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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.
Friday, 9:00 a.m. – 12:00 noon
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. Cognitivebehavioral (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:

How to conduct a comprehensive assessment of health anxiety

Psychoeducational approaches for management of health anxiety in community and medical
settings

Cognitive and behavioral treatment for health anxiety and fear of death.
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.
Friday, 9:00 a.m. – 12:00 noon
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:

How to avoid falling into “schema traps” where you inadvertently confirm the patient’s worst
fears

How to identify your own dysfunctional personal and emotional schemas in therapy

How to use the mismatches in relationships as a way to gain insight into the patient’s relationship
problems outside of therapy and move therapy to a deeper level.
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.
Friday, 9:00 a.m. – 12:00 noon
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:

The empirical literature on the factors maintaining social anxiety

How to identify these factors in individual patients

How to implement these techniques in practice.
Recommended reading:
Hofmann, S. G., & Otto, M. W. (2008). Cognitive-behavior therapy of social anxiety disorder: Evidencebased and disorder specific treatment techniques. New York: Routledge.
Friday, 9:00 a.m. – 12:00 noon
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:

About emotion regulation in adolescents and how to conceptualize NSIB as an emotion
regulation strategy

The status of current outcomes regarding the use of CBT and DBT for treatment of mood and
related disorders among adolescents

Clinical applications of basic CBT and DBT techniques with adolescent clients struggling with
emotion dysregulation
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.
Friday, 9:00 a.m. – 12:00 noon
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 multiplemodel, 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:

A working knowledge of Project NSTM

To understand a community-based family training model designed to address severe behaviors

An introduction to a multi-factor behavioral assessment, and clinical problem-solving models

A method to analyze the effects of cultural and system challenges to community-based support.
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, 4954.
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.
Friday, 1:30 p.m. – 4:30 p.m.
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:

The evidence and theory behind CBT for insomnia

Step-by-step instructions in how to implement CBT for insomnia effectively

How to conduct CBT for insomnia in those with Major Depressive Disorder, Chronic Pain, Panic
Disorder, Posttraumatic Stress Disorder, Generalized Anxiety Disorder, Obsessive Compulsive
Disorder, and Social Phobia
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.
Friday, 1:30 p.m. – 4:30 p.m.
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:

To recognize tic disorders and understand their key phenomenological features

The core elements of behavior therapy for tic disorders

The evidence base supporting the efficacy of behavior therapy for tic disorders.
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.
Friday, 1:30 p.m. – 4:30 p.m.
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:

Experiential avoidance as a clinically relevant behavior and how to use acceptance and
mindfulness as an approach to intervention

Value-directed behavior as a clinical aim, its relationship to psychological flexibility, and clinical
approaches to engender such behavior

The use of the ACT case conceptualization model to assist in assessing clinically relevant
behaviors and developing an individualized treatment plan.
Recommended Reading:
Bach, P., & Moran, D. J. (2008). ACT in practice: Case conceptualization in acceptance and commitment
therapy. Oakland, CA: New Harbinger.
Friday, 1:30 p.m. – 4:30 p.m.
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:

The rationale for providing regular marital health checkups

The identified mechanisms of change in marital health improvements

How to conduct a Marriage Checkup

How to provide motivational feedback to support partners’ strengths and effectively address their
concerns
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.
Friday, 1:30 p.m. – 4:30 p.m.
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 NIHsupported 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:

How to help patients learn core skills for ADHD related to organization and planning,
distractibility, and procrastination

How to adapt cognitive restructuring skills to adults with ADHD

How to monitor progress regarding adult ADHD symptoms.
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.
Saturday, 9:00 a.m. – 12:00 noon
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:

The underlying theoretical and empirical basis for applying PST as a treatment for depression
among medical patients

To conduct PST for depression

To tailor PST depending on the specific population of focus
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.
Saturday, 9:00 a.m. – 12 noon
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:

How to manage emotion regulation problems during trauma work

How to think through the logic to follow in Socratic dialogue for challenging beliefs

Methods to address comorbid conditions (e.g., depression, substance abuse, low intellect, the
angry client)

To use advanced trauma-specific cognitive strategies.
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 [email protected] 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.
Saturday, 9:00 a.m. – 12:00 noon
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:

About empirical evidence regarding effects of economic stressors on individual and couple
functioning

Cognitive-behavioral assessment procedures based on a stress and coping model of couple
responses to economic stress

Cognitive-behavioral couple treatment methods for economic stress integrated with referrals for
financial counseling.
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.
Saturday, 9:00 a.m. – 12:00 noon
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:

To recognize symptoms of depression and mania as they present in youth

A conceptual basis for comprehensive care in the context of the child’s family and school system

Specific therapeutic techniques to treat youth with bipolar disorder.
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.
Saturday, 1:30 p.m. – 4:30 p.m.
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:

To present the rationale for an acceptance-based behavioral model and treatment of GAD to your
clients

Specific mindfulness and other acceptance-based methods aimed at decreasing avoidance

To increase choice, flexibility, and a sense of fulfillment in the lives of your clients.
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.
Saturday, 1:30 p.m. – 4:30 p.m.
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:

To identify key features of depression as it presents across the lifespan within the primary care
setting

To implement assessment strategies and treatments that emphasize the importance of sciencebased practice within the primary care setting

To identify and practice ethical considerations specific to the treatment and management of
depression within the primary care setting.
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.
Saturday, 1:30 p.m. – 4:30 p.m.
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 handson, 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:

How to conceptualize common psychotic, negative, and mood symptoms of schizophrenia using a
cognitive-behavioral model

How to structure CBT sessions, what to do at each phase of treatment, and how to monitor
progress in both individual and family CBTp interventions with first-episode clients

Specific CBT techniques to address paranoia/delusions, auditory hallucinations, negative
symptoms, depression, and PTSD symptoms, and interventions to help young adults with
psychosis cope with self-stigmatizing beliefs.
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.
Saturday, 1:30 p.m. – 4:30 p.m.
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:
1.
Details of a treatment program that combines PE therapy for PTSD and counseling for AD
2. Results of the efficacy of the combined program with patients diagnosed with both disorders
3. The challenges of conducting the program with AD/PTSD patients and how to meet these
challenges.
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.
Saturday, 1:30 p.m. – 4:30 p.m.
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:

Key characteristics and possible subtypes of children with selective mutism

Assessment strategies, including specific interview questions, and recommendations for a
protocol

Treatment strategies that focus on medication, anxiety management, gradual increase of audible
speech, parent-based contingency management, school-based interventions that may include a
focus on comorbid communication disorders, and relapse prevention.
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.
Saturday, 1:30 p.m. – 4:30 p.m.
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:

How to identify the four core symptom dimensions of OCD

How to assess and conceptualize obsessions, avoidance strategies, and rituals within each
symptom dimension

How to design a cognitive-behavioral treatment program for each symptom dimension

How to implement exposure, response prevention, and cognitive therapy strategies for helping
patients overcome each of the four symptom dimensions.
Recommended Readings:
Abramowitz, J. S. (2006). Understanding and treating obsessive-compulsive disorder: A cognitivebehavioral 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.
Sunday, 9:00 a.m. – 12 noon
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:
1. What are the major asset classes: stocks, bonds, real estate, and cash assets?
2. How to invest in these asset classes, and in what amounts?
3. Where to put your money: which accounts offer the best opportunities for outstanding long-term
returns?
4. How well are your investments performing?
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 Prizewinner 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:

The fundamental solutions for financial success in saving and investing

How and where to invest with a minimum of time, while avoiding expensive investing errors

An algorithm to discern whether to self or professionally manage your investments.
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.
Sunday, 9:00 a.m. – 12 noon
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:

About current meditation research spanning the fields of psychotherapy, medicine, education, and
cognitive neuroscience

How to define mindfulness and articulate potential mechanisms of action for its transformational
effects

Various means of integrating mindfulness and meditation into clinical work.
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.
Sunday, 9:00 a.m. – 12 noon
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:

About the current evidence base for integrating S/R into CBT

How to present a rationale for CBT strategies using an S/R framework

How to integrate S/R content into treatment.
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 RationalEmotive & 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, doi:10.1016/j.cbpra.2009.02.007
Sunday, 9:00 a.m. – 12 noon
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:
1. How to complete a DBT diary card adapted for eating disorders
2. How to conduct a chain analysis on ED behaviors
3. How to strengthen commitment and motivation for ED treatment using DBT individual treatment
strategies
Recommended reading:
Wisniewski, L., & Kelly, E. (2003). The application of dialectical behavior therapy to the treatment of
eating disorders. Cognitive and Behavioral Practice, 10, 131-138
Sunday, 9:00 a.m. – 12 noon
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:

Conceptualization of the MI model and the evidence base for the use of MI in behavior change
with clients

Key principles of MI and the application of specific methods to increase client motivation for
behavior change

How to progress further in developing MI skills through training, consultation, and feedback.
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.