Workshops

Presented by:

Diana Partington, LPC, Licensed Professional Counselor, Author, Educator, DBT for Life

Participants earn 3 continuing education credits.

Categories: Professional/Interprofessional Issues, Treatment — Other

Keywords: Ethics, DBT (Dialectical Behavior Therapy), Mindfulness

Basic level of familiarity with the material.

Traditional ethical codes provide essential guidance, yet real-world dilemmas require a nuanced, behaviorally grounded approach. This workshop offers an innovative perspective on ethics through the lens of Dialectical Behavior Therapy (DBT), equipping clinicians with practical, evidence-based strategies to navigate boundary-setting, therapist accountability, and ethical decision-making.

Rooted in the foundational ethical codes for psychologists, social workers, and counselors, this session maintains the broader ethical frameworks as the guiding structure for exploring a DBT-informed approach. Participants will examine how DBT principles—such as Consultation Agreements, Assumptions, and limit-setting—can enhance transparency, mutual respect, and sustainable therapeutic relationships while staying aligned with ethical standards. The workshop will address the challenges of maintaining professional boundaries, recognizing and managing the potential subtleties of avoiding dual relationships, and upholding confidentiality in a way that integrates DBT strategies without compromising ethical obligations.

A key focus will be recognizing and addressing Therapy-Interfering Behaviors (TIBs) in both clients and therapists, ensuring that ethical resilience is maintained while preventing burnout. Participants will engage in interactive discussions, case studies, and role-plays to explore how DBT strategies—such as dialectical thinking, radical acceptance, and consultation agreements—can help navigate ethical gray areas, power dynamics, and the complexities of dual relationships, including when boundary-setting must be proactive rather than reactive.

Clinicians specializing in behavioral therapies will leave with an actionable toolkit for ethical decision-making that aligns with the ethical codes of their respective professions. By bridging behavioral therapy principles with ethical practice, this workshop empowers psychologists, social workers, and counselors to navigate ethical challenges with confidence while upholding the highest standards of professional integrity.

Outline:

1. Introduction
   1. Overview of workshop goals and objectives
   2. The role of ethical codes (APA, ACA, NASW) as the foundation for ethical decision-making
   3. Why DBT principles offer a practical framework for ethical challenges
2. Core Ethical Principles and DBT
   1. Ethics as a behavioral practice: moving beyond compliance
   2. DBT’s foundational assumptions and their ethical relevance
   3. The therapist-client relationship in DBT: balancing validation with accountability
3. DBT Consultation Agreements and Ethical Safeguards
   1. The function of consultation agreements in preventing ethical drift and burnout
   2. Case study: Addressing therapist therapy-interfering behaviors (TIBs)
   3. Applying consultation agreements to maintain ethical accountability
4. Setting and Maintaining Boundaries
   1. Strategies for ethical boundary-setting in DBT
   2. The subtleties of avoiding dual relationships: gray areas and decision-making models
   3. Confidentiality considerations within a DBT framework
5. Recognizing and Managing Therapy-Interfering Behaviors
   1. TIBs in clients: balancing compassion with effectiveness
   2. TIBs in therapists: self-awareness, consultation, and professional accountability
   3. Role-play: Applying DBT strategies to real-world ethical dilemmas
6. Ethical Gray Areas and Complex Cases
   1. Navigating dual relationships, power dynamics, and confidentiality dilemmas
   2. Ethical considerations in phone coaching and digital communication
   3. Interactive discussion: Identifying effective responses to ethical ambiguity
7. Practical Application and Takeaways
   1. Key ethical decision-making strategies using DBT principles
   2. How to integrate DBT consultation agreements into existing ethical practices
   3. Final reflections and Q&A

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

1. Apply DBT techniques to establish clear, sustainable boundaries that foster respect, transparency, and collaboration in therapeutic relationships, regardless of theoretical orientation.
2. Identify and address therapy-interfering behaviors in both clients and therapists while maintaining ethical standards and therapeutic effectiveness across modalities.
3. Utilize DBT consultation agreements to prevent burnout, maintain accountability, reducing ethical drift, supporting ethical decision-making in any treatment approach.
4. Apply DBT-informed strategies to navigate ethical dilemmas involving dual relationships, confidentiality, and power dynamics within any therapeutic framework.
5. Integrate DBT principles, such as dialectical thinking and radical acceptance, to make sound ethical decisions in complex clinical situations.
6. Recognize and manage the subtleties of avoiding dual relationships, proactively setting limits to maintain professional integrity.
7. Apply these DBT-based ethical tools within the ethical frameworks of the APA, ACA, and NASW codes, enhancing ethical practice across all modalities.

Long-term Goals:

• Clinicians will leave with an understanding of their own therapy interfering behaviors and solutions.
• Clinicians will gain perspective on their working assumptions about clients and learn tools to shift those perspectives.
• These tools will provide Clinicians with new ways of engaging in ethical practice with their clients.

Recommended Readings:

Chalker, S. A., Carmel, A., Atkins, D. C., Landes, S. J., & Kerbrat, A. H. (2015). Examining Challenging Behaviors of Clients with Borderline Personality Disorder. Behaviour Research and Therapy, 74, 60–71.

Rizvi, S. L., & Sayrs, J. H. R. (2017). Initiating a DBT Consultation Team: Conceptual and Practical Considerations. Training and Education in Professional Psychology, 11(4), 229–234.

Swales, M. A., & Thompson, S. J. (2014). Dialectical Behaviour Therapy (DBT) Training and Implementation in the UK: A Survey of Team Leaders. Behavioural and Cognitive Psychotherapy, 42(4), 436–447.

Landes, S. J., Thielke, S., & Linehan, M. M. (2019). Managing Therapy-Interfering Behavior in DBT: Strategies for Clinicians. American Psychological Association.

Herlihy, B., & Corey, G. (1997). Boundary Issues in Counseling: Multiple Roles and Responsibilities. Journal of Counseling & Development, 75(5), 401–408.
This paper examines the ethical complexities of dual relationships in counseling, offering guidance on maintaining professional boundaries, which is pertinent to DBT practitioners.

Presented by:

Rachel Butler, Ph.D., Assistant Professor, Transylvania University

Danielle DeVille, Ph.D., Clinical Psychologist, Harney & Associates

Participants earn 3 continuing education credits.

Categories: Eating Disorders, Treatment – CBT

Keywords: Exposure, Anorexia, Bulimia

Moderate level of familiarity with the material.

Eating disorders (EDs) are associated with profound medical consequences and high mortality rates. Treatment outcomes from current evidence-based approaches are notoriously poor, with only 30-50% of patients achieving remission (Atwood & Friedman; Kaidesoja et al., 2022). In order to optimize treatment outcomes for EDs, new approaches must address core maintaining mechanisms. Emerging theory and research suggest that fear is a central maintaining factor in EDs, which drives disordered eating behaviors (Murray et al., 2018; Schaumberg et al., 2021). For example, fear of weight gain may lead to food avoidance, overexercise, or purging to prevent feared outcomes from materializing (Schaumberg et al., 2021). Although there is variability among individuals, common core fears experienced by those with EDs are transdiagnostic and include fears related to one’s body shape and weight, food, judgment by others, and loss of control (Butler et al., 2023). Conceptualization of EDs as fear-based disorders calls for the translation of exposure therapy to EDs (Butler & Heimberg 2020; Schaumberg et al., 2021). Despite the promising status of the literature, few clinicians currently use exposure therapy in practice with EDs (Waller et al., 2012, 2016).

The current workshop seeks to bridge the gap between research and practice by teaching clinicians how to effectively apply exposure therapy with clients with EDs. The workshop will describe the theoretical and empirical rationale for using exposure therapy in ED treatment and provide training in evidence-based approaches to exposure therapy for EDs, including exposure to feared foods, body image exposures, imaginal exposures, and interoceptive exposures. Inclusive, justice-based exposure practices (Pinciotti et al., 2024) for clients across the weight spectrum will be discussed. Experiential methods will also be employed, including demonstrations, role play, and a clinical exercise applying exposure therapy with an ED case example. The workshop will conclude with a discussion of common challenges and methods to optimize exposure therapy outcomes (e.g., using inhibitory learning strategies (Craske et al., 2014). Attendees will have opportunities to discuss and receive feedback on cases.

Outline:

1. Rationale and evidence for using exposure therapy in the treatment of eating disorders (30-45 min)
2. Approaches to exposure therapy for eating disorders
   1. Imaginal exposure (15 min)
   2. Feared food exposure (15 min)
   3. Body image and mirror exposure (15 min)
   4. Interoceptive exposure (15 min)
   5. Weight-inclusive exposure approaches (15 min)
3. Clinical application with a case example (45 min)
4. Troubleshooting common difficulties and optimization of exposure therapy (15 min)

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

1. Explain the evidence for exposure therapy in the treatment of eating disorders.
2. Explain the rationale for exposure therapy to a client with an eating disorder.
3. Describe in vivo (e.g., feared food exposures, body image exposures), interoceptive, and imaginal approaches to exposure therapy for eating disorders.
4. Apply inclusive exposure-based approaches for eating disorders to clients across the weight spectrum.
5. Identify and problem-solve common difficulties in using exposure therapy for eating disorders.

Long-term Goals:

• Attendees will be able to apply exposure-based interventions with their own clients with eating disorders.

Recommended Readings:

Griffen, T. C., Naumann, E., & Hildebrandt, T. (2018). Mirror exposure therapy for body image disturbances and eating disorders: A review. Clinical Psychology Review, 65, 163-174.

Butler, R. M., & Heimberg, R. G. (2020). Exposure therapy for eating disorders: A systematic review. Clinical Psychology Review, 78, 101851.

Reilly, E. E., Anderson, L. M., Gorrell, S., Schaumberg, K., & Anderson, D. A. (2017). Expanding exposure‐based interventions for eating disorders. International Journal of Eating Disorders, 50(10), 1137-1141.

Schaumberg, K., Reilly, E. E., Gorrell, S., Levinson, C. A., Farrell, N. R., Brown, T. A., … & Anderson, L. M. (2021). Conceptualizing eating disorder psychopathology using an anxiety disorders framework: Evidence and implications for exposure-based clinical research. Clinical Psychology Review, 83, 101952.

Presented by:

Stefanie T. LoSavio, ABPP, Ph.D., Assistant Professor of Psychiatry and Behavioral Sciences, The University of Texas Health Science Center at San Antonio

Kirsten H. Dillon, Ph.D., Duke University

Participants earn 3 continuing education credits.

Categories: Treatment – CBT, Trauma and Stressor Related Disorder and Disasters

Keywords: CBT, Cognitive Restructuring, Evidence-Based Practice

All levels of familiarity with the material.

Socratic questioning is an evidence-based technique and cornerstone of cognitive behavioral therapy, but it is also one of the most challenging skills for therapists to learn. Research shows that therapists with greater skill in Socratic questioning have better patient outcomes. Therefore, honing skills in this specific technique can dramatically improve practice quality and make treatment more effective and efficient.

Working with clients who have experienced traumatic events requires even more special skills to effectively explore beliefs to guide recovery. The ability to address sticky “should haves” and other self-blame beliefs hinges on the ability to ask curious, open-ended questions that help the client remember the facts of the situation and important details about the context. This workshop will provide advanced training in how to craft thoughtful Socratic questions that increase client cognitive flexibility leading to cognitive and emotional change.

This workshop will also cover how to address when patients remain stuck in their thinking, such as when they logically but not emotionally accept alternative thoughts. Attendees will learn to explore the function of key beliefs, which, when not addressed, may prevent treatment progress.

This workshop will be interactive with demonstrations and experiential exercises so that therapists leave feeling confident in questions to ask to make more therapeutic progress. Examples will focus on trauma-related beliefs, as these are some of the most challenging Socratic dialogues requiring advanced skills, but the techniques covered will be generalizable to other stressors and problem areas as well.

Enhancing skills in Socratic questioning is consistent with the conference theme. Socratic questioning has been rigorously studied, and the open-ended nature of Socratic questioning is inherently person-centered and inclusive of patients’ various contextual and cultural factors.

This workshop will be presented by 2025 ABCT award-nominated trainers, Dr. Stefanie LoSavio and Dr. Katy Dondanville. Drs. LoSavio and Dondanville are expert cognitive behavioral therapists who train hundreds of providers per year to enhance their practice and maximize their treatment effectiveness.

Outline:

1. Welcome and Workshop Overview
2. Evidence for Socratic Questioning
3. Socratic Questioning Fundamentals
4. Increasing the Effectiveness of Your Socratic Questioning
   1. Exploring the Context and Examining Hindsight
   2. Good, Better, Best Questions
   3. Demonstration
   4. Role Play
5. Extra Challenging Scenarios
   1. Difficult Topics
   2. Extra Sticky Stuck Points
   3. Exploring the Function of Beliefs
   4. Demonstration
   5. Role Play

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

1. Describe the goals of Socratic questioning during cognitive behavior therapy.
2. Name three qualities of Socratic questioning that make it an effective therapeutic strategy.
3. Differentiate open-ended, curious questions from other types of questions.
4. Demonstrate use of open-ended Socratic questions to guide a client to examine a key belief central to their case conceptualization.
5. Name two questions that can be used to explore the function of a client’s belief.

Long-term Goal:

• Increase the effectiveness of your Socratic questioning, as evidenced by reductions in patient conviction in unhelpful beliefs.

Recommended Readings:

Beck, J. S. (2021). Cognitive behavior therapy: Basics and beyond (3rd ed.). New York: The Guilford Press.

Resick, P. A., Stirman, S. W., & LoSavio, S. T. (2023). Getting unstuck from PTSD: Using Cognitive Processing Therapy to guide your recovery. New York: The Guilford Press.

References:

Brown, L. A., Belli, G. M., Asnaani, A., & Foa, E. B. (2019). A review of the role of negative cognitions about oneself, others, and the world in the treatment of PTSD. Cognitive therapy and research, 43(1), 143-173.

Dillon, K. H., Hale, W. J., LoSavio, S. T., Wachen, J. S., Pruiksma, K. E., Yarvis, J. S., Mintz, J., Litz, B. T., Peterson, A. L., & Resick, P. A. (2020). Weekly changes in blame and PTSD among active-duty military personnel receiving cognitive processing therapy. Behavior Therapy, 51(3), 386-400.

Farmer, C. C., Mitchell, K. S., Parker-Guilbert, K., & Galovski, T. E. (2017). Fidelity to the cognitive processing therapy protocol: Evaluation of critical elements. Behavior Therapy, 48(2), 195-206.

Keefe, J. R., Hernandez, S., Johanek, C., Landy, M. S., Sijercic, I., Shnaider, P., Wagner, A. C., Lane, J. E. M., Monson, C. M., & Stirman, S. W. (2022). Competence in delivering cognitive processing therapy and the therapeutic alliance both predict PTSD symptom outcomes. Behavior Therapy, 53(5), 763-775.

Vittorio, L. N., Murphy, S. T., Braun, J. D., & Strunk, D. R. (2022). Using Socratic questioning to promote cognitive change and achieve depressive symptom reduction: Evidence of cognitive change as a mediator. Behaviour Research and Therapy, 150, 104035.

Presented by:

Jessica R. Peters, Ph.D., Associate Professor of Psychiatry and Human Behavior, Alpert Medical School of Brown University
Jaclyn Ross, Ph.D., Clinical Research Scientist, University of Illinois at Chicago
Tory A. Eisenlohr-Moul, Ph.D., Associate Professor of Psychiatry, University of Illinois at Chicago

Participants earn 3 continuing education credits.

Categories: Women’s Health, Treatment – CBT

Keywords: Assessment, Women’s Health, Treatment

Basic to moderate level of familiarity with the material.

While most menstruating individuals do not experience significant menstrual cycle effects on their mood, approximately 5% experience intense and debilitating changes (premenstrual dysphoric disorder, PMDD) and at least 50% of those with emotional disorders experience cyclical worsening of their symptoms (premenstrual exacerbation, PME). Accordingly, clinicians need to understand how to assess and treat menstrual cycle-related effects on symptoms. Our workshop, led by three licensed clinical psychologists with expertise in PMDD/PME, will cover the following topics:

Psychoeducation: We will review the menstrual cycle, including how hormone flux can affect mood and behavior, the distinction between PMDD and PME, and common clinical presentations such as heightened suicide risk. Participants will learn how to provide psychoeducation and a broad range of resources to clients.

Assessment: Participants will be taught how to validly assess menstrual cycle effects, including the rationale behind and methods for using prospective daily DSM-5 PMDD symptoms over two cycles. Case examples will illustrate assessment principles. Small groups discussions will brainstorm and create action plans for implementing these assessment strategies in participants’ practices, followed by Q&A to address specific concerns or challenges.

Interdisciplinary Treatment Collaboration: Participants will be introduced to strategies for collaborating with other types of treatment providers (e.g., psychiatry, gynecology) for evidence-based pharmacological, medical, and surgical treatments of PMDD/PME. Case examples will be discussed.

Skills Training: Introduce CBT-based strategies for management of PMDD/PME, including integrating this knowledge into existing approaches like DBT. Topics include leveraging awareness of symptom flux; targeted distress tolerance and interpersonal skills; and risk assessment, safety planning, and skill building for perimenstrual increases in suicidality. Case examples will demonstrate practical application of these strategies. Participants will break out into small groups to create action plans for integrating these strategies into their own practices, followed by a final Q&A to address any remaining questions.

Outline:

1. Introduction
2. Psychoeducation
   1. Review of the menstrual cycle
      1. How hormone flux can affect mood and behavior
      2. Distinction between PMDD and PME
      3. Common clinical presentations
   2. Providing psychoeducation and a broad range of resources to clients.
3. Assessment
   1. Rationale behind prospective assessment
   2. How to assess prospective daily DSM-5 PMDD symptoms over two cycles
   3. Case examples illustrating assessment principles
   4. Small groups discussions to create action plans
   5. Q&A to address specific concerns or challenges.
4. Interdisciplinary Treatment Collaboration
   1. Roles of other types of treatment providers for pharmacological, medical, and surgical treatments
   2. Strategies for collaborating
   3. Case examples
5. Skills Training
   1. Integrating PMDD/PME content into CBT/DBT treatment
      1. Leveraging awareness of symptom flux
      2. Targeted distress tolerance and interpersonal skills
      3. Risk assessment, safety planning, and skill building for perimenstrual increases in suicidality
   2. Case examples demonstrating practical application
   3. Small group discussion to create action plans
   4. Final Q&A to address any remaining questions.

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

1. Describe the basic mechanisms of how the menstrual cycle can affect mood and behavior.
2. Provide psychoeducation and resources about the menstrual cycle to clients.
3. Assess the effects of the menstrual cycle on symptoms using validated, prospective methods and accurately diagnose clients with PMDD/PME.
4. Collaborate effectively with other types of treatment providers in providing care for management of menstrual cycle effects.
5. Adapt CBT/DBT approaches for management of menstrual cycle-based exacerbation of symptoms.

Long-term Goals:

• Participants will integrate knowledge of potential impact of the menstrual cycle into clinical practice for assessment and diagnosis and adapt existing CBT practices to meet the specific needs of patients with menstrually-related mood disorders.

Recommended Readings:

Eisenlohr-Moul, T. (2019). Premenstrual disorders: a primer and research agenda for psychologists. The Clinical psychologist, 72(1), 5.

Schmalenberger, K. M., Tauseef, H. A., Barone, J. C., Owens, S. A., Lieberman, L., Jarczok, M. N., … & Eisenlohr-Moul, T. A. (2020). How to study the menstrual cycle: Practical tools and recommendations. Psychoneuroendocrinology, 104895.

Weise, C., Kaiser, G., Janda, C., Kues, J. N., Andersson, G., Strahler, J., & Kleinstäuber, M. (2019). Internet-based cognitive-behavioural intervention for women with premenstrual dysphoric disorder: a randomized controlled trial. Psychotherapy and psychosomatics, 88(1), 16-29.

Ross, J. M., Barone, J. C., Tauseef, H., Schmalenberger, K. M., Nagpal, A., Crane, N. A., & Eisenlohr-Moul, T. A. (2024). Predicting acute changes in suicidal ideation and planning: a longitudinal study of symptom mediators and the role of the menstrual cycle in female psychiatric outpatients with suicidality. American journal of psychiatry, 181(1), 57-67.

Peters, J. R., Schmalenberger, K. M., Eng, A. G., Stumper, A., Martel, M. M., & Eisenlohr-Moul, T. A. (2024). Dimensional Affective Sensitivity to Hormones across the Menstrual Cycle (DASH-MC): A transdiagnostic framework for ovarian steroid influences on psychopathology. Molecular psychiatry, 1-12.

Presented by:

Cheryl McNeil, Ph.D., Professor, University of Florida
Erinn J. Victory, MS, Doctoral Student, West Virginia University
Ashley Scudder, Ph.D., Research Scientist, Iowa State University
Kokoro Furukawa, Ph.D., Associate Professor, Kobe Shinwa University

Participants earn 3 continuing education credits.

Categories: Child/Adolescent — Externalizing, Parenting / Families

Keywords: PCIT (Parent Child Interaction Therapy), Early Intervention, Treatment

Basic level of familiarity with the material.

Parent-Child Interaction Therapy (PCIT) is an evidence-based caregiver training intervention for children aged 2 to 7 with disruptive behavior problems. PCIT is based on parenting and attachment theory and maintains that authoritative caregiving, including developing secure caregiver-child bonds and establishing firm limits, is a necessary component to decrease behavioral problems in children. In PCIT, parents learn authoritative caregiving skills through therapist coaching of parent-child interactions, providing caregivers immediate guidance and feedback on their use of techniques such as differential attention and consistency as they practice new relationship enhancement and behavioral management skills. During the Child-Directed Interaction (CDI) phase of treatment, therapists teach caregivers positive caregiving skills to use during a special play-time, which works to strengthen the bond between the dyad. In the Parent-Directed Interaction (PDI) phase of treatment, clinicians coach caregivers on using a research-based discipline technique to increase child compliance and decrease child disruptive behaviors.

Attendees of this workshop will learn hands-on skills to implement key elements of PCIT with families. Clinicians will also learn the basics of the Dyadic Parent-Child Interaction Coding System (DPICS) which serves as a critical evaluation component of parent and child progress. Videotape review, slides, handouts, and experiential exercises will be used to teach participants the interaction skills, therapist coding, and coaching skills used during treatment sessions. Presenters will provide information on how PCIT can be applied to various areas of expertise.

This workshop will be led by Dr. Cheryl McNeil, one of only 22 PCIT Global Trainers. Dr. McNeil, a nationally renowned authority on PCIT, has published several PCIT books and over 100 peer-reviewed articles and chapters. She has trained approximately 1000 PCIT therapists in over 10 countries. Erinn Victory will discuss PCIT’s application for autism, parental substance use, and trauma. Dr. Scudder will share her knowledge on the dissemination and implementation of PCIT. Dr. Furukawa will address the implementation of PCIT in Japanese culture and around the world.

Outline:

1. Overview of PCIT
1. Background of PCIT
2. Theoretical foundations
3. PCIT session overview
4. Research base
2. Child-Directed Interaction (CDI) Phase
1. PRIDE skills
2. Introduction to the Dyadic Parent-Child Interaction Coding System (DPICS)
3. DPICS Coding Skills breakout session
4. CDI Coaching Skills breakout session
3. Parent-Directed Interaction (PDI) Phase
1. Effective commands and time-out
2. PDI Coaching Skills breakout session
4. Expanding PCIT’s Application
1. PCIT for Autism
2. PCIT for Families Affected by Trauma and Substance Use
3. Dissemination and Implementation of PCIT
4. Cultural Considerations in Implementing PCIT
5. Q&A

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

1. Describe the theoretical framework of PCIT.
2. Explain the two components of PCIT (Child-Directed Interaction and Parent-Directed Interaction).
3. Apply skills for coaching parents as they interact with their child in treatment sessions.
4. Demonstrate knowledge of DPICS through live coding and assessment of parent and child verbal behavior.
5. Describe the evidence-based uses of standard PCIT and list innovative adaptations of PCIT in new populations.

Long-term Goals:

• Increase participants’ foundational knowledge of PCIT and its core components to support appropriate referral decisions and collaboration with trained PCIT providers.
• Introduce participants to the theoretical underpinnings, structure, and key skills of PCIT to inform future training, clinical interest, or integration of PCIT principles into broader clinical work.

Recommended Readings:

Lieneman, C., Highlander, A., Brabson, L., Wallace, N., & McNeil, C.B. (2017). Parent-child interaction therapy: Current perspectives. Psychology Research and Behavior Management, 10, 1-18. https://doi.org/10.2147/PRBM.S91200

Ward, M. A., Theule, J., & Cheung, K. (2016, October). Parent–child interaction therapy for child disruptive behaviour disorders: A meta-analysis. In Child & Youth Care Forum (Vol. 45, pp. 675-690). Springer US.

Eyberg, S. M., Funderburk, B. W., Hembree-Kigin, T. L., McNeil, C. B., Querido, J. G., & Hood, K. K. (2001). Parent-child interaction therapy with behavior problem children: One and two year maintenance of treatment effects in the family. Child & Family Behavior Therapy, 23(4), 1-20.

Thomas, R., Abell, B., Webb, H. J., Avdagic, E., & Zimmer-Gembeck, M. J. (2017). Parent-child interaction therapy: A meta-analysis. Pediatrics, 140(3).

Presented by:

Andrea B. Temkin-Yu, Psy.D., Clinical Psychologist, Weill Cornell Medicine
Tony Puliafico, Ph.D., Associate Professor of Medical Psychology, Columbia University Medical Center
Lisa W. Coyne, Ph.D., Senior Clinical Consultant, McLean Hospital
Samuel Fasulo, Ph.D., Clinical Psychology, Moss Psychological Services, PC

Participants earn 3 continuing education credits.

Categories: Parenting/Families, Treatment – Other

Keywords: Parent Training, DBT (Dialectical Behavior Therapy), ACT (Acceptance & Commitment Therapy)

Moderate to advanced level of familiarity with the material.

Parents play an integral role in the lives of their children and often significantly impact both family dynamics and the trajectory of a child’s mental health. Unfortunately, parents are bombarded with messages about how they “should” raise their children, often leaving them disheartened, confused, or carrying a sense of inadequacy. Fortunately, mental health providers have the opportunity to guide parents towards effective tools in a way that promotes caregiver confidence, affirms family values, and increases skills use. With a heavy emphasis on live role-play demonstrations, this workshop will highlight a number of core strategies to help caregivers more effectively engage in mental health treatment to support their child and create sustainable change at home. The presenters will provide insight from a range of cognitive-behavioral therapy perspectives, including Dialectical Behavior Therapy, exposure-based treatment approaches, Acceptance and Commitment Therapy, and Behavior Management.

Through a series of role-plays, the presenters will weave in a combination of strategies aimed at supporting parents in meaningful participation in treatment, improved parental emotion regulation, and increased ability to support youth as they navigate identity and independence. Specific areas of focus will include (1) early treatment work to understand family values and align them with treatment goals (2) parental emotion identification (3) parent coping skills, (4) validating a child’s experience as they navigate identity development, (5) parental scaffolding as youth build independence. Audience members will have an opportunity to discuss each role play and ask questions. The workshop presenters will then guide audience participants to practice these strategies in small-group role plays work to better hone their understanding of the interventions presented in the workshop.

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

1. Describe the utility of early treatment engagement work between clinician and parent in order align family values with treatment goals.
2. Demonstrate ways to increase parental emotion identification.
3. List at least one way to teach parent coping skills.
4. Demonstrate effective validation techniques that parents can employ when communicating with youth about identity development.
5. Provide examples of how to balance support and opportunities for autonomy as youth develop independence.

Long-term Goals:

• Flexibly apply evidence based parenting strategies across a broad range of presenting issues
• Develop contextually sensitive parent case conceptualizations that lead to more effective treatment and better outcomes

Recommended Readings:

Maliken, A. C., & Katz, L. F. (2013). Exploring the impact of parental psychopathology and emotion regulation on evidence-based parenting interventions: A transdiagnostic approach to improving treatment effectiveness. Clinical child and family psychology review, 16, 173-186.

Fasulo, S.J., & Waugh, W.E. (2024).  The Family Time-Out:  A trans-diagnostic, family-level intervention protocol to reduce harmful conflict.  APSAC Advisor, 37(3), 36-47.

Waugh, W.E., and Fasulo, S.J. (2024).  Goals, objectives, and implementation structure of a family time-out intervention.  APSAC Advisor, 37(3), 48-59.

Zalewski, M., Maliken, A. C., Lengua, L. J., Martin, C. G., Roos, L. E., & Everett, Y. (2020). Integrating dialectical behavior therapy with child and parent training interventions: A narrative and theoretical review. Clinical psychology: Science and practice.

Raftery, J. H., Moore, P, Palm, K & Coyne, L. W. (2016). Changing problematic parent-child interaction in child anxiety disorders: The promise of Acceptance and Commitment Therapy (ACT). Journal of Contextual Behavioral Science, 5(1), 64-69.

Presented by:

Jami M. Furr, Ph.D., Clinical Associate Professor, Senior Psychologist, Florida International University

Robin H. Gurwitch, Ph.D., Professor, Director CCFH PCIT & CARE Training, Duke University School of Medicine

Participants earn 3 continuing education credits.

Categories: Disaster Mental Health, Child/Adolescent – Trauma/Maltreatment

Keywords: Disaster Mental Health, Trauma, Child

Basic to moderate level of familiarity with the material.

As has been clear with the recent wildfires in LA, natural disasters (and other types of disasters) are on the rise and causing increased financial, physical health, and mental health burden. The field of trauma and our understanding of factors impacting recovery and resilience after these types of disasters continue to grow and develop. One factor that remains a constant in supporting healing and resilience is the presence of strong positive relationships, especially for children, teens, and young adults. The most effective evidence-based programs supporting youth after trauma highlight the importance of relationships, but they require intensive training and treatment. Unfortunately, the need for mental health services after trauma and disasters far outstrips the capacity to provide such services. As a result, access to universal programs designed to improve relationships to help in the healing process is lacking; Child Adult Relationship Enhancement (CARE) helps address this need.

CARE is a trauma-informed set of skills created to enhance relationships and reduce mild to moderate child behavior challenges that often present after trauma. CARE is for use by any adult interacting with a child or adolescent and can be used alone or to complement other intervention services. To date, CARE has been disseminated widely across the US and internationally, with a growing evidence base for its effectiveness in different populations and settings (i.e., childcare, schools, after disasters/mass casualty events). Medical, mental health, allied health professionals, and crisis counselors have received CARE training to complement their services, especially for children experiencing trauma. This workshop will focus on how CARE can be implemented within the context of disasters to foster secure and positive relationships and promote children’s resilience after trauma. The workshop will include didactic information, videos, and live practice with feedback for the greatest learning potential. This CARE training will also address relevant sociocultural issues (e.g., rise in racism, deportation fears) and how they threaten safe and secure relationships. Implementation and dissemination efforts of CARE to participants’ specific settings will be discussed.

Outline:

1. Introductions and origin of CARE
2. CARE for children with a history of trauma; current concerns
3. Video demo of avoid skills, discussion, & Q’s handout
4. Video demo of Do skills, discussion, & 3 P’s handout
5. Live feedback as participants practice CARE Do skills
6. Break
7. Strategic Ignoring
8. Learn and practice the second components of CARE:
9. Giving Good Instructions
10. Live feedback as participants practice integrating
11. CARE skills
12. Break
13. Implementation
14. Self-care and work-force wellness
15. Wrap-up, Questions and Answers, Evaluation

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

1. Discuss how trauma impacts child development, behaviors, and relationships, particularly the impact on marginalized communities.
2. Identify at least 2 reasons why use of CARE skills with children and teens may benefit those with a trauma history.
3. List 3 ways to improve relationships with children and teens in the school setting, including how to improve behaviors in children and teens after disasters.
4. Provide 2 strategies on how to help adults provide instructions that are more likely to improve compliance.
5. Discuss how CARE skills can be easily implemented into any setting or interaction with children and teens, including schools, homes, and foster care settings.
6. Implement skills to support youth and any adult interacting with youth after disasters.

Long-term Goals:

• Incorporation of CARE skills to complement all therapy interventions
• Commitment to self-care activities to reduce therapist risk for secondary traumatic stress (STS).

Recommended Readings:

Gurwitch, R.H., Messer, E., Masse, J., Olafson, E., Boat, B.W., & Putnam, F.W. (2016). Child-Adult Relationship Enhancement (CARE): An evidence-informed program for children with a history of trauma and other behavioral challenges. Child Abuse & Neglect, 53, 138-145.

Messer, E.P., Greiner, M., Beal, S., Cassedy, A., Eismann, E., Gurwitch, R.H., Boat, B., Bensman, H., Bemerer, J., Greenwell, S., Eiler-Sims, P. (2018). Child Adult Relationship Enhancement (CARE): A brief, skills-building training for foster caregivers to increase positive parenting practices. Children and Youth Services Review, 90, 74-82.

Murphy, K.G., Warner-Metzger, C.M., & Moreland, A.D. (April 2019). Child-Adult Relationship Enhancement (CARE): Expanding evidence-based child behavior management skills to an academic medical center. Behavior Therapist, 42 (4), 118-121.

Scott, R., Gurwitch, R. G., Messer, E. P., Kelley, L., Myers, D, & Young, K. (2020). Integrated CARE: Adaptation of Child-Adult Relationship Enhancement (CARE) model for use in integrated behavioral health pediatric clinics. Clinical Pediatrics. https://doi.org/10.1177/0009922820959938

Presented by:

Elizabeth Cross, Ph.D., Psychologist/Assistant Professor, Kennedy Krieger Institute/Johns Hopkins School of Medicine

Ji Su Hong, M.D., Child Adolescent Psychiatrist, Center for Autism Services, Science, and Innovation, Kennedy Krieger Institute, Johns Hopkins School of Medicine

Katherine McCalla, Ph.D., Clinical Director, Center for Developmental Behavioral Health, Kennedy Krieger Institute

Karen Bearss, Ph.D., Vice President, Caregiver-Mediated Solutions, Catalight

Participants earn 3 continuing education credits.

Categories: Autism Spectrum and Developmental Disorders

Keywords: Autism Spectrum Disorders, Parent Training

Basic to moderate level of familiarity with the material.

It has been well documented that challenging behaviors, such as irritability, aggression, meltdowns, and transition difficulties, are very common in autistic youth and emerge in early childhood. These challenging behaviors are strongly associated with poor quality of life, social isolation, behavioral crisis, school difficulties, and parental stress and depression (Kanne & Mazurek, 2011; Lecavalier et al., 2006; Soke et al., 2016). RUBI is a manualized, time-limited parent training intervention for autistic youth, which has strong evidence for reducing challenging behaviors and improving daily living skills (Bearss et al., 2015).

In this workshop, we will provide the audience with an in-depth educational experience on RUBI through didactic instruction, video clips, role-play of a RUBI session, and educational handouts. Core RUBI sessions will be reviewed, including behavioral principles (emphasizing the antecedent-behavior-consequence model), prevention strategies, reinforcement, mindful attention (planned ignoring), functional communication training, and skill building. We will review how RUBI is structured, and the audience will have the opportunity to see how a RUBI session is conducted. Lastly, we will review the current evidence supporting the effectiveness of RUBI and how to approach intervention delivery through a neurodiversity-affirming lens.

Outline:

1. Learn about challenging behaviors in autism and potential treatments
   1. Types and rates of challenging behaviors
   2. Treatment options, including parent training approaches
   3. Use of parent training in the context of the neurodiversity movement
2. Discuss the structure of RUBI
   1. Overview of session content and behavior support plan
   2. Structure of treatment
   3. Treatment materials: therapist manual; parent workbook; video vignettes
   4. Engaging families in treatment
3. Learn about basic behavioral principles and other components of RUBI
   1. Behavioral principles
   2. Prevention strategies
   3. Reinforcement
   4. Mindful attention (planned ignoring)
   5. Supporting follow through with instructions
   6. Functional communication training
   7. Skill building
   8. Generalizing and maintaining improvements in challenging behaviors and adaptive skills
4. Observe speaker role-play of a RUBI session
5. Review of the current evidence supporting RUBI

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

1. Describe the basic behavioral principles that are the foundation of RUBI.
2. Explain how behavioral strategies, such as reinforcement and planned ignoring, can be used by parents.
3. Identify the type of patients who would benefit from RUBI.
4. Describe how RUBI is structured.
5. Identify the current evidence supporting the efficacy of RUBI.

Long-term Goal:

• Empower clinicians to coach caregivers in using RUBI’s evidence-based behavioral strategies to enhance adaptive functioning and reduce challenging behaviors in autistic youth

Recommended Readings:

Bearss, K., Johnson, C., Smith, T., Lecavalier, L., Swiezy, N., Aman, M., … & Scahill, L. (2015). Effect of parent training vs parent education on behavioral problems in children with autism spectrum disorder: a randomized clinical trial. JAMA, 313(15), 1524-1533.

Scahill, L., Bearss, K., Lecavalier, L., Smith, T., Swiezy, N., Aman, M. G., … & Johnson, C. (2016). Effect of parent training on adaptive behavior in children with autism spectrum disorder and disruptive behavior: Results of a randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 602-609.

Burrell, T. L., Postorino, V., Scahill, L., Rea, H. M., Gillespie, S., Evans, A. N., & Bearss, K. (2020). Feasibility of group parent training for children with autism spectrum disorder and disruptive behavior: a demonstration pilot. Journal of Autism and Developmental Disorders, 50(11), 3883-3894.

Bearss, K., Burrell, T. L., Challa, S. A., Postorino, V., Gillespie, S. E., Crooks, C., & Scahill, L. (2018). Feasibility of parent training via telehealth for children with autism spectrum disorder and disruptive behavior: A demonstration pilot. Journal of autism and developmental disorders, 48, 1020-1030.

Iadarola, S., Levato, L., Harrison, B., Smith, T., Lecavalier, L., Johnson, C., … & Scahill, L. (2018). Teaching parents behavioral strategies for autism spectrum disorder (ASD): Effects on stress, strain, and competence. Journal of Autism and Developmental Disorders, 48(4), 1031-1040.

Presented by:

Jolene Jacquart, Ph.D., Assistant Clinical Professor and Director, Behavioral Health Clinic, University of Arizona, Department of Psychology

Talya Leibowicz, Ph.D., Clinical Assistant Professor, The University of Texas at Austin

E. Marie Parsons, Ph.D., Research Assistant Professor, Boston University

Participants earn 3 continuing education credits.

Categories: Transdiagnostic, Treatment – CBT

Keywords: Evidence-Based Practice, Anxiety, Exposure

Moderate to advanced level of familiarity with the material.

This workshop draws attention to the core principles of change that underlie effective exposure therapy and is based on rigorous research in extinction and memory processes. Exposure will be discussed as an active learning process that must be integrated into existing (fear) memory structures. Specific strategies for conceptualizing exposure targets and delivering exposure learning interventions will be emphasized. This workshop is designed to provide a personalized and transdiagnostic approach to thinking through exposure therapy. Consistent with this year’s convention theme, we will pay special attention to incorporating information for delivering exposure therapy in an inclusive and affirming way. The goal is to help clinicians deliver individualized exposure treatments that flexibly meets their unique needs and moves between specific fear targets and exposure procedures.

Outline:

1. Transdiagnostic Principles in the Delivery of Exposure Therapy: Teaching Clients to be BRAVE
2. Thinking Through Exposures: What is to be Learned and Retained from Exposure Sessions?
3. Strategies for Facilitating Engagement and Success
4. Example Applications of Personalized Exposure Therapy (e.g., intervening on fears of emotions and related sensations; intervening with fears of people, places, and things; intervening with fears of thoughts, images, and traumatic memories)

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

1. Develop an approach to exposure therapy based on the enactment of core principles of therapeutic change rather than protocols/strategies.
2. Identify exposure strategies that can engage the core therapeutic change mechanisms across diagnostic subtypes.
3. Evaluate the role of contexts in case formulations and exposure planning.
4. Integrate exposure planning with perspectives from cognitive science.
5. Describe the role of post-exposure process in the consolidation of safety learning.

Long-term Goals:

• Conduct exposure therapy sessions using principle-based interventions.

• Design exposure therapy sessions to achieve specific learning related to core fears.

Recommended Readings:

Carpenter, J. K., Andrews, L. A., Witcraft, S. M., Powers M. B., Smits J. A. J., & Hofmann, S. G. Cognitive behavioral therapy for anxiety and related disorders: A meta-analysis of randomized placebo-controlled trials. Depression and Anxiety, 35, 502-514.

Hunt, C., Campbell-Sills, L., Chavira, D., Craske, M., Sherbourne, C., Sullivan, G., … & Bomyea, J. (2022). Prospective relations between anxiety sensitivity and transdiagnostic anxiety following cognitive-behavioral therapy: Evidence from the Coordinated Anxiety Learning management trial. Behaviour Research and Therapy, 155, 104119.

Pittig, A., Heinig, I., Goerigk, S., Richter, J., Hollandt, M., Lueken, U., … & Wittchen, H. U. (2022). Change of threat expectancy as mechanism of exposure-based psychotherapy for anxiety disorders: evidence from 8,484 exposure exercises of 605 patients. Clinical Psychological Science, 21677026221101379.

Jacquart, J., Abramowitz, J., Arch, J., Margraf, J, Smits, J. A. J. (2022). The Basics of Exposure Therapy. In: Smits, J.A.J., Jacquart, J., Abramowitz, J., Arch, J., Margraf, J. (eds), Clinical guide to exposure therapy: Beyond phobias (pp. 1-31). Springer International Publishing.

Smits, J. A. J., Powers, M. B., & Otto, M. W. (2019). Personalized exposure therapy: A person-centered transdiagnostic approach. New York, NY: Oxford University Press.

Presented by:

Lucene Wisniewski, Ph.D., FAED, Chief Clinical Officer, Center for Evidence Based Treatment Ohio

Anita Federici, Ph.D., FAED, Owner, CEO, The Centre for Psychology + Emotion Regulation

Participants earn 3 continuing education credits.

Categories:Eating Disorders, Comorbidity

Keywords: Eating, Comorbidity, Suicide

Moderate level of familiarity with the material.

The work of professionals who treat clients diagnosed with an eating disorder (ED) and significant other comorbidities such as depression, anxiety, suicidality, or BPD can be complicated. First and foremost, multi-diagnostic ED clients can be ambivalent about treatment and recovery. Professionals are often in the position of having to “sell” the treatment we believe is needed to individuals who often have not been helped by multiple previous interventions. Furthermore, EDs can be life threatening illnesses and professionals may become unclear about priorities when attempting to help a client who has more than one life-threatening condition:  e.g., what if my client is self-harming and is medically unstable – which do I deal with first? The work of the ED professional is further complicated by behaviors that can interfere with the treatment delivery.  Behaviors such as angry outbursts, failure to complete homework, lying, water-loading, and cancelling sessions are considered therapy-interfering behaviors (TIBs) and can interfere with clients’ abilities to benefit from treatment, remain in treatment, or both. Finally, the professional’s own burn out and frustrations can interfere with treatment, as well.

Mulitdiagnostic Eating Disorder- Dialectical Behavior Therapy (MED-DBT), provides a clear and systematic model for dealing with ambivalent, multiple-problem cases, as well as life-threatening, and therapy-interfering behaviors.
In this workshop participants will be exposed to MED-DBT theory and practice. Particular attention will be given to how to conceptualize and organize patient behavior in terms of priorities, and how to identify and address therapy-interfering behaviors on the part of the patient and therapist.  Using lectures, case examples, small group exercises and role plays, participants will have the opportunity to practice and observe MED-DBT treatment strategies for those diagnosed with an eating disorder. The current presentation will describe how a MED-DBT treatment model can effectively and comprehensively address eating disorder issues and their comorbidities across the DBT targets.

Outline:

1. Introduction (15 mins)
   1. Overview of workshop objectives and MED-DBT model
2. Theoretical Foundations (30 mins)
   1. Review of DBT targeting hierarchy and MED-DBT adaptations
3. Case Conceptualization and Prioritization (30 mins)
   1. Mapping client behaviors onto Targets I-III
4. Clinical Vignettes and Small Group Exercises (45 mins)
   1. Role-playing therapy-interfering behaviors and clinician responses
5. Skill Application and Troubleshooting (30 mins)
   1. Diary card use, addressing suicidal behavior and burnout
6. Q&A and Summary (30 mins)
   1. Addressing audience challenges, summary of key takeaways

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

1. Describe how to categorize ED behaviors in the context of Targets I, II and III.
2. Identify patient and therapist behaviors (eating disordered and otherwise) that interfere with treatment.
3. Conceptualize clients using MED-DBT dialectical dilemmas.
4. Teach clients how biotemperament interacts with invalidating environments to cause and maintain complex ED symptoms.
5. Formulate strategies to address suicidality, non-suicidal self-injury and TIB’s in and outside of session.
6. Troubleshoot common challenges to MED-DBT diary cards.

Long-term Goals:

• Equip clinicians with a sustainable treatment model (MED-DBT) that organizes complex symptom presentations into a prioritized treatment plan.
• Enhance clinicians’ ability to confidently manage life-threatening behaviors and therapy-interfering behaviors across treatment contexts, ultimately improving client engagement and treatment outcomes.

Recommended Readings:

Ben-Porath, D., Duthu, F., Luo, T., Gonidakis, F., Compte, E., & Wisniewski, L. (2020).  Dialectical behavioral therapy: an update and review of the existing treatment models adapted for adults with eating disorders.  Eating Disorders: The Journal of Treatment and Prevention, 28, 101- 121.  https://www.tandfonline.com/doi/full/10.1080/10640266.2020.1723371

Brown, T., Wisniewski, L., & Anderson, L. (2020). Dialectical Behavior Therapy and Eating disorders: State of the Research and New Directions.  Eating Disorders: The Journal of Treatment and Prevention, 28, 97-100.

Navarro-Haro, M.V., Botella, V.G., Badenes-Ribera, L. et al. Dialectical Behavior Therapy in the Treatment of Comorbid Borderline Personality Disorder and Eating Disorder in a Naturalistic Setting: A Six-Year Follow-up Study. Cogn Ther Res 45, 480–493 (2021). https://doi.org/10.1007/s10608-020-10170-9

Wisniewski, L. & Ben-Porath, D. (2015).  Dialectical Behavior Therapy and Eating Disorders: The Use of Contingency Management Procedures to Manage Dialectical Dilemmas.  American Journal of Psychotherapy, 69 (2), 129-140

Reilly, E. E., Orloff, N. C., Luo, T., Berner, L. A., Brown, T. A., Claudat, K., … Anderson, L. K. (2020). Dialectical behavioral therapy for the treatment of adolescent eating disorders: a review of existing work and proposed future directions. Eating Disorders, 28(2), 122–141. https://doi.org/10.1080/10640266.2020.1743098

Presented by:

Will H. Canu, Ph.D., Professor of Psychology, Appalachian State University

Laura E. Knouse, Ph.D., Professor of Psychology, University of Richmond

Kate Flory, Ph.D., Professor, University of South Carolina

Cynthia M. Hartung, Ph.D., Professor of Psychology, University of Wyoming

Participants earn 3 continuing education credits.

Categories: ADHD – Adult, Treatment – CBT

Keywords: ADHD, College Students, Treatment

Moderate level of familiarity with the material.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a chronic disorder characterized by inattention and/or hyperactivity-impulsivity that impacts functioning across the lifespan. Some of the most profound impacts of ADHD arise in educational settings, extending to higher education. In college students, the disorder is associated with lower GPAs and graduation rates as well as elevated rates of comorbid disorders (Anastopoulos et al., 2018; DuPaul et al., 2009, 2021).

Fortunately, research over the past two decades has demonstrated that cognitive-behavioral therapy (CBT) that is specifically tailored to the needs of adults with ADHD can be efficacious for ADHD symptom reduction (Liu et al., 2023). Because treatment satisfaction is associated with the extent to which the CBT approach is tailored to the specific needs of adult clients with ADHD (William et al., 2024), a few research groups have endeavored to develop CBTs that are even more adapted to the unique needs of emerging adults (Knouse & Fleming, 2016; LaCount et al., 2019)—specifically, college students—with the disorder (Anastopoulos et al., 2021; Fleming et al., 2015; Hartung et al., 2022).

Over the past several years, we have developed and tested a tailored CBT approach for college students with ADHD (Canu et al., 2023; Hartung et al., 2022). Like most efficacious CBTs for adult ADHD (Safren et al., 2010; Solanto et al., 2010), our approach is firmly grounded in helping students acquire organization, time management, and planning (OTMP) skills to support their deficits in executive functioning, supported by cognitive strategies (Ramsay, 2020) and integrating skill areas appropriate to this developmental period and setting including academic skills, relationship navigation, healthy lifestyles, and “adulting.”

Using didactics, practice exercises, and demonstration videos, this workshop will ground participants in the theoretical and empirical basis of the approach and help them to acquire the skills needed to begin to implement this treatment approach in their practice. The workshop will also give clinicians guidance in implementing this flexible approach in both group or individual format as well as how to tailor the treatment to the unique needs of each client.

Outline:

1. Introductions
2. Treatment Approach Overview
3. Educating Clients about ADHD
4. Organization, Time Management, and Planning
5. Academic Learning Skills
6. Thinking and Responding Differently
7. Taking Good Care of Yourself
8. Being Successful in Relationships
9. “Adulting” or Managing Daily Tasks of Living
10. Wrap-up and Q & A

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

1. Explain the diagnostic criteria for ADHD and areas of functional impairment that impact college students with ADHD.
2. Articulate important principles of educating college students about ADHD and applying the CBT model.
3. Support clients in applying self-regulation skills to areas of impairment including organization and time management skills.
4. Support clients in applying cognitive skills to increase motivation and promote emotional resilience, coping, and use of self-regulation skills.
5. Evaluate pre- and post-clinical data to determine response to treatment and develop recommendations for continued client support.

Long-term Goals:

• Implement CBT-oriented therapy techniques in their ongoing clinical practice to assist young adult college student clients with ADHD.
• Assist in further dissemination of this new evidence-based therapy approach in their research and clinical practices.

Recommended Readings:

Hartung, C. M., Lefler, E. K., Canu, W. H., Stevens, A. E., Jaconis, M., LaCount, P. A., Shelton, C. R., Leopold, D. R., & Willcutt, E. G. (2019). DSM-5 and other symptom thresholds for ADHD: Which is the best predictor of impairment in college students? Journal of Attention Disorders, 23(13), 1637-1646. doi: 10.1177/1087054716629216

LaCount, P. A., Hartung, C. M., & Canu, W. H., & Knouse, L. E. (2019). Interventions for adolescents with ADHD transitioning to emerging adulthood: Developmental context and empirically-supported treatment principles. Evidence-Based Practice in Child & Adolescent Mental Health, 4, 170-186. doi: 10.1080/23794925.2018.1518120

DuPaul, G. J., Gormley, M. J., Anastopoulos, A. D., Weyandt, L. L.,
Labban, J., Sass, A. J., Busch, C. Z., Franklin, M. K., & Postler, K. B. (2021). Academic trajectories of college students with and without ADHD: Predictors of four-year outcomes. Journal of Clinical Child & Adolescent Psychology, 0(0), 1–16. https://doi.org/10.1080/15374416.2020.1867990

Liu, C., Hua, M., Lu, M., & Goh, K. K. (2023). Effectiveness of cognitive behavioural‐based interventions for adults with attention‐deficit/hyperactivity disorder extends beyond core symptoms: A meta‐analysis of randomized controlled trials. Psychology &
Psychotherapy: Theory, Research & Practice, 96(3), 543–559.

Presented by:

Jill Ehrenreich-May, Ph.D., Professor, University of Miami

Lauren Milgram, MS, Doctoral Student, University of Miami

Participants earn 3 continuing education credits.

Categories: Child/Adolescent – Anxiety, Treatment – CBT

Keywords: Exposure, Child, Anxiety

Basic to moderate level of familiarity with the material.

Much evidence suggests that exposure is the key, active ingredient in cognitive-behavioral treatment for youth anxiety disorders, and the largest treatment gains often occur after exposure is introduced in treatment. Still, recent studies have found that, of providers who largely report using cognitive-behavioral therapy, only 19% to 33% use exposure therapy to treat adults and only 5% use exposure therapy for youth. Many practicing clinicians report hesitance to utilize exposure due to concerns about potential harms to the client. When clinicians do opt to incorporate exposure into their treatment plan, exposure is often delivered in a manner inconsistent with its theoretical foundation and evidence base. For example, clinicians may pair exposure with relaxation techniques, which may reduce the potency of the exposure, or reassure the client that the feared outcome will not occur, which may undermine expectancy violation and inhibitory learning. The goal of this workshop is to equip clinicians with a deeper understanding of three distinct yet complimentary theoretical models of exposure therapy—the habituation model, the inhibitory learning model, and recent positive affect approaches—and practical applications for the treatment of youth anxiety and related disorders.

The workshop will begin with an overview of the evidence-base for exposure therapy and an introduction of the three models, followed by discussion of how these models can inform case conceptualization, exposure planning, decision-making during exposure, and selection and assessment of exposure-relevant outcomes (e.g., within- and between-session fear reduction, distress tolerance). The workshop will also demonstrate how all of these exposure therapy models can be delivered in an affirming and inclusive manner to ensure that all youth benefit from these powerful techniques. The bulk of this workshop will be spent on live exposure demonstrations of these differing approaches with significant audience participation and feedback, designed to increase exposure competency and confidence. The workshop will conclude with an open Q&A session focused primarily on identifying and troubleshooting barriers to exposure implementation in attendee’s own practice settings.

Outline:

1. Introduction
   1. Review of current evidence base for exposure
   2. Review of cases/symptoms for which exposure is indicated in youth
   3. Acknowledge cases/symptoms for which exposure is not indicated in youth
   4. Discuss common misconceptions about exposure that limit its usage in routine care
2. Present 3 theoretical models of exposure
   1. Habituation
   2. Inhibitory learning
   3. Positive affect
3. Discuss practical applications of theory to exposure-based treatment with children and adolescents
   1. Theory-informed case conceptualization
   2. Exposure planning, hierarchy building, and exposure selection
   3. Clinical decision-making regarding therapist behaviors during exposure
   4. Assessment of client distress during exposure
   5. Assessment of client learning during exposure
   6. Considerations for involving parents in exposure
   7. Affirmative practices in the conduct of youth exposures
   8. Determining when to conclude an exposure/when to conclude treatment
4. Clinical demonstration with audience members
   1. Habituation
   2. Inhibitory learning
   3. Positive affect
5. Trouble-shooting real-life youth exposure challenges/Q&A

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

1. Explain the theoretical underpinnings of the habituation, inhibitory learning, and positive affect models of exposure therapy
2. Apply knowledge about exposure theory to case conceptualization for anxiety and related disorders in youth
3. Discuss theory-informed considerations for child and adolescent exposure planning, hierarchy building, and exposure selection.
4. Describe therapist behaviors that can increase and decrease exposure effectiveness.
5. Identify affirmative treatment adaptations to optimize inclusive conduct of exposures with youth.

Long-term Goals:

• Clinicians will increase their usage of effective exposure therapy techniques with children and adolescents with anxiety and related disorders.
• Clinicians will apply and share knowledge about theories related to exposure effectively with clients.

Recommended Readings:

Benito, K. G., & Walther, M. (2015). Therapeutic process during exposure: Habituation model. Journal of Obsessive-Compulsive and Related Disorders, 6, 147–157. https://doi.org/10.1016/j.jocrd.2015.01.006

McGuire, J. F., & Storch, E. A. (2019). An Inhibitory Learning Approach to Cognitive-Behavioral Therapy for Children and Adolescents. Cognitive and Behavioral Practice, 26(1), 214–224. https://doi.org/10.1016/j.cbpra.2017.12.003

Peterman, J. S., Carper, M. M., & Kendall, P. C. (2019). Testing the habituation-based model of exposures for child and adolescent anxiety. Journal of Clinical Child and Adolescent Psychology : The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 48(SUP1), S34–S44. https://doi.org/10.1080/15374416.2016.1163707

Pittig, A., Heinig, I., Goerigk, S., Richter, J., Hollandt, M., Lueken, U., Pauli, P., Deckert, J., Kircher, T., Straube, B., Neudeck, P., Koelkebeck, K., Dannlowski, U., Arolt, V., Fydrich, T., Fehm, L., Ströhle, A., Totzeck, C., Margraf, J., … Wittchen, H.-U. (2023). Change of Threat Expectancy as Mechanism of Exposure-Based Psychotherapy for Anxiety Disorders: Evidence From 8,484 Exposure Exercises of 605 Patients. Clinical Psychological Science, 11(2), 199–217. https://doi.org/10.1177/21677026221101379

Zbozinek, T. D., & Craske, M. G. (2017). The Role of Positive Affect in Enhancing Extinction Learning and Exposure Therapy for Anxiety Disorders. Journal of Experimental Psychopathology, 8(1), 13–39. https://doi.org/10.5127/jep.052615

Presented by:

Richard Gallagher, Ph.D., Associate Professor, NYU Grossman School of Medicine

Jenelle D. Nissley-Tsiopinis, Ph.D., Assistant Professor, Children’s Hospital of Philadelphia & University of Pennsylvania

Participants earn 3 continuing education credits.

Categories: Child/Adolescent — Externalizing, ADHD — Child

Keywords: Treatment, Child, ADHD

Basic to moderate level of familiarity with the material.

Many youth with ADHD and related problems have impairing deficits in executive functioning (EF) and reflections of EF deficits in poor organization, time management, planning (OTMP) skills. OTMP deficits reduce school performance, create homework problems, cause family conflict, hinder children’s emotional adjustment, and contribute to problems in life success. Parents and teachers see these practical executive function deficits as a critical concern.

From 2 decades of development, pilot testing, and randomized controlled trials, Organizational Skills Training (OST) has been found to significantly change the behavioral, academic, family, and emotional lives of children that struggle with deficits in practical executive functions. The method is efficacious with children that meet the diagnostic criteria for ADHD and for children with OTMP skills deficits that do not necessarily have ADHD.

OST is a well-established treatment for children with ADHD (Evans et al., 2014). It has impact in improving OTMP skills which contributes to improved achievement and to reduced homework problems and family conflict (Abikoff et al., 2012). OST has been fully tested for elementary school children in clinical settings and in school settings delivered by school personnel. The main components of the manualized treatment, both what is done in session and how it is done effectively, will be reviewed through lectures, examples, brief videos and short, interactive exercises. The presentation will review the full protocols with emphasis on child, parent, and teacher orientation and skills building in five areas: supportive parent behavior management and teacher involvement, tracking assignments, managing materials, time management, and planning.

The foundations for both the clinical and school-delivered versions of OST will be presented. The options for delivery of the clinical version for in-person contact and telehealth participation will be discussed. The session will also present the modification for efficacious implementation in small groups by school personnel. The workshop is presented by co-developers of the protocols who have extensive experience in training therapists and school personnel in providing the program with fidelity.

Outline:

1. Introduction
   1. The reason for addressing organizational skills as a means of changing executive functioning
   2. The characteristics of children with deficient organizational skills and the negative impact of these deficiencies
   3. A brief review of empirical support for clinical and school delivery
2. Identifying Appropriate Cases Through Assessment
   1. Use of rating scales
   2. Interviews with parents, teachers, and children
3. The Main Treatment Components of OST
   1. Skills training in 4 areas
   2. Parent and teacher prompting and Incentive use to build and maintain skills
   3. Changing the cognitive set
4. Implementation with Described and Brief Video Examples
   1. In-person for the Clinical Setting
   2. Telehealth for the Clinical Setting
   3. In-person Groups for the School Setting
5. Questions and Answers on Implementation

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

1. Describe how low executive functioning hinder practical problems in organization, time management, and planning in children with ADHD and related conditions.
2. Assess organization, time management, and planning skills in children and select appropriate children for the organizational skills treatment program.
3. Describe in detail the treatment components used in organizational skills training during the direct work with children and the collaborative work with parents and teachers.
4. Apply presentation content to implement the treatment in clinical settings through in-person contact and through telehealth contact.
5. Describe how to implement the treatment in school settings with groups of children and describe how to train school personnel to provide the treatment.

Long-term Goals:

• Based upon the workshop, attendees can expect to be more effective in evaluating and treating practical reflections of executive function deficits in children with ADHD and related challenges throughout their careers.
• Attendees can expect to apply an empirically-supported sophisticated knowledge of executive function deficits in children in their clinical work and in their consultations with school personnel.

Recommended Readings:

Christina A. Di Bartolo, Howard Abikoff, | Margaret McDonald, & Richard Gallagher (2021). Adapting an empirical clinic‐based organizational skills training program for use in schools: Iterative development and pilot assessment. Psychology in the Schools, 58, 1225-1245.

Jenelle Nissley-Tsiopinis, Thomas J. Power, Phylicia F. Fleming, Katie L. Tremont,
Bridget Poznanski, Shannon Ryan1, Jaclyn Cacia, Theresa Egan, Cristin Montalbano, Alex Holdaway, Ami Patel, Richard Gallagher, Howard Abikoff, A. Russell Localio, and Jennifer A. Mautone (2024) School-Based Organizational Skills Training for
Students in Grades 3–5: A Cluster Randomized Trial. Journal of Consulting and Clinical Psychology, 92, 674-691. https://doi.org/10.1037/ccp0000909

Steven W. Evans, Julie Sarno Owens, Brian T. Wymbs & A. Raisa Ray (2018)
Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder, Journal of Clinical Child & Adolescent Psychology, 47:2, 157-198, DOI: 10.1080/15374416.2017.1390757

Steven W. Evans , Theodore P. Beauchaine , Andrea Chronis-Tuscano ,
Stephen P. Becker , Anil Chacko , Richard Gallagher , Cynthia M. Hartung , Michael J. Kofler, Brandon K. Schultz , Leanne Tamm & Eric A. Youngstrom (2021): The Efficacy of Cognitive Videogame Training for ADHD and What FDA Clearance Means for Clinicians, Evidence-Based Practice in Child and Adolescent Mental Health

Presented by:

Matthew Skinta, ABPP, Ph.D., Associate Professor, Roosevelt University

Monnica T. Williams, ABPP, Ph.D., Full Professor, University of Ottawa

Brandon Hoeflein, Ph.D., Clinical Psychologist, Community Connections Psychological Associates

Participants earn 3 continuing education credits.

Categories: Treatment — Interpersonal Therapies, Treatment — Mindfulness & Acceptance

Keywords: FAP (Functional Analytic Psychotherapy), Racial Trauma, LGBTQ+

All levels of familiarity with the material.

This workshop will focus on introductory principles and an immersive practice setting to learn functional analytic psychotherapy (FAP). FAP shares a behavioral foundation with ACT and other contextual behavior therapies, though applies this lens to the therapeutic relationship. Behavior therapies have often responded to interpersonal challenges through examining relationships outside of therapy, ignoring that two people are interacting in the room already and there is an opportunity to directly shape relational behaviors. This requires that the therapist be attuned to their own experiences with others – how others perceive their behaviors, their capacity for genuineness while maintaining the therapeutic role, and what painful experiences from their own past lead to avoidance of difficult topics. Considering the function of behaviors in a relationship requires a therapist to deeply connect with how they show up in the room, and to be the instrument of change for clients who struggle with connection.

The truth is, this applies to almost all of our clients – past research suggests that no matter the diagnosis, most clients seek therapy because their relationships just aren’t working, and they are feeling alone and disconnected. A lack of meaningful social connection is as harmful to one’s health as cigarette use, chipping away at our wellness and sense of safety in the world. FAP creates a roadmap for guiding our clients, and ourselves, into patterns that support and deepen our relationships with others. Further, FAP can liberate us to feel safe fully being ourselves in those relationships and discovering a new sense of depth and connection. This workshop goes one step further, in considering how these tools apply to racially different dyads, or the rejection sensitivity of LGBTQ+ clients, in cultivating an affirmative clinical practice.

Outline:

1. Functional Analytic Psychotherapy’s Background and Basics
   1. The Five Rules of FAP
   2. Awareness of social and political sources of bias that evoke and maintain unworkable relational patterns.
   3. Understanding one’s own history of behaviors and learning that shape the therapeutic relationship and limit contingencies that promote interpersonal change.
   4. Knowledge of common behavioral responses to difficult client behaviors
2. Experiential practice with disclosure, closeness, and shaping authentic responding
3. Specific interventions that target affirming clients with differing identities from the therapist.
   1. Labeling CRB1s and CRB2s in a collaborative and affirming way.
   2. Case Conceptualization basics and identifying what is meaningful to the client.
   3. Consider the importance of compassion and self-compassion techniques in reducing barriers to authenticity.

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

1. Explain the foundational principles of FAP and its application to the therapeutic relationship.
2. Become attuned to their own interpersonal behaviors, perceptions, and experiences in order to directly influence the therapeutic relationship.
3. Observe and shape relational behaviors within the therapeutic dyad to foster deeper connection and more effective interventions.
4. Recognize the critical role of meaningful social connection in mental health.
5. Consider how FAP can be used to navigate the challenges of racially diverse dyads and support LGBTQ+ clients.

Long-term Goals:

• Deepen and better utilize the role of the therapeutic relationship in behavior therapy with clients.
• Implement the use of the self as a tool of change and affirmation of diverse identities within the therapeutic relationship

Recommended Readings:

Brem, M. J., Coop Gordon, K., & Stuart, G. L. (2020). Integrating acceptance and commitment therapy with functional analytic psychotherapy: a case study of an adult male with mixed depression and anxiety. Clinical Case Studies, 19(1), 34-50.

Callaghan, G. M., & Follette, W. C. (2020). Interpersonal Behavior Therapy (IBT), functional assessment, and the value of principle-driven behavioral case conceptualizations. The Psychological Record, 70, 625-635.

Halstead, M., Reed, S., Krause, R., & Williams, M. T. (2021). Ketamine-assisted psychotherapy for PTSD related to racial discrimination. Clinical Case Studies, 20(4), 310-330.

López-Pinar, C., Galán-Doña, D., Tsai, M., & Macías, J. (2025). Meta-analysis of randomized controlled trials and single-case designs on the efficacy of functional analytic psychotherapy. Clinical Psychology: Science and Practice, 32(1), 26–45.  https://doi.org/10.1037/cps0000221

Louisiana Contextual Science Research Group, Campbell, J., Criddle, J., Griffin, L., Lieberman, E., May, M., … & Warren, A. (2023). Promoting appetitive learning of consensual, empowered vulnerability: a contextual behavioral conceptualization of intimacy. Frontiers in Psychology, 14, 1200452.

Maitland, D. W. (2024). The extended evolutionary meta-model and process-based therapy: Contemporary lenses for understanding functional analytic psychotherapy. Journal of Contextual Behavioral Science, 32, 100750.

Maitland, D. W., & Lewis, J. A. (2022). Creating connection and reducing distress: The effects of functional analytic psychotherapy on measures of social connection across levels of analysis. The Psychological Record, 72(4), 727-744.

Muñoz-Martínez, A. M., Stanton, C. E., Ta, J. D., Molaie, A. M., & Follette, W. C. (2022). Linking process to outcome in Functional Analytic Psychotherapy: Evaluating the behavioral mechanism of change of a process-based therapy. Journal of contextual behavioral science, 24, 102-111.

Rincón, C. L., Muñoz-Martínez, A. M., Hoeflein, B., & Skinta, M. D. (2023). Enhancing interpersonal intimacy in Colombian gay men using functional analytic psychotherapy: An experimental nonconcurrent multiple baseline design. Cognitive and Behavioral Practice, 30(1), 82-95.