists can develop hypotheses about and assess psychological mechanisms that underlie a patient's problems and efficiently treat multiple problems and disorders by targeting those mechanisms. This workshop offers practical strategies that therapists can use to identify mechanisms, develop a case formulation, design a treatment plan based on the formulation, and intervene to target specific mechanisms. The workshop leaders will also provide ways to collect data throughout treatment in order to test the formulation and evaluate the effectiveness of the treatment plan. Teaching methods include didactic presentations, case examples, and interactive exercises.

You will learn:

• How to use the case formulation approach to CBT to identify and assess mechanisms underlying multiple disorders and problems;
• How to teach patients how the mechanisms cause and maintain their symptoms and problems;
• How to use the formulation to develop interventions that target the mechanisms;
• How to use assessment measures and self-monitoring tools to monitor treatment progress and changes in the underlying mechanisms.

Who should attend? Mental health professionals who are familiar with CBT and work with patients who present with multiple comorbid diagnoses and problems.

Recommended Readings: Kazdin, A. (1993). Evaluation in clinical practice: Clinically sensitive and systematic methods of treatment delivery. Behavior Therapy, 24, 11-45. o Persons, J. B. (2008). The case formulation approach to cognitive-behavior therapy. New York: Guilford Press.

The provision of effective behavioral support to individuals with a developmental disability and an accompanying mental health and/or behavioral challenge (i.e., a dual diagnosis) residing and working in the community is a topic of great importance. As individuals with increasingly complex behavioral challenges move from congregate-care settings to community-based programs, the challenges faced by parents and staff who must manage these dangerous behaviors (i.e., self-injury, serious aggression) are enormous. Unfortunately, many training models have not historically emphasized the "behavioral competence" of the direct service caregiver. Project: Natural Setting Therapeutic Management (NSTM), was designed to address these treatment barriers by teaching family and/or staff members of persons with dual diagnoses methods to construct and maintain a therapeutic environment in the home or work setting. Project NSTM focuses on the development of behavioral competency via the use of a multiple-model, psychoeducational training program designed to transfer treatment ownership from clinician to family or staff members. This workshop will present the structure and format of Project NSTM, with particular emphasis on system management issues.

You will learn:

• A community-based family training model designed to address severe behaviors;
• The rudiments of a multifactor behavioral assessment model;
• Clinical problem solving based on the model;
• A method to analyze the effects of cultural and system challenges to community-based support.

Who should attend? Psychologists, individuals providing behavioral support services in community settings, supervisory staff managing direct-care workers, administrators, parents.

Recommended Readings: Bouras, N. (Ed.). (1999). Psychiatric and behavioural disorders in developmental disabilities and mental retardation. Cambridge, UK: Cambridge Press. o Koegel, L.K., Koegel, R.L., & Dunlap, G. (Eds.). (1996). Positive behavioral support: Including people with difficult behaviors in the community. Baltimore: Paul H. Brookes. o Kormann, R.J., & Petronko, M.R. (2002). Community-based behavioral, therapeutic training programs. In J.W. Jacobson, J.A. Mulick, & C.S. Holburn (Eds.), Dual diagnosis program models. Schenectady, NY: National Association on Dual Diagnosis. o Kormann, R.J., & Petronko, M.R. (2003). Crisis and revolution in developmental disabilities: The dilemma of community based services. The Behavior Analyst Today, 3, 4, 434-440. o Nezu, A.M., & Nezu, C.M. (Eds.). (1989). Clinical decision making in behavior therapy: A problem solving perspective. Champaign, IL: Research Press. o Nezu, C.M, Nezu, A.M., & Gill-Weiss, M.J. (1992). Psychopathology in persons with mental retardation: Clinical guidelines for assessment and treatment. Champaign, IL: Research Press. o Petronko, M.R., Harris, S.L., & Kormann, R.J. (1994). Community-based training approaches for people with mental retardation and mental illness. Journal of Consulting and Clinical Psychology, 62, 49-54.