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Ticketed Sessions
Workshops
ABCT's workshops provide participants with up-to-date integration of theoretical, empirical, and clinical knowledge about specific issues or themes. Participants in these courses can earn 3 hours of continuing education credits per workshop.
Workshop 1 Core Strategies in the Assessment and Treatment of Health Anxiety Heather Hadjistavropoulos, University of Regina Patricia Furer, University of Manitoba John Walker, University of Manitoba Theo Bouman, University of Groningen Moderate level of familiarity with the material Health anxiety (HA) refers to fears and preoccupation about bodily sensations or changes in health, and ranges from mild concerns to severe health-related anxiety and preoccupation. HA has four key components: (1) worry and preoccupation with health, (2) interpretation of health-related information, including bodily sensations, as threatening, (3) reassurance-seeking and body-checking, and (4) hypersensitivity to somatic symptoms. Most research has focused on severe HA (i.e., hypochondriasis) in the absence of medical conditions. However, HA may also present in individuals with chronic medical conditions, and may be comorbid with other mood, anxiety, or somatoform disorders. Cognitive-behavioral (CB) treatment protocols for HA have been supported in the research literature. The goal of this workshop is to provide participants with core skills used to assess and treat HA, with attention to the diverse disciplines called upon to deal with persons with high levels of health anxiety. The workshop will be in four parts: (1) assessment of HA, (2) treatment rationale and psychoeducation in the community and medical settings, (3) cognitive interventions and exposure strategies for addressing death anxiety, and (4) behavioral approaches for HA. Integration of acceptance-based strategies and existential approaches with the CB treatments will be discussed. Research evidence for these strategies will be presented, but the focus of the workshop will be on demonstrating skills through case examples, videotapes, role-plays, and handouts. Workshop participants will have a better understanding of and capacity to use these core strategies in their practice. You will learn:
Recommended Readings: Bouman, T. K., & Buwalda, F. M. (2008). A psychoeducational approach to hypochondriasis: Background, content and practice guidelines. Cognitive and Behavioral Practice, 15, 231-243. Furer, P., Walker, J. R., & Stein, M. B. (2007). Treating health anxiety and fear of death: A practitioner's guide. New York: Springer Taylor, S., Asmundson, G. J. G., & Coons, M. J. (2005). Current directions in the treatment of hypochondriasis. Journal of Cognitive Psychotherapy, 19, 291-310.
Workshop 2 Schematic Mismatch in the Therapeutic Relationship: Using Roadblocks as Opportunities for Change Robert L. Leahy, Ph.D. American Institute for Cognitive Therapy, New York, NY Moderate level of familiarity with the material Patients and therapists each come to the therapeutic relationship with their own conceptualization of what an effective relationship will be and how emotions are to be handled. Patients' schemas may focus on threats of abandonment, humiliation, or loss of autonomy, while therapists may have schemas reflecting demanding standards, need for control, and approval-seeking. Moreover, both patients and therapists may have "emotional schemas" where emotions may be viewed as threatening, overwhelming, needing regulation, or incomprehensible. These schema mismatches may lead the therapist to view emotions as a waste of time, complaining, or a sign of rumination; they make it difficult for the therapy to elicit emotionally significant material or allow for important experiential exposure. In this workshop, mutually self-fulfilling interpersonal strategies and schema mismatches between patient and therapist will be identified. Techniques for using and modifying these conflicts will be illustrated. Participants will be encouraged to engage in role-plays that represent problematic impasses in CBT. These role-plays will help identify core beliefs, assumptions, and dysfunctional strategies (held by patient or therapist) that can be reversed using conceptualizations and models of schematic-mismatch. Resistance and noncompliance will be viewed as a window into the past, present, and future interpersonal world of the patient. A variety of cognitive, behavioral, and experiential strategies will be identified. Finally, the therapist's own dysfunctional beliefs and strategies are amenable to cognitive and behavioral techniques that can be used on an ongoing basis to enhance therapeutic effectiveness and reduce the risk of burnout. You will learn:
Recommended Readings: Leahy, R. L. (2001). Overcoming resistance in cognitive therapy. New York: Guilford. Leahy, R. L. (2007). Schematic mismatch in the therapeutic relationship: A social-cognitive model. In P. Gilbert & R. L. Leahy (Eds.), The therapeutic relationship in the cognitive behavioral psychotherapies (pp.229-254). London: Routledge. Leahy, R. L. (2009). Resistance: An emotional schema therapy (EST) approach. In G. Simos (Ed.), Cognitive behaviour therapy: Vol. 2. A guide for the practising clinician (pp. 187-204). New York: Routledge/Taylor & Francis.
Workshop 3 Group Treatment for Social Anxiety Disorder Stefan G. Hofmann, Boston University Moderate level of familiarity with the material Social Anxiety Disorder (SAD) is one of the most common mental problems in the population and in clinical settings. Traditional cognitive-behavioral techniques have only shown moderate effects. More recent research has led to a greater understanding about the maintaining factors of this disorder. Based on this knowledge, a new treatment model has been developed that is associated with considerably greater treatment efficacy than earlier formulations. This treatment focuses on expectations about social standards, goal-setting strategies, self-focused attention, self-perception, and emotional control. Some of the treatment techniques include video feedback, attention modification, mirror exposures, and in vivo social mishap exposures. Participants of this workshop will become familiar with the theoretical basis of this intervention and learn the specific therapeutic techniques that are necessary to carry out effective treatment of this pervasive and debilitating disorder. You will learn:
Recommended Readings: Hofmann, S. G., & Otto, M. W. (2008). Cognitive-behavior therapy of social anxiety disorder: Evidence-based and disorder specific treatment techniques. New York: Routledge.
Workshop 4 DBT and CBT for Emotion Dysregulation and Non-Suicidal Self-Injury in Adolescents W. Edward Craighead, Emory University School of Medicine and Emory University Lorie A. Ritschel, Emory University School of Medicine Moderate level of familiarity with the material This workshop is designed for clinicians who provide services for adolescents who struggle with pervasive emotion regulation difficulties and engage in non-suicidal self-injurious behavior (NSIB). In Part I, an overview of emotion regulation difficulties as they occur in adolescents will be provided. Discussion will center on diagnostic criteria for Axis I and II pathology in teens, and common clinical presentations will be reviewed, including comorbid conditions such as substance abuse, bipolar disorder, and anxiety disorders. Clinicians will learn the distinction between suicide and NSIB and will learn to conceptualize these behaviors within DSM-IV nosology. Part I will conclude with a discussion of the rationale for developing early interventions targeting emotion regulation difficulties in this vulnerable population. In Part II, the newest empirical evidence regarding best-practice interventions for emotion dysregulation in adolescents will be reviewed, with a focus on Dialectical Behavior Therapy (DBT) and Cognitive Behavioral Therapy (CBT). Data will be presented from the most recent published literature as well as from the Child and Adolescent Mood Program (CAMP) at Emory University School of Medicine. Part III will focus on the application of these interventions in clinical practice, including individual and group DBT and standard CBT for teens. Videos from sessions conducted at CAMP will be shown, and the audience will have the opportunity to participate in role-play demonstrations to illustrate how to implement CBT and DBT techniques with various clinical presentations of adolescent problems. You will learn:
Recommended Readings: Curry, J. F., & Becker, S. J. (2008). Empirically supported psychotherapies for adolescent depression and mood disorders: In R. G. Steele, T. D. Elkin, & M. C. Roberts (Eds.), Handbook of evidence-based therapies for children and adolescents: Bridging science and practice (pp 161-176). New York: Springer. Miller, A. L., Rathus, J. H., & Linehan, M. M. (2007). Dialectical behavior therapy with suicidal adolescents. New York: Guilford.
Workshop 5 Natural Setting Therapeutic Management (NSTM): A Multiple Model Approach to Maintain Individuals with Developmental Disabilities and Severe Behaviors in Community Settings Michael R. Petronko, Rutgers University Russell J. Kormann, Rutgers University Doreen DiDomenico, Rutgers University Basic level of familiarity with the material 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 methods to construct and maintain a therapeutic environment in the home or work setting for persons with dual diagnoses. The Project focuses on the development of behavioral competency via the use of a multiple-model, psycho-educational 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. It is well-suited for a variety of audiences, including psychologists, individuals providing behavioral support services in community settings, supervisory staff managing direct care workers, or administrators. You will learn:
Recommended Readings: Kormann, R. J., & Petronko, M. R. (2003). Crisis and revolution in developmental disabilities: The dilemma of community-based services. The Behavior Analyst Today, 3, 434-440. 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. 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.
Workshop 26 Integrating Mindfulness and Values Work to Foster Behavioral Activation: An Acceptance and Commitment Therapy Perspective Kelly G. Wilson, University of Mississippi Emily K. Sandoz, University of Louisiana at Lafayette Appropriate for all levels Although formal mindfulness meditation practice is not necessarily emphasized in ACT, mindfulness processes are central to the work. Mindfulness processes are particularly important in their integration with values work. This workshop will focus on the use of mindfulness work and the ways this work can facilitate values-centered behavioral activation. The workshop is based on three bodies of evidence that are experiencing remarkable growth within both clinical and experimental psychology. There is a growing body of evidence suggesting that chasing happiness leads paradoxically to less happiness. For example, experimental studies show that individuals primed to covet happiness derive less pleasure from pleasurable events that follow the priming. A second body of evidence shows that pursuit of valued life directions leads to good psychological outcomes, improved physical and psychological functioning, and buffers the impact of stressful life events. Finally, there is a growing literature on the benefits of mindfulness for a variety of difficulties, including anxiety and depression. Although this is an ACT workshop, the strategies could readily be incorporated into other models of working, including both traditional CBT models as well as other mindfulness-oriented CBT approaches. You will learn:
Recommended Readings: Wilson, K. G., & DuFrene, T. (2009). Mindfulness for two: An acceptance and commitment therapy approach to mindfulness in psychotherapy. Oakland, CA: New Harbinger. Wilson, K. G., & DuFrene, T. (2010). Things might go terribly, horribly wrong. Oakland, CA: New Harbinger. Wilson, K.G., & Sandoz, E. K. (2008). Mindfulness, values, and the therapeutic relationship in Acceptance and Commitment Therapy. In S. Hick & T. Bein (Eds.), Mindfulness and the therapeutic relationship (pp. 89-106). New York: Guilford Press. Workshop 6 Hands-on Training in CBT for Insomnia in Those With Anxiety Disorders, Depression, and Other Comorbid Conditions Rachel Manber, Stanford University Medical Center Colleen E. Carney, Ryerson University Basic level of familiarity with the material Consistent with the Conference's focus on adapting evidence-based treatments to complex clinical cases, this Insomnia and Other Sleep Disorders SIG-sponsored workshop will provide a step-by-step guide for using Cognitive Behavior Therapy (CBT) in those with anxiety disorders, depression, and chronic pain. By using case examples, handouts, and exercises, this hands-on workshop is relevant across disciplines and clinical settings, and provides relevant strategies to handle the types of complex cases you are most likely to encounter in clinical practice. While most workshops and books provide advice for treating the relatively straightforward case of Primary Insomnia, this workshop focuses on the most prevalent type of insomnia and the insomnia that you are most likely to encounter -insomnias that occur with another disorder, such as anxiety, depression, or chronic pain. The presenters are authors of the only CBT workbook written expressly for comorbid insomnias, and they share their challenges. They review the evidence that CBT for insomnia improves both the insomnia and symptoms of the comorbid disorder, and focus on how to adapt CBT for insomnia for specific conditions. Virtually all health professionals encounter insomnia as either a primary or comorbid disorder; this workshop will provide the tools necessary to implement effective sleep treatment strategies. You will learn:
Recommended Readings: Carney, C. E., & Manber, R. (2009). Quiet your mind and get to sleep: Solutions to insomnia for those with depression, anxiety or chronic pain. Oakland, CA: New Harbinger. Edinger, J. D., Olsen, M. K., Stechuchak, K. M., Means, M. K., Lineberger, M. K., Kirby, A., & Carney, C. E. (2009). Cognitive behavioral therapy with primary and comorbid insomnia: A randomized clinical trial. Sleep, 32, 499-510. Manber, R., Edinger, J. D., Gress, J. L., San Pedro-Salcedo, M. G., Kuo, T. F., & Kalista, T. (2008). Cognitive behavioral therapy for insomnia enhances depression outcome in patients with comorbid major depressive disorder and insomnia. Sleep, 31, 489-495. Workshop 7 Comprehensive Behavioral Intervention for Tics Douglas W. Woods, University of Wisconsin-Milwaukee Christine A. Conelea, University of Wisconsin-Milwaukee; Brown University School of Medicine Basic level of familiarity with the material Tourette Syndrome (TS) is a neurological condition consisting of multiple motor and vocal tics that are presumably due to failed inhibition within cortical-striatial-cortical motor pathways. In recent years, there has been a growing recognition among psychiatry and neurology about the utility of behavior therapy procedures in managing the symptoms of TS in children and adults. Recently, the National Institute of Mental Health funded a multi-site group of researchers working with the Tourette Syndrome Association to conduct two parallel randomized clinical trials investigating the efficacy of these procedures in adults and children with TS. The procedures being tested in the study combine elements of habit-reversal training with psychoeducation and function-based behavioral interventions, yielding a Comprehensive Behavioral Intervention for Tics (CBIT). Unfortunately, very few clinicians have been trained in evidence-based treatments for TS and tic disorders, and in most U.S. cities there are no behavior therapists who provide this treatment. In the workshop, the presenter will describe CBIT and other relevant interventions used in the treatment of children and adults with TS. In addition to learning the general therapeutic techniques, attendees will learn to appreciate the diagnostic complexities associated with tic disorders, and will learn about the underlying theory for behavioral intervention, the data supporting the model, and data on the efficacy of the treatment. Various instructional technologies will be employed including didactic instructions, videotaped samples of actual treatment, and role-play demonstrations. You will learn:
Recommended Readings: Conelea, C. A., & Woods, D. W. (2008). The role of contextual factors in tic expression. Journal of Psychosomatic Research, 65, 487-496. Cook, C. R., & Blacher, J. (2007). Evidence-based psychosocial treatment for tic disorders. Clinical Psychology: Science and Practice. 14, 252-267. Woods, D. W., Piacentini, J. C., Chang, S., Deckersbach, T., Ginsburg, G., Peterson, A. L., Scahill, L. D., Walkup, J. R., & Wilhelm, S. (2008). Managing tourette's syndrome: A behavioral intervention for children and adults (therapist guide). New York: Oxford University Press. Workshop 8 ACT in Practice: Case Conceptualization in Acceptance and Commitment Therapy Daniel J. Moran, Pickslyde Consulting Patricia Bach, Illinois Institute of Technology Moderate level of familiarity with the material This workshop will provide a step-by-step framework for functionally conceptualizing client behavior problems and will discuss selection and application of specific Acceptance and Commitment Therapy (ACT) interventions. The workshop will also help attendees develop their own ACT-consistent interventions, exercises, and metaphors. Attendees will become familiar with the six core ACT principles of defusion, self-as-context, acceptance, values, committed action, and contacting the present moment. They will be able to conceptualize clinically relevant behaviors as functional response classes and discriminate when they are amenable to an ACT approach. Attendees will learn to select ACT interventions appropriate for addressing specific core principles and will learn how to apply specific ACT interventions based on the case formulation. Participants will learn methods of assessing effectiveness of interventions The workshop will use a case-based approach beginning with instructor-supplied cases, and later use participants' cases for practice in ACT case formulation, selecting interventions, and assessing the effectiveness of interventions. There will be demonstrations, large group exercises, and case-based practice. Participants will be provided with handouts to use with their clients for assessment and homework assignments to augment in session interventions. Worksheets will also be distributed for the participants to use to facilitate ACT case formulation. You will learn:
Recommended Readings: Bach, P., & Moran, D. J. (2008). ACT in practice: Case conceptualization in acceptance and commitment therapy. Oakland, CA: New Harbinger. Workshop 9 The Marriage Checkup: Using the Brief Checkup Model to Promote Marital Health and Prevent Relationship Deterioration James V. Cordova, Clark University Basic level of familiarity with the material In addition to the suffering inherent in marital deterioration, these processes are associated with risk of depression, substance abuse, domestic violence, physical illness, and poorer child outcomes. Couples that become severely distressed first pass through an at-risk stage in which they experience the early symptoms of marital deterioration but have not yet suffered irreversible damage. Couples in this at-risk stage are unlikely to seek treatment because they have not yet become distressed enough to see the need. However, it is during the at-risk stage that couples may benefit most from early intervention. Intervening with couples in this at-risk stage fills a niche between the distress inoculations provided by prevention programs and the intensive treatment provided by couple therapy. The Marriage Checkup (MC) is the first empirically established program to intervene early in the process of relationship deterioration. The MC was designed to provide the marital health equivalent of the annual physical health checkup. The Marriage Checkup is intended to provide an empirically based program to promote positive marital health behaviors, to screen for developing marital health problems, and to provide evidence-based advice to couples about how to effectively address their marital health concerns. You will learn:
Recommended Readings: Cordova, J. V. (2009). The marriage checkup: A scientific program for sustaining and strengthening marital health. Lanham, MD: Jason Aronson Publishers. Cordova, J. V., Scott, R. L., Dorian, M., Mirgain, S., Yaeger, D., & Groot, A. (2005). The marriage checkup: A motivational interviewing approach to the promotion of marital health with couples at-risk for relationship deterioration. Behavior Therapy, 36, 301-310. Gee, C. B., Scott, R. L., Castellani, A. M., & Cordova, J. V. (2002). Predicting 2-year marital satisfaction from partners' reaction to a marriage checkup. Journal of Marital and Family Therapy, 28, 399-408. Workshop 10 Cognitive Behavioral Therapy for ADHD in Adults Steven A. Safren, Harvard Medical School and Massachusetts General Hospital Susan Sprich, Harvard Medical School and Massachusetts General Hospital Laura Knouse, Harvard Medical School and Massachusetts General Hospital Basic level of familiarity with the material ADHD in adulthood is a highly prevalent and interfering disorder, affecting approximately 4% of adults in the U.S. Compared to other psychological disorders, there is a shortage of resources available to clinicians for evidence-based treatment of this disorder. Although medication has been shown to be effective in this population, most individuals are either considered medication non-responders or have clinically significant residual symptoms after medication treatment. These patients often present to our clinic seeking CBT. This workshop will provide practical, step-by-step training in conducting CBT for adult ADHD, following our treatment approach, which has been tested and shown to be successful in two NIH-supported trials. The modules of treatment involve 1) organizing and planning, 2) coping with distractibility, 3) cognitive restructuring, 4) involvement of a spouse or significant other, and 5) application to procrastination. The presentation will provide step-by-step instruction in the techniques covered in each of these modules (which are published in our therapist guide and client treatment manuals). The workshop will include interactive clinical demonstrations of the techniques via role-plays and video clips. You will learn:
Recommended Readings: Safren, S. A., Perlman, C. A., Sprich S., & Otto, M. W. (2005). Mastery of your adult ADHD. Client workbook. New York: Oxford University Press. Safren, S. A., Sprich, S., Perlman, C. A., & Otto, M. W. (2005). Mastery of your adult ADHD. Therapist guide. New York: Oxford University Press. Knouse, L. E., & Safren, S. A. (2010). Adult attention-deficit hyperactivity disorder. In L. Baer and M. A. Blais (Eds.), Handbook of clinical ratings scales and assessment in psychiatry and mental health (pp. 195-208). Totowa, NJ: Humana Press.
Workshop 11 Problem-Solving Therapy for Depression Among Medical Patient Populations Arthur M. Nezu, Drexel University Christine Maguth Nezu, Drexel University Moderate level of familiarity with the material Depression in individuals suffering from a major medical illness (e.g., cardiovascular disease, cancer, diabetes) can have a profound impact on both morbidity and mortality. For example, depression among persons diagnosed with heart failure is associated with an increased mortality rate of 250%. Being depressed also negatively affects adherence to medical and other life-style change prescriptions. To address this major public health concern, Problem-Solving Therapy (PST) has been increasingly applied to treat depression among various medical patient populations. Several recent meta-analyses support the efficacy of this approach either as a stand-alone intervention, or as part of a larger collaborative care initiative. PST is based on research demonstrating that effective problem-solving ability moderates the deleterious effects of stressful problems, such as those etiologically associated with the experience of a chronic medical illness. PST treatment goals include enhancing a patient's optimism and sense of self-efficacy, ability to regulate negative emotionality under stress, and ability to identify and engage in effective coping strategies that better match situation-specific goals (i.e., both problem-focused and emotion-focused objectives). This workshop will begin by providing an overview of the underlying theory and research supporting the rationale for applying this approach to treat depression among various medical patient populations. The remaining section will teach attendees how to conduct PST for such individuals, with an emphasis on tailoring the intervention as a function of differences among diagnostic category (e.g., CHD vs. cancer) and diversity status (e.g., ethnicity, SES, gender). Relevant assessment tools and therapy handouts will be provided. You will learn:
Recommended Readings: D'Zurilla, T. J., & Nezu, A. M. (2007). Problem-solving therapy: A positive approach to clinical intervention (3rd ed.). New York: Springer. Nezu, A. M., Nezu, C. M., & D'Zurilla, T. J. (2007). Solving life's problems: A 5?step guide to enhanced well-being. New York: Springer. Nezu, A. M., Nezu, C. M., & Perri, M. G. (2006). Problem solving to promote treatment adherence. In W. T. O'Donohue & E. R. Levensky (Eds.), Promoting treatment adherence: A practical handbook for health care providers (pp. 135-148). New York: Sage Publications. Workshop 12 Advanced Workshop on Cognitive Processing Therapy (CPT) Patricia A. Resick, VA National Center for PTSD and Boston University High level of familiarity with the material The purpose of this workshop is to provide advanced training in the implementation of cognitive processing therapy (CPT) for PTSD and related comorbid disorders. Please attend this workshop only if you have implemented CPT with a number of clients with PTSD prior to attendance. The CPT protocol will not be reviewed during the workshop. If you are new to CPT, please attend the pre-meeting institute on basic CPT. This will be an interactive workshop in which participants are expected to bring in and discuss challenging client issues. We will identify issues that may arise with different types of trauma, such as child sexual abuse, other interpersonal traumas, military trauma, etc. We will focus on critical thinking, case conceptualization, and strategies for improving therapists' use of trauma-specific Socratic dialogue. Objectives of the workshop are to assist participants in implementing CPT effectively, to consider complex cases, and to advance participants' trauma-focused cognitive therapy skills. You will learn:
Recommended Readings: Resick, P. A., Monson, C. M., & Chard, K. M. (2007). Cognitive processing therapy: Veteran/military version. Washington, DC: Department of Veterans' Affairs. Email Patricia.Resick@va.gov for a copy. Monson, C. M., Schnurr, P. P., Resick, P. A., Friedman, M. J., Young-Xu, Y., & Stevens, S. P. (2006). Cognitive processing therapy for veterans with military-related posttraumatic stress disorder. Journal of Consulting & Clinical Psychology, 74, 898-907. Resick, P. A., Galovski, T. E., Uhlmansiek, M. O., Scher, C. D., Clum, G. A., & Young-Xu, Y. (2008). A randomized clinical trial to dismantle components of cognitive processing therapy for posttraumatic stress disorder in female victims of interpersonal violence. Journal of Consulting and Clinical Psychology, 76, 243-258.
Workshop 13 CBT for Couples Experiencing Economic Stress Norman B. Epstein, University of Maryland, College Park Mariana K. Falconier, Virginia Polytechnic Institute and State University Moderate level of familiarity with the material This workshop will identify effects that economic stressors such as diminished financial resources due to the global recession and job loss commonly have on individual and relationship functioning, and will provide clinical assessment and intervention guidelines for assisting distressed couples. Empirical research has supported a stress and coping model in which negative effects of objective economic stressors on couples' relationships are mediated by partners' affective and behavioral responses toward each other (e.g., hostility, verbal aggression, demand/withdraw dyadic patterns). Furthermore, partners' individual subjective responses (economic strain) to objective stressors are influenced by personal standards, cognitive distortions, and attributions regarding their partner's motives and traits. Empirical support will be reviewed regarding application of cognitive-behavioral couple therapy with couples experiencing economic stress. Screening, assessment, and treatment procedures that are designed to minimize negative impacts of such stress on the couple will be described. In addition, strategies for increasing couples' current resilience in coping with economic stressors will be detailed. Guidelines will be presented for referring couples for concurrent financial counseling, as well as for deciding when individual therapy may be appropriate for one or both partners. Case examples and video demonstrations will be used to illustrate clinical decision-making and intervention procedures. You will learn:
Recommended Readings: Conger, R. D., Rueter, M. A., & Elder, G. H. (1999). Couple resilience to economic pressure. Journal of Personality and Social Psychology, 76, 54-71. Epstein, N. B., & Baucom, D. H. (2002). Enhanced cognitive-behavioral therapy with couples: A contextual approach. Washington, DC: American Psychological Association. Falconier, M. K., & Epstein, N. B. (in press). Relationship satisfaction in Argentinean couples under economic strain: Mediating factors and gender differences in a dyadic stress model. Journal of Social and Personal Relationships.
Workshop 14 Assessment and Treatment of Bipolar Disorder in Children Mary A. Fristad, Ohio State University Jill S. Goldberg Arnold, Private Practice Basic level of familiarity with the material This workshop is designed to provide an up-to-date summary of evidence-based assessment and treatment of bipolar disorder in youth. First, the presenters will describe how depressive and manic symptoms appear in children and adolescents, with particular focus on differential diagnosis and patterns of comorbidity. Next, they will provide an overview of the available biological interventions, emphasizing what non-prescribing clinicians need to know about these treatments. Then, the presenters will focus on psychosocial interventions: how to conceptualize and deliver them. Specific therapeutic exercises used with children and parents in individual-family and multi-family psychoeducational psychotherapy will be reviewed in a hands-on format. This program will utilize lecture format, case presentations, demonstrations, role-plays, and questions and answer periods. You will learn:
Recommended Readings: Fristad, M. A., Verducci, J. S., Walters, K., & Young, M.E. (2009). The impact of multi-family psychoeducational psychotherapy in treating children aged 8-12 with mood disorders. Archives of General Psychiatry. 66, 1013-1021. Mendenhall, A. N., Fristad, M. A., & Early, T. (2009). Factors influencing service utilization and mood symptom severity in children with mood disorders: Effects of multi-family psychoeducation groups (MFPG). Journal of Consulting and Clinical Psychology, 77, 463-473. Fristad, M. A. (2006). Psychoeducational treatment for school-aged children with bipolar disorder. Development and Psychopathology. 18, 1289-1306.
Workshop 15 Acceptance-Based Behavioral Therapy for GAD and Comorbid Disorders Susan M. Orsillo, Suffolk University Lizabeth Roemer, University of Massachusetts at Boston Moderate level of familiarity with the material Generalized Anxiety Disorder (GAD) is one of the least successfully treated of the anxiety disorders. This workshop will introduce participants to a new, integrative treatment for GAD that specifically targets the experiential/emotional avoidance characteristic of GAD, and assists clients in leading meaningful lives, using both traditional cognitive behavioral interventions and newer acceptance-based behavioral techniques (drawn from Acceptance and Commitment Therapy, Mindfulness-Based Cognitive Therapy, and Dialectical Behavior Therapy). Numerous case examples and exercises will illustrate the central elements of the treatment as well as considerations and challenges in successfully implementing them with clients. Outcome data from our recently completed randomized controlled trial will also be presented. You will learn:
Recommended Readings: Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford. Roemer, L., & Orsillo, S. M. (2009). Mindfulness and acceptance-based behavioral therapies in practice. New York: Guilford. Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York: Guilford.
Workshop 16 Cognitive Behavioral Treatment for Depression in Primary Care Medicine Barbara A. Golden, Philadelphia College of Osteopathic Medicine Bruce S. Zahn, Philadelphia College of Osteopathic Medicine Moderate level of familiarity with the material Despite advances in the integration of clinical health psychology in the primary care setting, depressive disorders continue to present assessment and treatment challenges. Primary care psychologists, like family physicians, treat problems that range across the lifespan and across the local community demographics. The application of cognitive behavioral strategies and techniques in the primary care setting is beginning to gain increased popularity due to greater empirical support and escalating healthcare costs. Depression may be considered "the common cold" of all the emotional disorders. It is estimated that over 50% of people suffering from depression receive their treatment solely from primary care providers. The call for greater integrated healthcare delivery systems sets the stage for multidisciplinary practices. The goals of this workshop are to help psychologists 1) identify key features of depression across the lifespan as they present in primary care, 2) review current assessment and treatment approaches for depression within the primary care setting, and 3) consider the unique interpersonal and ethical facets of working in primary care. Participants will be encouraged to facilitate collaboration with physicians to meet the needs of this complex population. Strategies for engaging "skeptical" patients will be presented. Ethical considerations and science-based practices will be discussed. You will learn:
Recommended Readings: DiTomasso, R. A., Golden, B. A., & Morris, H. J. (2010). Handbook of cognitive-behavioral approaches in primary care. New York: Springer Belar, C., & Deardoff, W. W. (2009). Clinical health psychology in medical settings: A practitioner's guidebook: 2nd Edition. Washington, DC: American Psychological Association.
Workshop 17 Individual and Family-Based CBT for Treatment of First-Episode Psychosis Jennifer Gottlieb, Dartmouth Medical School and Massachusetts General Hospital Corinne Cather, Massachusetts General Hospital and Harvard Medical School Shirley Glynn, University of California, Los Angeles Kim Mueser, Dartmouth Medical School Basic level of familiarity with the material Cognitive behavioral therapy for psychosis (CBTp) has strong empirical support for improving psychotic and negative symptoms, and functioning in schizophrenia. However, despite the fact that CBTp is recommended by the PORT treatment guidelines for schizophrenia, 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. In addition, there has been substantial increase in treatment development and research for young adults experiencing the early stages of psychotic disorders. Current clinical practice guidelines for first-episode psychosis aim to minimize the treatment delays and stigma that have precluded individuals from receiving optimal treatment early in the course of their illness. Therefore, the dissemination and practice of CBT becomes even more important. This workshop will provide a hands-on, skills-based introduction to CBTp to help participants learn how to conceptualize and treat common symptoms in people with schizophrenia, particularly those who are experiencing a first episode of psychosis. The workshop will provide a historical overview of the origins of CBTp, and a brief review of the evidence base in schizophrenia. Next, the core features of CBTp will be taught, including the conceptualization of symptoms, setting goals, education, normalization, processing the impact of the illness, teaching behavioral coping strategies, and cognitive restructuring. Specific applications of CBT for treating particular symptoms will then be addressed, including hallucinations and delusions, depression, posttraumatic symptoms, and self-stigma. Guidelines and techniques for conducting effective family interventions with clients and their relatives will be provided. You will learn:
Recommended Readings: Beck, A. T., Rector, N. A., Stolar, N., & Grant, P. (2009). Schizophrenia: cognitive theory, research, and therapy. New York: Guilford. Kingdon, D. G., & Turkington, D. (2004). Cognitive therapy of schizophrenia. New York: Guilford. Waldheter, E. J., Penn, D. L., Perkins, D., Mueser, K. T., Owens, L. W., & Cook, E. (2008). The graduated recovery intervention program for first episode psychosis: Treatment development and preliminary data. Community Mental Health Journal, 44, 443-455.
Workshop 18 Concurrent Treatment for Alcohol Dependence and PTSD Edna B. Foa, University of Pennsylvania David A. Yusko, University of Pennsylvania Moderate level of familiarity with the material The prevalence of comorbid posttraumatic stress disorder (PTSD) and alcohol dependence (AD) is quite high, especially in clinics specializing in either disorder, but also in general psychiatric clinics. Therefore, many clinicians are in search of efficacious treatments that address both disorders. While research has identified effective treatments for each disorder separately, these comorbid patients are often left in a revolving door of recidivism due to the lack of an effective combined treatment. In this workshop a treatment program for patients with comorbid PTSD/AD will be presented. The program combines Prolonged Exposure therapy (PE) for PTSD and a counseling program developed specifically for AD (BRENDA). The workshop will begin by briefly presenting results on the efficacy of the program. Next, PE treatment and BRENDA will be described. The combined treatment program will then be described and ways to optimize a successful outcome for this difficult clinical population will be discussed. In particular, the workshop will focus on the following aspects: 1) providing an overview of a typical PE treatment; 2) creating an effective in-vivo exposure hierarchy; 3) facilitating optimal emotional engagement during imaginal exposure; and 4) modifying procedures for PE when necessary. The treatment will be demonstrated with patients´ videotapes. This workshop is for participants who have had previous training in alcohol treatment and/or PE therapy and will focus on the added clinical complexity involved in this comorbid population. You will learn:
Recommended Readings: Foa, E. B., Hembree, E. A., & Rothbaum, B. O. (2007). Prolonged exposure therapy for PTSD: Emotional processing of traumatic experiences. New York: Oxford University Press. Starosta, A. N., Leeman, R. F., & Volpicelli, J. R. (2006). The BRENDA model: integrating psychosocial treatment and pharmacotherapy for the treatment of alcohol use disorders. Journal of Psychiatric Practice, 12(2), 80-89.
Workshop 19 Selective Mutism in Children: Characteristics, Assessment, and Treatment Christopher A. Kearney, University of Nevada, Las Vegas Harpreet Kaur, University of Nevada, Las Vegas Rachel Schafer, University of Nevada, Las Vegas Basic level of familiarity with the material Selective mutism is a persistent and debilitating condition in which a child fails to speak in public situations where speaking is expected. Children with selective mutism often speak well in familiar situations, such as home, but do not speak to people in public situations, such as parks, shopping malls, restaurants, and school. Selective mutism commonly begins during preschool years but treatment is often delayed by parents. Selective mutism may have a chronic course and can produce significant problems, such as peer rejection, incomplete verbal academic tasks or standardized tests, or inadequate language or social skills. This workshop covers essential features of selective mutism and reluctance to speak, basic assessment strategies for selective mutism, and general intervention techniques. Assessment strategies will include structured interviews, behavioral observations, checklists, standardized tests, speech and language assessment, and daily logs. Intervention techniques will include reinforcement, modeling, prompting, shaping, stimulus fading, and contingency management, among others. Video examples of treatment will be provided as well as special topics, such as bilingual families, medication, comorbid problems, and excessively shy parents. All interventions are placed within a multidisciplinary context that includes collaborations with school-based personnel and health professionals. You will learn:
Recommended Readings: Cohan, S. L., Chavira, D. A., Shipon-Blum, E., Hitchcock, C., Roesch, S. C., & Stein, M. B. (2008). Refining the classification of children with selective mutism: A latent profile analysis. Journal of Clinical Child and Adolescent Psychology, 37, 770-784. Kearney, C. A. (2010). Helping youths with selective mutism and reluctance to speak: A guide for school-based professionals. New York: Oxford University Press. Viana, A. G., Beidel, D. C., & Rabian, B. (2009). Selective mutism: A review and integration of the last 15 years. Clinical Psychology Review, 29, 57-67.
Workshop 20 CBT for OCD: A Symptom Dimension Approach Jonathan S. Abramowitz, University of North Carolina at Chapel Hill Moderate level of familiarity with the material Obsessive-compulsive disorder (OCD) is a highly heterogeneous condition with a seemingly infinite variety of obsessional themes and ritualistic behaviors. Even the most experienced clinicians can feel bewildered when trying to assess, conceptualize, and use cognitive-behavioral treatment techniques for such a dizzying array of symptoms. Recent research, however, indicates that the wide variability in obsessions and compulsions can be distilled down to four symptom dimensions or subtypes: namely, (a) contamination, (b) fears of responsibility for harm and mistakes, (c) the need for order and completeness, and (d) unacceptable thoughts with covert (mental) rituals. This work has paved the way for the development of dimension-specific cognitive-behavioral assessment and treatment strategies. The purpose of this workshop is to introduce participants to an empirically supported dimensional approach to assessing and treating OCD symptoms that maximizes efficiency when working with OCD clients. New empirically informed strategies for assessing symptom severity and conducting a functional (behavioral) analysis for each symptom dimension will be discussed and illustrated. The bulk of the workshop will focus on how to integrate and apply exposure, response prevention, and cognitive therapy techniques for patients with each of the four OCD symptom dimensions. Common pitfalls in providing these treatments will also be covered. Participants are encouraged to bring their own case material and questions. You will learn:
Recommended Readings: Abramowitz, J. S. (2006). Understanding and treating obsessive-compulsive disorder: A cognitive-behavioral approach. Mahwah, NJ: Lawrence Erlbaum Associates. Abramowitz, J. S., Taylor, S., & McKay, D. (Eds.) (2008). Clinical handbook of obsessive-compulsive disorder and related problems. Baltimore, MD: The Johns Hopkins University Press. McKay, D., Abramowitz, J., Calamari, J., Kyrios, M., Radomsky, A., Sookman, D., Taylor, S., & Wilhelm, S. (2004). A critical evaluation of obsessive-compulsive disorder subtypes: symptoms versus mechanisms. Clinical Psychology Review, 24, 283-313. Workshop 21 Personal Finance Solutions for Busy Mental Health Professionals Barbara A. Friedberg, Lebanon Valley College Basic level of familiarity with the material Mental health professionals are challenged by competing demands: patient care, insurance issues, administrative matters, and research requirements. Although trained in psychosocial methods, they may be naive about financial management. Research shows that financial pressures contribute to personal stress, which may impact the ability to successfully treat clients. This workshop educates participants in the rudimentary concepts of finance and money management, suitable for the mental health professionals' level of income and education. In sum, participants gain practical guidelines for increasing personal net worth through investing and financial management. The interactive format includes engaging exercises and discussion. Part 1 includes self-assessment on financial knowledge, and whether to self-manage your portfolio or seek professional financial management. Part 2 answers four key questions essential to creating an effective money management plan:
Part 3 concludes with the answer to the question: How long will it take to reach your financial goals? The participants will leave understanding finance and money management models (based on Nobel Prize-winner Markowitz's modern portfolio theory) adapted for mental health specialists and how to successfully manage these activities in their own lives. Attendees gain personal control over their money. Finally, younger professionals obtain financial knowledge to begin their careers on sound financial footing. You will learn:
Recommended Readings: Malkiel, B. G. & Ellis, C. D. (2010). The elements of investing. Hoboken, NJ: John Wiley & Sons. Stanley, T. (2009). Stop acting rich: And start living like a real millionaire. New York: John Wiley & Sons. Tobias, A. (2005). The only investment guide you'll ever need. Orlando: Harcourt, Inc. Workshop 22 The Art and Science of Mindfulness: Integrating Mindfulness in Psychology Shauna L. Shapiro, Santa Clara University Basic level of familiarity with the material This workshop offers scientific research and meditative practices for medical and mental health professionals interested in awakening the mind and opening the heart. Drawing on current research in psychology, medicine, and cognitive neuroscience, we will investigate the effects of mindfulness meditation on decreasing pathology and increasing positive psychological and physiological states. In addition, we will explore the mechanisms of action through which mindfulness meditation has its transformation effects. Further, the workshop will delve into the potential ways of integrating mindfulness and meditation into psychotherapy and the helping professions. Through didactic presentation, meditation practices, and small group activities we will explore ways of applying mindfulness personally and professionally to cultivate greater happiness, health, and freedom. The workshop will include lectures, mediation practices, cases, stories of transformation, and dialogue. We will focus on a range of integrated topics including defining mindfulness within a medical and mental health context, research demonstrating the powerful effects of meditation on body and mind, understanding the mechanisms through which mindfulness has its transformational effects, exploring how to integrate mindfulness into health care, exploring how to incorporate compassion into our work and our life, collaboration of meditation and psychotherapy, the wisdom of positive psychology and the cultivation of positive states of mind, intention, and motivation as essential tools for change, and practices of mindfulness and loving-kindness. You will learn:
Recommended Readings: Shapiro, S. L., & Carlson, L. E. (2009). The art and science of mindfulness: Integrating mindfulness into psychology and the helping professions. Washington, DC: American Psychology Press Bien, T. (2006). Mindful therapy: A guide for therapists and helping professionals. Boston: Wisdom Publications Germer, C., Siegel, R., & Fulton, P. (2005). Mindfulness and psychotherapy. New York: Guilford. Workshop 23 Integrating Spirituality into CBT Harold B. Robb, III, Private Practice David H. Rosmarin, McLean Hospital/Harvard Medical School Basic level of familiarity with the material While Cognitive Behavioral Therapy (CBT) is quickly becoming ubiquitous in clinical settings, many patients do not access conventional psychosocial services out of preference for spiritually integrated care. This fact, coupled with considerable evidence suggesting that spirituality/religion (S/R) can be a resource for people in times of distress, has led to several successful attempts to integrate spirituality into CBT. Spiritually integrated CBT (SI-CBT) is similar to existing treatments except that (1) the rationale for treatment strategies can be presented in an S/R framework, (2) S/R perspectives can be utilized to counter maladaptive cognitions, and (3) S/R practices may be included as behavioral activation strategies. While research on SI-CBT is still burgeoning, several controlled trials have been conducted, and early results are promising. Yet, most clinicians do not receive adequate training in how to address client S/R in treatment and, understandably, many are reluctant to broach this topic area with clients. This workshop will provide a pragmatic, empirically validated overview of how to integrate spirituality into the practice of CBT. You will learn:
Recommended Readings: Pargament, K. I. (2007). Spiritually integrated psychotherapy: Understanding and addressing the sacred. New York: Guilford. Robb, H. B. III. (2002). Rational emotive behavior therapy and religious clients. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 20 (3-4), 169-200. Rosmarin, D. H., Pargament, K. I., & Robb, H., (2010). Introduction to special series: Spiritual and religious issues in behavior change. Cognitive and Behavioral Practice, 17, http://dx.doi.org/10.1016/j.cbpra.2009.02.007 Workshop 24 Individual Dialectical Behavior Therapy (DBT) Treatment Strategies Applied to Eating Disorders Lucene Wisniewski, Cleveland Center for Eating Disorders Denise D. Ben-Porath, John Carroll University Moderate level of familiarity with the material Eating disorders (EDs) affect more than five million Americans yearly. While cognitive behavioral strategies have been shown to be effective in ameliorating ED thoughts/behaviors, approximately 50% to 60% of patients diagnosed with bulimia remain symptomatic after CBT treatment. The data for those with anorexia is even more dismal, with approximately 10% dying from the illness. Complicating the clinical picture further is that many treatment refractory ED patients present with co-occurring psychiatric disturbances, including axis II pathology. Indeed, the prevalence of borderline personality disorder (BPD) in women being treated for an ED has been estimated as high as 44%. Dialectical behavior therapy (DBT) used to treat suicidal, self-injurious individuals with BPD has also been applied to the treatment of these complex, multi-diagnostic ED patients. Several studies have demonstrated that DBT with those diagnosed with an ED is efficacious and effective. In this workshop, participants will learn how aspects of DBT,, including the biosocial model, diary cards, and targets in stage-one treatment, have been adapted for those with EDs. A particular focus will be placed on applying DBT individual treatment strategies, including how to conduct a chain analysis on ED behaviors, how to apply commitment strategies with ED individuals, and how to utilize dialectical strategies in treatment. Using lecture, case examples, small-group exercises and role-plays, participants will have the opportunity to practice and observe DBT individual treatment strategies for those diagnosed with anorexia, bulimia, and eating disorder NOS. You will learn:
Recommended Readings: Wisniewski, L., & Kelly, E. (2003). The application of dialectical behavior therapy to the treatment of eating disorders. Cognitive and Behavioral Practice, 10, 131-138 Workshop 25 Introduction to Motivational Interviewing Daniel W. McNeil, West Virginia University Basic level of familiarity with the material Motivational Interviewing (MI) is a client-centered, evidence-based, semi-structured method for enhancing intrinsic motivation to change by exploring and resolving ambivalence. This beginning-level workshop is designed for mental health professionals and trainees who are interested in learning ways to increase their clients' motivation to engage in behavior change, and is provided by a trainer who is a member of the Motivational Interviewing Network of Trainers (MINT). Participants will learn and practice methods to assist clients with behavior change. Specifically, using didactic approaches, the workshop will provide participants a conceptual model for understanding MI, identify the key principles of MI, provide an operational definition of "MI spirit," and describe the evidence base for the use of MI for behavior change. Using demonstrations and role-play, the application of specific techniques to increase client motivation will be covered, as will strategies for responding productively to resistance. As "change talk" (in contrast to "sustain talk" and avoidance) in sessions has been demonstrated to be associated with future behavior change, methods will be described to elicit, identify, and reinforce it. The workshop will include experiential components in which participants work with one another in dyads and small groups, and with the trainer, to practice skills in a comfortable, interactive, and supportive learning environment. Integrating MI with cognitive-behavioral and behavioral treatment approaches will be addressed, as will how MI can be applied at critical junctures in treatment. You will learn:
Recommended Readings: Miller, W. R., & Rose, G. S. (2009). Toward a theory of motivational interviewing. American Psychologist, 64, 527-537. Martins, R. K., & McNeil, D. W. (2009). Review of motivational interviewing in promoting health behaviors. Clinical Psychology Review, 29, 283-293. Rosengren, D. B. (2009). Building motivational interviewing skills: A practitioner workbook. New York: Guilford.
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