These recorded webinars do not currently offer CE credit, but they still offer valuable information for CBT professionals!
DBT is the leading evidence-based treatment for suicidal adults diagnosed with BPD. Recently, treatment researchers have found empirical support for the adaptation and application of DBT to self-harming multi-problem adolescents and their families. In addition, DBT is being applied to elementary, middle and high school students in a variety of school settings. This presentation will highlight the recent empirical findings that support the application of DBT to self-harming adolescents and their families. In addition, the presenter will describe the rationale and various formats of school-based DBT. Special consideration is paid to the relevance of the biosocial theory within the school context. Lastly, the presentation will introduce some skills that have been expanded upon to address some of problems that arise when treating adolescents and their family members.
Sleep disturbance is a highly significant psychological health problem. There is an established evidence base indicating that cognitive behavioral therapy for insomnia (CBT-I) is a powerful intervention for many sleep disturbances, even when the sleep disturbance is co-morbid with another psychiatric or medical disorder. This webinar will provide an overview of case conceptualization, CBT-I and cognitive therapy approaches, all within a transdiagnostic framework.
Our society is changing in dramatic ways in recognizing the diversity of sexual expression and gender identification that are part of the full human experience. Mental health professionals have been coming together with medical professionals to provide services for gender variant youth in the past with recent advances made in the approach through specialty, innovative programs. Dr. Tishelman will provide a foundation for understanding gender diversity and the psychosocial issues that arise for gender diverse youth. She will bring insight to this webinar from her research and clinical experience in one of the main centers at the forefront of this emerging field. The webinar provides the basics that are incorporated in training and supervision for medical and mental health professionals and professionals in training. The program is designed to help those professionals and students that wish to gain an initial understanding of the mental health role in serving gender diverse youth with compassion and expertise.
Abstract: Anxiety is expected during adolescence, as teenagers transition from childhood to the independence of young adulthood. For some, anxiety interferes with achieving goals resulting in stalled development. Certain parent-adolescent interactions may hinder a healthy transition to adulthood. Such interactions involve the parents’ perception that the anxious adolescent is incapable of handling responsibilities. Parents may control tasks and responsibilities, intending to prevent missed opportunities for advancement. This prevents learning problem solving, complex social-interpersonal skills, and self-regulation that are necessary for healthy and productive adult functioning. Dr. Albano will review the role of development in adolescents and ways in which anxiety interferes with achieving adolescent to adult transition milestones. A new treatment model, focused on goals in managing anxiety and achieving developmental goals is presented. Central to the treatment are CBT strategies to involve parents in helping adolescents transition to adulthood while learning to master anxiety and related emotions.
CBT Training for Psychiatry residents is mandated by ACGME (ACGME, 2007), and further outlined by the Psychiatry Milestone Project (ACGME & ABPN, 2013). Key competencies for CBT education and practice have also been widely discussed (e.g. Klepac et al., 2012; Newman, 2012; Roth & Piling, 2008), and are at the heart of ABCT’s Academic Training and Education Standards Subcommittee on Doctoral Training Competencies in CBTs. Further, major CBT-oriented organizations, such as ABCT and ADAA, highlight the importance of interprofessional CBT education, and acknowledge the role of such education in the dissemination of CBTs (e.g., Kamholz et al., 2014). However, implementation of these ideals remains challenging. Despite increases in the quantity and quality of CBT education for psychiatry residents in recent years, CBT education in psychiatry residencies remains limited (cf. Sudak & Goldberg, 2012). In addition, challenges abound for residents who must learn psychodynamic, supportive, and cognitive-behavioral therapies simultaneously, and while seeing mental health outpatients for the first time. There are also challengers for CBT educators in this arena, as relatively few resources and/or syllabi are available to model training programs, and there appears to be no nationally-consistent standard (formal or informal) for resident CBT education. This webinar will address goals and possible structures for residency training in CBTs, key factors for consideration in residency training (e.g., educational context, conceptual and practical challenges, mutual benefits, and career trajectories), and assessment of training outcomes.
Alcohol and other substance use disorders (AUDs and other SUDs) are among the most prevalent problems seen in outpatient medical and mental health practices. Cognitive behavior therapy is one efficacious approach to treating these client problems. The CBT model includes motivational enhancement techniques, the use of functional analysis to organize coping skills oriented treatment, and additional relapse prevention techniques to maintain change. The implementation of the treatment with voluntary, relatively high functioning clients can be straightforward, but clinical challenges are the rule rather than the exception. Clinical issues include dealing with client ambivalence about change; developing a positive therapeutic alliance with certain clients; selection of drinking goals; difficulty with attaining abstinence or specific moderate drinking goals; and managing other social and psychological problems. Clients who are mandated to treatment and those with low educational attainment present additional challenges, as does the integration of CBT with other client experiences such as AA or NA involvement. In this webinar, Dr. McCrady will overview the CBT model, and then present clinical strategies for managing specific client challenges. A case example will be used to illustrate the approach.
Abstract: Recent advances in CBT theory and practice have suggested that compassion may be a significant, active process in psychotherapy effectiveness (Baer, 2010; Hofman et. al., 2011; Goetz et. al., 2010; Neff et. al.; 2007). As a result, cognitive behavioral technologies are emerging, which aim to directly train clients to develop mindfulness and compassion (Neff & Germer, 2011; Gilbert, 2009; Tirch, 2012). This webinar will introduce participants to the theory and interventions used in Compassion Focused Therapy (CFT) (Gilbert, 2009). CFT is based upon empirically supported CBT processes, affective neuroscience, evolutionary science, and meditation disciplines. CFT techniques are easily integrated with other CBT tools, such as exposure and response prevention and cognitive reappraisal or defusion. During this webinar, participants will learn how CFT practices may be used to help clients with psychological disorders. CFT aims to help clients develop a range of skills and attributes that emerge from our compassionate mode of mind; including self-compassionate motivation, attention, emotion, cognition and behavior. This approach has great utility in the treatment of anxiety, as it specifically targets the regulation of our threat-detection system through systematic mental training in mindful compassion. Participants will learn the CFT evolutionary model, including the nature of our three basic emotion regulation systems, and how to apply this theory in practical ways to case formulation and intervention strategies for treating anxiety. Through didactic instruction and experiential exercises, participants will learn key skills include the use of compassion focused imagery, building the compassionate self, and compassionate exposure.
Abstract: This webinar will provide an overview of the evidence about supervision and evidence-informed practices in supervision. You will learn effective ways to form supervisory relationships, establish learning goals with supervisee and conceptualization in mind, and identify competency measures. The workshop will pay specific attention to principals of adult learning and skill training. Strategies for giving effective feedback will be discussed, and practical methods of managing group supervision detailed.
Abstract: Dozens of randomized trials over the past two decades have established trauma-specific cognitive behavioral therapies as efficacious for children exposed to violence and disaster. Trauma-specific CBTs have resulted in significant reductions in PTSD, depression, and externalizing behavior problems in preschoolers, children, and adolescents who have been sexually abused, physically abused, exposed to intimate partner violence, and terrorism/disasters. Trauma-specific CBTS that include caregivers also have shown improvements in parenting skills and caregiver stress. Dr. Elissa Brown, Director of the Child HELP (Heal, Empower, Learn, Prevent) Partnership, a program dedicated to protecting children from violence and its mental health impact, will be conducting a webinar on trauma-specific CBTs for families. Dr. Brown is a certified trainer for Trauma-Focused Cognitive Behavioral Therapy and a co-developer of Alternatives for Families: A Cognitive Behavioral Therapy. Dr. Brown will provide an overview of treatment goals and associated components, including: (1) engagement and psychoeducation, (2) building coping skills, (3) parent training for caregivers, (4) imaginal exposure for youth, and (5) conjoint sessions with children and their caregivers to improve communication, particularly about the trauma, and enhance family problem solving. Case examples will be integrated into the presentation. Resources for further training and education will be provided.
Abstract: All psychotherapists have the experience of working with clients who fail to make progress. Dr. Persons presents a model of clinical work that helps the clinician handle this common problem in an ethical and effective manner. The model is an evidence-based case formulation-driven approach that calls for the therapist to provide informed consent at the outset of treatment to let the patient know that the therapist will not continue treatment unless it is effective, monitor progress in every session, pursue a systematic strategy to attempt to overcome lack of progress when it occurs, and bring treatment to a close when treatment failure cannot be overcome.
In this webinar, Dr. Persons focuses on one part of the model: the clinician’s efforts to overcome treatment failure. Dr. Persons will walk clinicians through an exercise that will help them identify factors that may contribute to treatment failure in one of their own cases, and action items they can take to try to overcome the failure. Participants are asked to bring to the webinar a case they are treating that is not making progress (the exercise will not require the clinician to share any information about the case). Dr. Persons will ask participants for permission to contact them by e-mail after the webinar to evaluate the effects of the webinar training on the clinician’s practice, including to learn whether the clinician was able to implement the action items identified in the session.