Institutes

Presented by:

Jill Ehrenreich-May, Ph.D., Professor, University of Miami
Lauren Milgram, M.S., Doctoral Student, University of Miami
Elizabeth S. Bocanegra, Ph.D., Postdoctoral Associate, University of Miami

Participants earn 7 continuing education credits.

Categories: Population — Children/Adolescents, Symptoms/Disorders — Transdiagnostic, Treatment — Cognitive Behavior Therapy (CBT)

Basic to moderate level of familiarity with the material.

Youth mental health concerns are on the rise. Traditional single domain treatment models, while effective in some cases, often fall short of meeting youth’s complex mental health needs. Youth seeking treatment in routine care settings commonly present with more than one psychiatric concern, and youth’s presenting concerns may fluctuate frequency over a standard treatment course and across youth’s development. Transdiagnostic CBT interventions have emerged as promising alternatives to single domain or diagnosis-specific approaches to addressing youth’s mental health needs.

The Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents (UP-C/A) are transdiagnostic CBT manuals designed to address the core emotional dysfunctions that underlie many youth emotional concerns (e.g., anxiety, depression, OCD). The UP-C/A present a range of CBT strategies (including emotion psychoeducation, behavioral activation, cognitive reappraisal, present-moment and non-judgmental awareness, and exposure strategies) in a modular format using a broad emotion framework that can be flexibly applied to a wide array of youth concerns.

Additional caregiver-focused strategies are incorporated throughout to supplement youth-focused material. The UP-C/A has demonstrated efficacy across numerous studies (Ehrenreich-May et al., 2017; Kennedy et al., 2019; Sherman & Ehrenreich-May, 2020) and has recently been evaluated in community mental health centers (Ehrenreich-May et al., 2025) and public high schools (Velez et al., 2025), further supporting its utility across diverse clinical settings. This full-day institute will provide in-depth clinical training in the UP-C/A.

Following a brief review of the rationale for the intervention, we will present each UP-C/A module using didactics, video examples, and live demonstrations. Attendees will engage in role-plays to practice skills learned and apply techniques to various symptom domains. Attendees will also receive a preview of upcoming adaptations for the second edition of the UP-C/A. We will conclude with an open Q&A discussion focused on anticipating and troubleshooting barriers to UP-C/A implementation and fidelity in attendees’ own clinical practice settings.

Outline:

• Introduction: Rationale for the UP-C/A
  • Current evidence base for the UP-C/A
• Module 1: Treatment planning and motivational enhancement
• Module 2: Emotion psychoeducation and awareness building
• Module 3: Introduction to “opposite action” and behavioral experiments
• Module 4: Awareness of somatic symptoms and interoceptive exposure
• Module 5: Identification of cognitive distortions, cognitive reappraisal, and problem-solving
• Module 6: Present-moment awareness, non-judgmental awareness, and generalized emotion exposures
• Module 7: Situational emotion exposures
• Module 8: Skill review and relapse prevention
• Module P: Caregiver-focused strategies
  • Recent and upcoming adaptations of the UP-C/A
• Q&A: Anticipating and troubleshooting barriers to UP-C/A implementation and fidelity

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

• Explain the rationale for a transdiagnostic approach to CBT for youth emotional concerns
• Describe current research demonstrating the efficacy of the UP-C/A
• Discuss core techniques of the UP-C/A that can be flexibly applied across youth emotional concerns including fear, anxiety, sadness, and anger
• Identify caregiver-focused UP-C/A skills that can supplement youth-focused strategies, including using praise/positive reinforcement, increasing consistency, healthy independence granting, and healthy emotional modeling
• Increase competence and confidence in UP-C/A delivery for youth with multiple co-occurring symptoms and complex clinical presentations
• Troubleshoot barriers to UP-C/A implementation in one’s own clinical practice setting

Recommended Readings:

Ehrenreich-May, J., Rosenfield, D., Queen, A. H., Kennedy, S. M., Remmes, C. S., & Barlow, D. H. (2017). An initial waitlist-controlled trial of the unified protocol for the treatment of emotional disorders in adolescents. Journal of Anxiety Disorders, Transdiagnostic Approaches, 46, 46–55. https://doi.org/10.1016/j.janxdis.2016.10.006

Ehrenreich-May, J., Jensen-Doss, A., Milgram, L., Rosenfield, D., Shaw, A. M., LoCurto, J., Nanda Robinson, M., Caron, E. B., Lee, P., & Ginsburg, G. S. (2025). A randomized controlled effectiveness trial of transdiagnostic treatment and measurement-based care for adolescents with emotional disorders in community clinics. Journal of Consulting and Clinical Psychology, 93(3), 144–160. https://doi.org/10.1037/ccp0000947

Milgram, L., Bigler, M. E., Halliday, E. R., Timpano, K. R., & Ehrenreich-May, J. (2025). Are the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents as Effective for OCD as for Anxiety and Depression? Children, 12(4), 529. https://doi.org/10.3390/children12040529

Grossman, R. A., & Ehrenreich-May, J. (2020). Using the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders With Youth Exhibiting Anger and Irritability. Cognitive and Behavioral Practice, 27(2), 184–201. https://doi.org/10.1016/j.cbpra.2019.05.004

Sherman, J.A. & Ehrenreich-May, J. (2020). Changes in risk factors during the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents. Behavior Therapy, 51(6), 869-881. https://doi.org/10.1016/j.beth.2019.12.002

Presented by:

Dena L. Gassner, Ph.D., Senior Research Scientist, AJ Drexel Autism Institute Drexel University
Matthew D. Lerner, Ph.D., Associate Professor, Drexel University
Lauren J. Moskowitz, Ph.D., Professor, St. John’s University
Rebecca E. Sachs, ABPP, Ph.D., Clinical Psychologist & Owner, E & R Psychology, PC

Participants earn 7 continuing education credits.

Categories: Symptoms/Disorders — Autism Spectrum and Developmental Disorders, Workforce — Development/Training/Supervision

Moderate level of familiarity with the material.

Based on the Scalable Psychopathology Intervention Intensive Training for IDD & Autism (SPIRIT-ID/A) program, this Full Day Institute provides intermediate/advanced, skills-focused training on adapting Cognitive Behavioral Therapy (CBT) for autistic clients/people with intellectual and developmental disabilities (IDD) across the lifespan. Autistic individuals/those with IDD experience significant mental health inequities—including high rates of anxiety, depression, trauma exposure, and suicidality—yet face systemic barriers due to provider undertraining, misdiagnosis, and siloeing of services. It has been documented that autistic persons and those with IDD have been undersupported by standard CBT.

This Institute promotes access and support by equipping professionals with neuro-affirming CBT adaptations and modifications. Co-led by professionals with over 50 years of combined clinical and research expertise, and some with lived experience, the Institute integrates empirical evidence, informed clinical decision-making, and the perspectives of autistic individuals and families within a neuro-affirming, evidence based, and ethically responsible framework.

Across 7 hours of didactic instruction, case formulation exercises, discussion, and role-play, participants will learn to conceptualize cases using functional behavioral assessment and neurodevelopmental profiles, adapt CBT strategies to developmental and contextual needs, incorporate family/caregiver collaboration, and implement culturally responsive practices.

The Institute will review how to implement core behavioral strategies—such as exposure, opposite action, and mindfulness, as well as cognitive strategies– such as psychoeducation, cognitive restructuring, and problem-solving– through adjusted pacing, increased predictability, caregiver involvement, making concepts concrete (e.g., greater use of written and visual supports), incorporating special interests, counterconditioning, and simplifying cognitive activities/coping statements. By the conclusion, participants will gain practical tools, increased confidence, and clinical competence to deliver evidence-based, neuro-affirming CBT across diverse settings.

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

• Apply case conceptualization strategies that integrate functional behavioral assessment, neurodivergent profiles (i.e., cognitive or emotional processing differences), transdiagnostic CBT principles, and perspectives from the autistic/ID communities to guide treatment planning.
• Adapt and modify core behavioral strategies—including exposure, opposite action, mindfulness, and counterconditioning—by modifying pacing, increasing predictability, and incorporating family/caregiver collaboration across the lifespan.
• Adapt and modify cognitive strategies – including psychoeducation, cognitive restructuring, problem-solving, and coping statements – to enhance concreteness, incorporate special interests, and align with developmental and adaptive functioning levels.
• Integrate lifespan and developmental considerations to tailor CBT interventions for children, adolescents, and adults, ensuring age-appropriate, functional, and contextually relevant care.
• Implement ethical, culturally responsive, and neurodiversity-affirming practices, including informed consent, sensory safe environments, utilization of multiple communication modalities, client autonomy, presuming competence, and anti-bias approaches in therapy.
• Address challenging behaviors using a PBSt (Prevent-Replace-Respond) framework, applying functional assessment to guide proactive, teaching, and consequence strategies that reduce harm, promote skill development, and improve quality of life.

Recommended Readings:

Bal, V. H., Wilkinson, E., Glascock, V., Hastings, R. P., & Jahoda, A. (2023). Mechanisms of change in behavioral activation: Adapting depression treatment for autistic people. Cognitive and Behavioral Practice, 30(4), 589-596.

Botha, M., Dibb, B., & Frost, D. M. (2022). “Autism is me”: an investigation of how autistic individuals make sense of autism and stigma. Disability & Society, 37(3), 427–453. https://doi.org/10.1080/09687599.2020.1822782

Hieneman, M. (2015). Positive behavior support for individuals with behavior challenges. Behavior analysis in practice, 8, 101-108. https://pmc.ncbi.nlm.nih.gov/articles/PMC5048254/

Riches, S., Hammond, N., Bianco, M., Fialho, C., & Acland, J. (2023). Adapting cognitive behaviour therapy for adults with autism: a lived experience-led consultation with specialist psychological therapists. The Cognitive Behaviour Therapist, 16, e13. https://link.springer.com/content/pdf/10.1186/s11689-021-09396-9.pdf

Kerns, C. M., Roux, A. M., Connell, J. E., & Shattuck, P. T. (2016). Adapting cognitive behavioral techniques to address anxiety and depression in cognitively able emerging adults on the autism spectrum. Cognitive and Behavioral Practice, 23(3), 329-340.
https://www.sciencedirect.com/science/article/pii/S1077722916300360?casa_token=CiG-dgxzQiwAAAAA:V1KZc998KbmkfcrvaXs8DFEvSrs5VmYX-DKxdS9pOr6D4i2msvYIyzSPPugpo

Presented by:

Trevor A. Hart, Ph.D., Professor, Toronto Metropolitan University
Tyrel J. Starks, Ph.D., Professor, Hunter College, City University of New York

Participants earn 7 continuing education credits.

Categories: Treatment — Motivational Interviewing, Context — Health Psychology/Behavioral Medicine

Moderate level of familiarity with the material.

This institute involves development of intermediate skills in Motivational Interviewing (MI) and applying MI to help people change health behaviors including substance use in diverse healthcare contexts (e.g., substance use clinics, sexual behavior problem programs, community-based settings, hospital settings with medical patients).

Motivational Interviewing (MI) has a decades-long track record of improving health outcomes across a wide range of behaviors. Initially developed as an approach to substance use treatment, its applications now span disciplines as diverse as forensic corrections, nutrition, and nursing in addition to behavioral health. This training provides an overview of core concepts and stills that define MI practice. It will begin with a focus on MI Spirit – the mindset that guides practice irrespective of session or treatment length.

Subsequently the training is designed to further attendees’ expertise with essential processes or tasks in MI, including: engaging with clients (the formation of working alliance), developing a shared focus, evoking motivation for change, and planning for goal attainment. The training will include didactic information drawn from the MI evidence base and established theory; however, the training emphasis is on demonstration, practice and discussion.

Small-group real play and role play activities provide opportunities for real-time feedback on skills from trainers experienced in MI delivery. Training will include a discussion of how to apply MI through examples from their own practice, as well as how to use MI with diverse and marginalized populations. This institute will also cover how MI skills can be integrated into CBT and how MI-informed CBT differs from standard approaches to CBT and MI.

Outline:

1. Empirical Basis of MI
2. Introduction to MI Spirit
3. MI Processes of Change
4. MI counsellor skills (OARS, EPE)
5. Break for Lunch
6. Participant practice of OARS skills
7. Using MI Skills presentation and practice
   1. MI skills in engaging
   2. MI skills in focusing
   3. MI skills in evoking
   4. MI skills in planning
8. Integration of behavioral skills into your MI
9. Problem solving and questions

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

• Describe the MI model and the evidence base for the use of MI in health behavior and substance use change with patients in diverse health care settings.
• Demonstrate the core MI skills (OARS + EPE).
• Explain MI “spirit” and the four key MI processes.
• List one way the trainee can use MI in their own practice settings.
• Use MI in primary care and other diverse health care settings in working with adult, adolescent, and older adult patients.

Long-term Goals:

• Participants will articulate a nuanced understanding of MI and its application in diverse healthcare settings for health behaviors and substance use.
• Participants will have greater confidence in using MI with a diverse clientele and in diverse healthcare settings.

Recommended Readings:

Hart, T.A., Willis, A.C., Simpson, S.H., Julien, R.E., Hoe, D., Leahy, B., Maxwell, J., & Adam, B.D. (2016). Gay poz sex: A sexual health promotion intervention for HIV-positive gay and bisexual man. Cognitive and Behavioral Practice, 23(4), 517-529. https://doi.org/10.1016/j.cbpra.2015.11.002.

Martins, R.K., & McNeil, D.W. (2009). Review of Motivational Interviewing in promoting health behaviors. Clinical Psychology Review, 29(4), 283-293. https://doi.org/10.1016/j.cpr.2009.02.001

Magill, M., Apodaca, T.R., Borsari, B., Gaume, J., Hoadley, A., Gordon R.E.F., Tonigan, J. S., & Moyers, T. (2018). A meta-analysis of Motivational Interviewing process: Technical, relational, and conditional process models of change. Journal of Consulting and Clinical Psychology, 86(2), 140-157. https://doi.org/10.1037/ccp0000250.

Miller, W.R. (2023). The evolution of Motivational Interviewing. Behavioral and Cognitive Psychotherapy, 51(6), 616-632. https://doi.org/10.1017/S1352465822000431

Frost, H., Campbell, P., Maxwell, M., O’Carroll, R.E., Dombrowski, S.U., Williams, B., Cheyne, H., Coles, E., & Pollock, A. (2018). Effectiveness of Motivational Interviewing on adult behaviour change in health and social care settings: A systematic review of reviews. PloS One, 13(10). https://doi.org/10.1371/journal.pone.0204890

Presented by:

Sheila AM Rauch, ABPP, Ph.D., Professor, Emory University School of Medicine/Joseph Maxwell Cleland Atlanta VAMC
Rebecca K. Sripada, ABPP, Ph.D., Associate Professor, University of Michigan
Stacy A. Ogbeide, ABPP, Psy.D., Tenured Associate Professor of Family & Community Medicine and Assistant Dean for Faculty Vitality, UT Health San Antonio

Participants earn 7 continuing education credits.

Categories: Symptoms/Disorders — Trauma and Stressor Related Disorders, Context — Primary Care/Integrated Care

Basic to moderate level of familiarity with the material.

First-line PTSD treatments are effective but most people with PTSD will never access one of these interventions or complete an episode of care. Most of these first line treatments are provided in specialty mental health alone and require 8 to 15 sessions for an adequate dose. Providing an effective, brief version of Prolonged Exposure (PE), a first line PTSD intervention, in primary care reduces barriers to care and increases access.

Processing Emotions in Primary Care (PEPC) is a brief version of PE that includes four to eight, 30-minute sessions provided by an embedded behavioral health consultant (BHC) in the PC setting. PEPC has demonstrated effectiveness in veterans, military services members, and civilians with PTSD with about half of clients who initiate showing response with a clinically significant reduction in PTSD. This institute will provide the full didactic portion of training in the PEPC model for BHCs and other mental health providers embedded in the primary care or integrated care setting. The training will include discussion of the elements of the PEPC model: written memory approach and processing, brief in vivo (taking your life back from PTSD), and psychoeducation. Didactic will cover emotional processing theory as applied to this brief PTSD model.

Trainers will include video review, roleplays and discussion as tools to train attendees in how to provide PEPC to a variety of client presentations. Trainees will be directed how to access consultation groups required if they intended to receive provider status in PEPC.

Outline:

• Brief background and Why PEPC
• Brief assessment of PTSD
• Emotional Processing theory
• Walk through of full protocol
• Focused presentation of Session 0 and 1
• Focused presentation of written memory exposure exercise and Session 2
• Focused presentation of Sessions 3-8 and Processing
• Discussion of Handling Avoidance
• Discussion of Taking your Life back from PTSD (in vivo)
• Transitions in care- when is higher level needed and how to end
• Consultation process and expectations

*Session will include video review, role plays, and discussion of key skills for provision of PE-PC 

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

• Explain when PEPC may be an effective intervention for PTSD in PC and other integrated care settings.
• Effectively present a client with PTSD with the PEPC written memory exercise and instruct them in between session practice.
• Process a written memory exercise with a client to support therapeutic change and PTSD symptom reduction.
• Consider when a client may need longer sessions or more provider support than PEPC provides and transition a client to a higher level of care.
• Consider when to conclude PEPC based on client progress and other factors and transition the client.
• Describe expectations for case consultation if they are interested in PEPC provider status.
• Explain how PEPC has shown benefits across race, ethnicity, gender, and trauma types.

Recommended Readings:

Cigrang, J., Rauch, S.A.M., Mintz, J., Brundige, A., Mitchell, J., Najera, E., et al. (2017). Moving Effective Treatment for Posttraumatic Stress Disorder to Primary Care: A Randomized Controlled Trial with Active Duty Military. Families, Systems, & Health 35(4), 450-462. doi:10.1037/fsh0000315

Sripada RK, Walters HM, Ganoczy D, Avallone KM, Cigrang JA, Rauch SAM. Feasibility and Acceptability of Prolonged Exposure in Primary Care (PE-PC) for Posttraumatic Stress Disorder in Federally Qualified Health Centers: A Pilot Study. Adm Policy Ment Health. 2022 Sep;49(5):722-734. doi: 10.1007/s10488-022-01195-1. Epub 2022 Apr 20. PMID: 35445362; PMCID: PMC9020756.

Ogbeide SA, Knight C, Young A, George D, Houston B, Wicoff M, Johnson-Esparza Y, Gibson-Lopez G. Current Practices in Clinical Supervision in Primary Care. J Clin Psychol Med Settings. 2024 Jun;31(2):316-328. doi: 10.1007/s10880-023-10001-5. Epub 2024 Feb 12. PMID: 38347384.

Rauch, S. A. M., Wilson, C. K., Jungerman, J., Bollini, A., & Eilender, P. (2022). Implementation of Prolonged Exposure for PTSD: Pilot Program of PE for Primary Care in VA. Cognitive and Behavioral Practice, 29(2), 259-266. https://doi.org/10.1016/j.cbpra.2020.09.004

Rauch, S., & Foa, E. (2006). Emotional Processing Theory (EPT) and Exposure Therapy for PTSD. Journal of Contemporary Psychotherapy: On the Cutting Edge of Modern Developments in Psychotherapy, 36(2), 61–65. https://doi.org/10.1007/s10879-006-9008-y

Presented by:

Alicia E. Meuret, Ph.D., Professor of Psychology, Southern Methodist University

Participants earn 5 continuing education credits.

Categories: Treatment — Cognitive Behavior Therapy (CBT), Positive Psychology and Human Flourishing

Basic level of familiarity with the material.

Individuals with emotional disorders such as depression and anxiety frequently experience diminished pleasure, interest, and joy in everyday activities. Low positive affect, a core feature of anhedonia, is associated with poor prognosis and elevated suicide risk. Despite its clinical importance, positive affect and anhedonia are rarely targeted directly in standard psychological or pharmacological treatments, leaving many patients with persistent symptoms.

Positive Affect Treatment (PAT) was developed to directly address reward processing deficits that contribute to anhedonia. PAT targets difficulties in anticipating rewards, engaging in motivated behavior, responding to positive outcomes, and learning from rewarding experiences. PAT is a structured 15 session intervention comprising 3 modules that focus on behavior (Actions Toward Feeling Better), cognition (Attending to the Positive), and compassion-based skill building (Building Positivity). Across modules, patients practice skills to increase their capacity to look forward to positive experiences, notice and remain engaged with them, and intentionally savor and learn from moments of pleasure, meaning, or accomplishment.

The clinical premise of PAT is that strengthening reward capacity increases the frequency and impact of positive experiences, which in turn reduces the dominance of negative thoughts, emotions, and stressors. Randomized controlled trials (Craske, Meuret, et al., 2019, 2023; Meuret et al., 2026) show that, compared to cognitive behavioral therapy, PAT leads to greater improvements in positive affect, depressive and anxiety symptoms, and suicidality among individuals with moderate to severe depression and anxiety and low positive affect.

This workshop will provide clinicians with a practical introduction to PAT by reviewing the clinical rationale and evidence base, demonstrating core modules and techniques, and teaching how to assess reward sensitivity deficits to guide selection and prioritization of PAT strategies in clinical practice.

 Outline Total Duration (5 hours with two 15 min breaks):

• Introduction, Conceptual Background (60 MIN)
  • Behavioral Science and Neuroscience Identify Targets for the Treatment of Anhedonia
  • Findings from Randomized-Controlled Clinical Trials
  • General Treatment Format and Guiding Therapy Principles, assessment clinical changes
  • Patient Suitability
• Psychoeducation, Skill Set #1 (Actions Towards Feeling Better) (60 MIN)
  • Psychoeducation – mood cycle, downward and upward spiral, labeling emotions
  • Case Vignettes
  • Treatment Skill Set #1: Actions Towards Feeling Better
    • Psychoeducation: Importance of Positive Activities
    • Daily Mood Record
    • Designing Positive Activities
    • Practicing Positive Activities
    • Savoring
  • Troubleshooting
  • Q&A on Skill Set #1
• Skill Set #2 (Attending to the Positive) (60 MIN)
  • Psychoeducation: Importance of Attending to the Positive
  • Finding the Silver Lining, Taking Ownership, Imagining the Positive
  • Troubleshooting
  • Q&A on Skill Set #2
• Skill Set #3 (Building Positivity) & Maintenance (60 MIN)
  • Psychoeducation: Importance of Building Positivity
  • Loving-Kindness, Gratitude, Generosity, Appreciative Joy
  • Troubleshooting
  • Q&A on Skill Set #3
• Maintenance (Treatment Gains & Relapse Prevention) (30 MIN)
• General Q&A

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

• Recognize the symptoms of reward hyposensitivity
• Explain guide selection and prioritization of PAT strategies in clinical practice.
• Plan behavioral and cognitive activities with patients to improve low positive affect
• Identify improvements in reward deficit and how to augment benefits further
• Identify what to do when clients struggle to engage in techniques

Recommended Readings:

Meuret, A. E., Rosenfield, D., Wang, E., Houg, C., Ritz, T., & Craske, M.G. (2026). Mechanisms of Positive and Negative Affect Treatment on Reward and Threat Processes in Depression and Anxiety. JAMA Network Open

Craske, M. G., Meuret, A. E., Echiverri-Cohen, A., Rosenfield, D., & Ritz, T. (2023). Positive Affect Treatment targets reward sensitivity: A randomized controlled trial. Journal of Consulting and Clinical Psychology.

Meuret, A. E., Dour, H., Loerinc Guinyard, A., & Craske, M. G. (2022). Positive Affect Treatment for depression and anxiety: Workbook. Oxford University Press.

Kumar, D., Corner, S. Kim, S, & Meuret, A.E. (2024). A randomized controlled trial of brief behavioral activation plus savoring for positive affect dysregulation in university students. Behavior Research and Therapy

Craske, M.G., Dunn, B.D., Meuret, A.E., Rizvi, S.J., & Taylor, C.T. (2024). Positive affect and reward sensitivity in the psychological treatment of depression, anxiety, and trauma. Nature Psychology Review, 3, 665–685.

Presented by:

Mitch J. Prinstein, Ph.D., John Van Seters Distinguished Professor of Psychology
and Neuroscience, University of North Carolina at Chapel Hill

Participants earn 5 continuing education credits.

Categories: Workforce — Professional/Interprofessional Issues, Workforce — Development/Training/Supervision

Basic level of familiarity with the material.

Graduate training teaches us how to communicate our scientific findings to one another in scientific journals. But the people who need to know what we know do not read scientific journals, and are often unable to understand our jargon or findings. Psychological science offers actionable results from the only discipline with the ability to improve every thought, feeling, behavior, and attitude of every human on every day, and it is time that we think seriously about how best to impactfully disseminate our work to audiences beyond one another.

This seminar will offer hands-on strategies and resources for how to translate your work within the news media, entertainment industry, judicial system, and legislative branches of state and federal government. Attendees will feel less daunted, and perhaps ready to write an op-ed or a book, start a podcast, serve as an expert witness, testify to legislative bodies, and work with reporters to disseminate scientific findings to everyone who can affect large-scale change, including those that may initially seem antagonistic towards science. This session will address questions we need to confront as a field to improve our impact and confront dilemmas faced by science communicators who remain faithful to the integrity and limitations of our work. This session also will include brief media training, a discussion of career options, and lots of specific how-to guidance.

Outline:

1. Why should we bother communicating outside of journals?
   1. Impacts of dissemination
   2. Why does our field traditionally stink at this?
   3. What internal debates are holding us back?
2. What can you do?
   1. Work within the current system
   2. Change the system
3. Forms of outreach
   1. Working with the News Media
      1. Generated vs Earned media
      2. Earned:
         1. Your role
         2. What kind of request?
         3. What type of outlet?
         4. Tools you can use
      3. Generated:
         1. Books
            1. Why write one, who is audience?
            2. Outcomes: sales vs media?
            3. Agent, Proposal, Publicity
            4. Meetings, auction, pre-empts, and bidding
         2. Op-Ed
         3. Content creator with new media
         4. Local Presentations
      4. Media role plays
   2. Expert witness
      1. Your role in a judicial system
      2. Attorney role vs your role
      3. Written reports
      4. Oral testimony
      5. Confronting challenges
      6. Payment/rates
   3. Outreach and Advocacy
      1. What do we mean by advocacy?
      2. Lobbying vs briefings vs educational discussions/visits
      3. Elected officials vs staffers
      4. Your role
      5. Briefings vs testimony
      6. Interacting with legislative members vs staffers
   4. General considerations
      1. Lay audiences and anti-science
      2. Advisories vs systematic reviews etc.
      3. Discussing work in progress vs waiting for conclusive results
      4. Collapsing across our many subdivisions and theoretical perspectives in psychologyForms of outreach

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

• Successfully participate in earned media interviews and generate new media opportunities to disseminate science
• Engage with attorneys as an expert witness and effectively communicate the application of science to a specific case
• Advocate for changes in state or federal policies that reflect relevant scientific findings

Recommended Readings:

Eaton, A. A., Grzanka, P. R., Schlehofer, M. M., & Silka, L. (2021). Public psychology: Introduction to the special issue. American Psychologist, 76(8), 1209–1216. https://doi.org/10.1037/amp0000933

Lewis, N. A., Jr. (2021). What counts as good science? How the battle for methodological legitimacy affects public psychology. American Psychologist, 76(8), 1323–1333. https://doi.org/10.1037/amp0000870