Presenters: Zindel V. Segal, Ph.D., University of Toronto - Scarborough
As a general operating principle, mindfulness-based clinical interventions require a capacity for self-observation, usually gained through sustained meditative practice, that informs a therapist's work with his or her clients.
This day of mindful practice is intended as an introduction to the formal and systematic practice of mindfulness of the body, the breath, thoughts, and emotions-the same foci of experience that clients are asked to attend
to when learning how to regulate difficult affects. Conducted as a mini-retreat, the day will feature periods of silence with alternating sitting meditation, mindful walking, and mindful movement, structured to enable participants
to experience the cumulative effects of back-to-back practice. The final portion of the day will be devoted to guided inquiry and discussion so that participants can integrate their experiential learning
with the particular treatment model that defines their clinical practice.
You Will Learn:
1. The difference between two types of attentional focus-concentrated attention and open monitoring.
2. How to respond to obstacles such as boredom, fatigue, or skepticism that often accompany the practice of mindfulness.
3. How to recognize the desire for special states or experiences that one hopes to achieve through this practice.
Recommended Readings:
Escuriex, B. & Labbé, E (2011). Health care providers' mindfulness and treatment outcomes: A Critical review of the research literature. Mindfulness, 2, 242-253.
Grepmair L., Mitterlehner F., Loew T., Bachler E., Rother W., & Nickel M. (2007). Promoting mindfulness in psychotherapists in training influences the treatment results of their patients: A randomized, double-blind, controlled study. Psychotherapy and Psychosomatics, 76, 332-338.
Teasdale, J.D., Williams, J.M.G., & Segal, Z.V. (2014). The mindful way workbook: An 8 week program to free yourself from depression and emotional distress. New York: Guilford Press.
Williams, J.M.G., Teasdale, J.D., Segal, Z.V., & Kabat-Zinn, J. (2007). The mindful way through depression. New York: Guilford Press.
Presenters: Christine Maguth Nezu, Ph.D., ABPP, Drexel University
Arthur M. Nezu, Ph.D., ABPP, Drexel University
Problem-Solving Therapy (PST) is an evidence-based system of psychotherapy that is based on research demonstrating the mediating and moderating role of social problem solving (SPS) regarding stress and psychopathology.
SPS is the process whereby people direct their coping efforts at altering the problematic nature of stressful events, their negative reactions to such occurrences (i.e., emotional dysregulation), or both. If one's problem-solving
attempts are unsuccessful or ineffective, significant negative emotional reactions are likely to occur. Stressful events may be experienced as a single traumatic episode, chronic stressors or problems, or high sensitivity to life
stressors associated with early negative life experiences. The overarching treatment goals of PST are to foster adoption of emotion-regulation skills and adaptive problem-solving attitudes and behaviors as a means of effectively
minimizing the negative effects of stressful events. More specifically, PST is geared to increase optimism, improve emotional regulation, increase resilience, and foster successful coping with ongoing stressors.
Several meta-analytic reviews of the PST outcome literature strongly support its efficacy for the treatment of a wide range of emotional disorders across ages and clinical populations.
This clinical training incorporates recent updates to PST based on advances in understanding the neurobiological substrates of the relationship among emotional, cognitive, and behavioral pathways of
learning that are incorporated in this approach. This includes the role of nonconscious conditioned emotional reactivity and information processing. Therapy targets include the mindful attunement to one's inner experience,
as well as specific emotional, cognitive, and behavioral skill development. This transdiagnostic approach has a strong evidence base regarding successful treatment for multiple clinical populations.
Training materials will be provided and clinical training is designed to be experiential using role-plays and clinica demonstrations.
You Will Learn:
1. To identify the prescriptive applications for Contemporary PST to clinical problems.
2. The theoretical model upon which Contemporary PST is based.
3. Four major barriers to effective problem solving when under stress.
Recommended Readings:
Nezu, A. M., Nezu, C. M., & D'Zurilla, T. J. (2013). Problem-solving therapy: A treatment manual. New York: Springer.
Tenhula, W., Nezu, A. M., Nezu, C. M., Stewart, S., Miller, Steele, C., & Karlin, B. (in press). Moving forward: A problem-solving training program to foster Veteran resilience. Professional Psychology: Research & Practice.
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As a general operating principle, mindfulness-based clinical interventions require a capacity for self-observation, usually gained through sustained meditative practice, that informs a therapist's work with his or her clients.
This day of mindful practice is intended as an introduction to the formal and systematic practice of mindfulness of the body, the breath, thoughts, and emotions-the same foci of experience that clients are asked to attend
to when learning how to regulate difficult affects. Conducted as a mini-retreat, the day will feature periods of silence with alternating sitting meditation, mindful walking, and mindful movement, structured to enable participants
to experience the cumulative effects of back-to-back practice. The final portion of the day will be devoted to guided inquiry and discussion so that participants can integrate their experiential learning
with the particular treatment model that defines their clinical practice.
