Leaders and topics for Institutes are selected from previous ABCT workshop presentations. Institutes are offered as a 5- or 7-hour session on Thursday and are generally limited to 40 attendees. Participants in the full-day Institute can earn 7 continuing education credits, and in the half-day Institutes can earn 5 continuing education credits.


Thursday, November 17 | 8:00 AM – 1:00 PM

#6: Evidence-Based Assessment and Treatment Augmentation for Depression and Bipolar Disorders in Youth and Early Adulthood


Thursday, November 17 | 8:00 AM – 1:00 PM

Presented by:
Eric A. Youngstrom, Ph.D., Professor of Psychology and Neuroscience,
University of North Carolina at Chapel Hill

Participants earn 5 continuing education credits

Long-term Goals: 

  1. Over the coming year, add free assessment tools to differentiate types of mood and internalizing disorders, using for case formulation and progress tracking.
  2. Begin gathering more information about sleep, exercise, and diet when working with clients with mood issues.


Abstract: Mood disorders can start in childhood, and often worsen in adolescence and early adulthood. Due to stigma, people often do not seek help, and the course of illness can be intermittent, and complicated. Recently, rates of mood problems and self-injury have increased, especially in early adulthood, with COVID and social distancing adding to the problem. Fortunately, there has been a surge of evidence about the validity of carefully diagnosed mood disorders in youth, along with better evidence-based tools for assessment and treatment. This session concentrates on the best free assessments to use for screening, differential diagnosis and treatment planning, progress and outcome tracking, as well as ways to quickly evaluate alternative treatments and new advances. Light therapy, blue-light blocking, omega-3 fatty acids, CBD oil – are any of these evidence-based? Could they augment more conventional psychotherapy approaches? How do we answer patient questions and help them sort through the competing claims that they find on social media and the internet? The session also addresses dissemination and implementation support methods that can increase the accessibility of assessment, prevention, and early intervention services.

At the end of this session, the learner will be able to:

  1. Describe the use of three evidence-based assessment methods that aid in differential diagnosis and measuring treatment response.
  2. Recognize four symptoms and risk factors that are helpful in recognizing bipolar disorder, and which may be red herrings” that are common to other conditions.
  3. Find and use at least 20 free scales for screening, severity, and outcome tracking.
  4. Learn how to search TRIP database and other aggregators to find clinically useful summaries quickly.
  5. Describe how three sleep hygiene techniques could help with improving outcomes across most mood disorders.


Session Outline

  1. Clinical picture
    1. Contrast the typical presentation of depression and bipolar disorder in youths and adults;
    2. discuss DSM-5 vs. ICD-11 revisions
    3. Learn about “spectrum” bipolar disorders
      1. cyclothymia
      2. Other Specified Bipolar and Related Disorders
      3. impairment and course
  1. How common are different mood disorders?
    1. Recognize how often bipolar and other disorders occur in different settings
      1. Private practice
      2. High schools
      3. colleges,
      4. outpatient services,
      5. forensic settings
      6. inpatient units
  • Best of the free assessments
    1. Aids for differential diagnosis
    2. Goal setting
    3. Measuring progress and outcome
  1. Apply new methods for interpreting test results
    1. Thinking in terms of probability
    2. Rules of thumb
    3. Benchmarking change
  2. Where to find new information and free tools?
    1. TRIP, Wiki, searching smarter
    2. Learn about free online and assessment tools to improve diagnosis
    3. Outcome
  3. Thinking in terms of lifestyle change for managing mood
    1. Surprising data about sleep
    2. Diet
    3. Exercise


Recommended Readings:

Youngstrom, E.A., & Cotuna, A. (2020). Helping Give Away Psychological Science: Putting information and resources where the public and professionals can find and use them. North Carolina Medical Journal, 81, 117-119.

Youngstrom, E.A., Algorta, G.P., Frazier, T.W., Youngstrom, J.K., & Findling, R.L. (2021). Evaluating and validating General Behavior Inventory mania and depression short forms for self-report of mood symptoms. Journal of Clinical Child and Adolescent Psychology, 50(5), 579-595.

Henriksen, T. E., Skrede, S., Fasmer, O. B., Schoeyen, H., Leskauskaite, I., Bjorke-Bertheussen, J., Assmus, J., Hamre, B., Gronli, J., & Lund, A. (2016). Blue-blocking glasses as additive treatment for mania: a randomized placebo-controlled trial. Bipolar Disorders, 18(3), 221-232.

Fristad, M.A. (2016). Evidence-based psychotherapies and nutritional interventions for children with bipolar spectrum disorders and their families. Journal of Clinical Psychiatry, 77(suppl 3):e04. PMID: 27570930 Goldstein, B., Birmaher, B., Carlson, G., DelBello, M., Findling, R., Fristad, M., …

Youngstrom, E.A., Choukas-Bradley, S., Calhoun, C.D., & Jensen-Doss, A. (2015). Clinical guide to the evidence-based assessment approach to diagnosis and treatment. Cognitive and Behavioral Practice, 22, 20-35. doi: 10.1016/j.cbpra.2013.12.005

Thursday, November 17 | 8:30 AM – 5:00 PM

#1: CBT for Depression in the Second Half of Life: Personalized Treatment Approaches


Thursday, November 17 | 8:30 AM – 5:00 PM

Presented by:
Ann M. Steffen, Ph.D., Professor of Psychological Sciences, University of Missouri-St. Louis

Participants earn 7 continuing education credits

Long-term Goals: 

  1. Increase utilization of best practices for CBT with middle-aged and older adults, as reflected by self-reported scores on the Aging Clients Therapy Scale (ACTS)
  2. Engage in a professional development plan for continued enhancement of knowledge and skills for applying CBT with middle-aged and older adults


Abstract: National and global workforce predictions show a shortage of behavioral health clinicians prepared for work with aging individuals. This intermediate-level institute provides detailed recommendations and resources for psychotherapists and primary care clinicians familiar with CBT and wishing to increase their effectiveness with depressed middle-aged and older adults. Individualized and culturally responsive approaches will be highlighted and practiced that target the contexts and drivers/antecedents of depression in the second half of life (i.e., changes in brain health and medical conditions, chronic pain, sleep problems, family caregiving, bereavement, relationship concerns), with attention to telehealth applications.

At the end of this session, the learner will be able to:

  1. Identify essential domains to include when developing a case conceptualization of later life depression
  2. Plan an individualized course of treatment (prioritize treatment goals and select appropriate change strategies) from a case presented at the workshop
  3. Discuss rationale and technique for at least three culturally responsive modifications for CBT with aging clients
  4. Demonstrate three methods to enhance within-session focus and effective pacing
  5. Explain three clinical strategies to enhance telehealth practice with aging individuals


Session Outline

1. Rationale for treating later-life depression with CBT
(A) Features of later-life depression
(B) Developmental and cultural considerations that influence treatment
(C) Brief review of existing research supporting CBT for later-life depression

2. Overview of Treating Later-Life Depression approach
(A) Intake assessment
(B) Treating planning/prioritization of therapy goals
(C) Including chosen family members
(D) Culturally responsive within-session modifications with aging clients

3. Core Modules
(A) Skills for Getting Started (Therapy Orientation, Goal Setting, Enhancing Motivation)
(B) Skills for Feeling (Emotional Literacy, Cultivation of Positive Emotions, Arousal Reduction)
(C) Skills for Doing (Behavioral Activation, Problem Solving)
(D) Skills for Thinking (Self-Compassion, Cognitive Reappraisal)
(E) Skills for Wrapping Up (Termination Planning, Booster Sessions)

4. Personalized Modules
(A) Skills for Brain Health (Preventing and Managing Cognitive Concerns)
(B) Skills for Managing Chronic Pain (Psychoeducation and Pain Management)
(C) Skills for Healthy Sleep (Psychoeducation and Sleep Hygiene)
(D) Skills for Caregiving (For Family and Informal Care Partners)
(E) Skills for Living with Loss (Support for Healthy Grieving)
(F) Skills for Relating (Communication and Interpersonal Effectiveness Skills)


Recommended Readings:

American Psychological Association. (2019). Clinical practice guideline for the treatment of depression across three age cohorts.  Retrieved from

Haigh, E. A., Bogucki, O. E., Sigmon, S. T., & Blazer, D. G. (2018). Depression among older adults: a 20-year update on five common myths and misconceptions. The American Journal of Geriatric Psychiatry, 26(1), 107-122.

Steffen, A.M et al. (2022). Treating Later-Life Depression: A Cognitive Behavioral Approach. Workbook. 2nd edition. Treatments that Work Series; Oxford University Press.

Steffen, A.M., Thompson, L.W., & Gallagher-Thompson, D. (2022). Treating Later-Life Depression: A Cognitive Behavioral Approach. Clinician Guide. 2nd edition. Treatments that Work Series; Oxford University Press.

Steffen, A. M. & Schmidt, N. E. (2022). The CBTs in Later Life. In G. Asmundson (Ed.), Comprehensive Clinical Psychology, 2nd edition. Oxford, UK: Elsevier.

Thursday, November 17 | 1:30 PM – 6:30 PM

#4: A Step-by-Step Consensus Protocol for Cognitive Behavioral Therapy for Nightmares


Thursday, November 17 | 1:30 PM – 6:30 PM

Presented by:
Kristi Pruiksma, Ph.D., Associate Professor-Research, University of Texas Health Science Center at San Antonio

Hannah C. Tyler, ABPP, Ph.D., Assistant Professor-Research, University of Texas Health Science Center San Antonio

Participants earn 5 continuing education credits

Long-term Goal: 

  1. Attendees will gain information to assess for the presence of insomnia and nightmare disorders.
  2. Attendees will be trained in the basic procedures for delivering Cognitive Behavioral Therapy for Nightmares to their clientele.


Abstract: Nightmares are a significant but treatable health condition that have a direct impact on psychological health and well-being. Unfortunately, the prevalence of nightmares and insomnia have risen as a result of the COVID-19 pandemic. While nightmares are commonly reported following trauma and are considered a hallmark of posttraumatic stress disorder (PTSD), nightmares and insomnia often remain following successful treatment of PTSD and are uniquely correlated to suicide, depression, and substance use. Nightmares following trauma may continue as part of PTSD or as an independent disorder, and if left untreated, can continue throughout the lifetime. The American Academy of Sleep Medicine position paper for the treatment of nightmare disorder in adults recommends cognitive behavioral therapy for nightmares (CBT-N), yet there is a critical shortage of trained providers and relatively low provider awareness of the efficacy behavioral medicine interventions. Furthermore, there are several treatment manuals available with unclear overlap and discrepancies and no consensus approach for treating nightmares. Recently, nightmares experts have convened to develop a consensus approach. Thus, the goal of this institute is to train providers in the implementation of CBT-N a brief, evidence-based non-pharmacological intervention developed by experts in the field, synthesizing best practices for nightmare disorder treatment in this singular treatment protocol. CBT-N involves strategies to address insomnia, relaxation training, identifying and writing a target nightmare, writing a different storyline for the nightmare, and repeatedly imagining the new dream before sleep. This institute will provide foundational understanding of normal sleep, assessment of sleep disorders, and facilitate step-by-step guidance on how to implement CBT-N in clinical practice. We will also provide guidance on assessing sleep in the short-term and long-term following disasters. We will achieve these goals by providing in-depth training based on the CBT-N manual, presenting case examples, providing handouts to be used in clinical practice, and incorporating video demonstrations as well as audience exercises reinforce the utility of these treatments.

At the end of this session, the learner will be able to:

  1. Identify and describe 2 basic foundations of normal and disordered sleep.
  2. Summarize the 2 basic factors that regulate sleep.
  3. Assess for and identify 3 symptoms of on nightmares and insomnia.
  4. Describe step-by-step implementation of the consensus protocol of cognitive behavioral therapy for nightmares (CBT-N).
  5. Identify and implement 7 strategies for improving sleep in both the short-term and long-term following a disaster.

Session Outline

  • 1:30pm-1:45pm: Introductions and Overview
  • 1:45pm-2:00pm: Assessment and Diagnosis of Nightmares
  • 2:00pm-3:00pm: Session 1: Sleep Basics and Bedtime Routines
  • 3:00pm-3:45pm: Session 2: Nightmares, Stress, and Relaxation Training
  • 3:45pm-4:30pm: Session 3: Targeting Nightmares Part 1: Written Exposure to the nightmare, theme identification, and introduction to nightmare description
  • 4:30pm-5:15pm: Session 4: Targeting Nightmares Part 2: Nightmare description and introduction to imagery rehearsal
  • 5:15pm-5:45pm: Session 5: Targeting Nightmares Part 3: Reviewing imagery rehearsal practice and problem solving
  • 5:45pm-6:15pm: Session 6: Putting it all Together and Planning for the Future
  • 6:15pm-6:30pm: Efficacy Research and Treatment Considerations


Recommended Readings:

Pruiksma, K. E., Taylor, D. J., Davis, J., Diethc, J. R., Peterson, A. L., Balliett, N., Goodie, J. L., Miller, K., Grieser, E., Friedlander, J., Hryshko-Mullen, A. S., Rowan, A., Wilkerson, A., HallClark, B., Fina, B., Hummel, V., Casady, T., Tyler, H. (2021). Cognitive-Behavioral Therapy for Insomnia and Nightmares in the military: Therapist guide. Department of Psychiatry and Behavioral Sciences, The University of Texas Health Science Center at San Antonio, San Antonio, TX. (For a copy of the manual, individuals are asked to complete the training including the optional CBT for nightmares module)

Morgenthaler, T. I., Auerbach, S., Casey, K. R., Kristo, D., Maganti, R., Ramar, K., Zak, R., & Kartje, R. (2018). Position paper for the treatment of nightmare disorder in adults: an American Academy of Sleep Medicine position paper. Journal of Clinical Sleep Medicine, 14(6), 1041-1055. (attached)

Davis, J. L. (2008). Treating post-trauma nightmares: A cognitive behavioral approach. Springer Publishing Company. Chicago (Available for purchase at

Davis, J. L., De Arellano, M., Falsetti, S. A., & Resnick, H. S. (2003). Treatment of nightmares related to post-traumatic stress disorder in an adolescent rape victim. Clinical Case Studies, 2(4), 283-294. (attached)

Pruiksma, K. E., Molino, A., Taylor, D. J., Resick, P. A., and Peterson A. L. (2015). A case study of cognitive behavioral therapy for comorbid PTSD, insomnia, and nightmares. In C. Martin, V. R. Preedy, & V.B. Patel (Eds.), Comprehensive Guide to Posttraumatic Stress Disorders (pp. 2249-
2258). Springer. (attached)

It is highly recommended that attendees complete the free web-based provider training in Cognitive Behavioral Therapy for Insomnia, which includes a Cognitive Behavioral Therapy for Nightmares module, prior to this training event! Please visit”

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