TICKETED SESSIONS | Institutes

54th Annual Convention 2020 |
TICKETED SESSIONS
Institutes
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Institute 1: Thursday, November 19 | 8:30 a.m. - 5:00 p.m.

Desirable Difficulties: Optimizing Exposure Therapy for Anxiety Through Inhibitory Learning

Jonathan S. Abramowitz, Ph.D., University of North Carolina at Chapel Hill

Ryan J Jacoby, Ph.D., Massachusetts General Hospital

Shannon M. Blakey, Ph.D., Durham VA Health Care System/VA Mid-Atlantic MIRECC

Primary Category: Adult Anxiety, Child/Adolescent Anxiety

Key Words: Anxiety, Exposure, Transdiagnostic

Moderate level of familiarity with the material

Participants earn 7 continuing education credits

A large proportion of therapists' caseloads includes patients with clinical anxiety. Although exposure therapy is highly effective for these conditions, many individuals fail to benefit and/or experience a return of fear ("relapse") at some point after treatment. Cutting-edge models of exposure therapy focus on an inhibitory learning theory of fear extinction, derived from basic research on learning and memory, which points to specific implementation techniques to optimize short- and long-term gains. Collectively, inhibitory learning strategies emphasize distress tolerance, as opposed to habituation of distress, and introduce "desirable difficulties" into exposure sessions by challenging patients to consolidate and generalize learning via novel therapeutic strategies. In line with this year's convention theme, this institute aims to help clinicians understand and apply this model to optimize exposure therapy outcomes. Incorporating attendee feedback from the 2019 ABCT institute that received extremely enthusiastic evaluations (100% recommended offering it again in 2020), the inhibitory learning model will first be described and distinguished from traditional approaches to exposure. Numerous strategies to optimize inhibitory learning will then be introduced and illustrated in detail. These strategies include framing exposure to disconfirm threat-based expectations (and thus selectively using cognitive therapy), introducing variability into exposure to decontextualize safety learning, deepening and augmenting safety learning (by combining fear cues, labeling affect, and targeting attentional focus), and eliminating (or judiciously using) safety behaviors. Applying the inhibitory learning model of exposure to complex, diverse, and comorbid symptom presentations will also be discussed. The institute will be interactive and include numerous case examples, video demonstrations, and experiential exercises.

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

  • Distinguish the inhibitory learning approach to exposure from the traditional emotional processing approach.
  • Explain why it is important to foster distress tolerance during exposure, as opposed to relying solely on habituation (reduction) of distress.
  • Describe methods of tracking changes in expectations during exposure therapy, rather than SUDS.
  • Describe how to introduce variability into exposure sessions and compare methods for eliminating versus judiciously using safety behaviors in exposure.
  • Identify common pitfalls that clinicians may encounter during exposure therapy and how to address them using an inhibitory learning approach.
Recommended Readings:

Blakey, S. M., & Abramowitz, J. S. (2016). The effects of safety behaviors during exposure therapy for anxiety: Critical analysis from an inhibitory learning perspective. Clinical Psychology Review, 49, 1-15.

Blakey, S. M., & Abramowitz, J. S. (2019). Dropping safety aids and maximizing retrieval cues: Two keys to optimizing inhibitory learning during exposure therapy. Cognitive and Behavioral Practice, 26(1), 166-175

Craske, M. G., Treanor, M., Conway, C. C., Zbozinek, T., & Vervliet, B. (2014). Maximizing exposure therapy: An inhibitory learning approach. Behaviour Research and Therapy, 58, 10-23.

Jacoby, R. J., & Abramowitz, J. S. (2016). Inhibitory learning approaches to exposure therapy: A critical review and translation to obsessive-compulsive disorder. Clinical Psychology Review, 49, 28-40.

McGuire, J., & Storch, E. A. (2019). An inhibitory learning approach to cognitive-behavioral therapy for children and adolescents. Cognitive and Behavioral Practice, 26, 21-224.

Institute 2: Thursday, November 19 | 8:30 a.m. - 5:00 p.m.

Radically Open DBT Skills Training: It's Not What You Say, It's How You Say It

Thomas R. Lynch, Ph.D, University of Southampton

J. Nicole Little, Ph.D., Radically Open Canada

Primary Category: Treatment- CBT, Transdiagnostic

Key Words: Personality Disorders, Therapeutic Alliance, Social Skills Training

Moderate level of familiarity with the material

Participants earn 7 continuing education credits

Radically open dialectical behavior therapy (RO DBT) is an evidence-based treatment targeting a spectrum of disorders characterized by excessive inhibitory control, or overcontrol (OC). It is fully manualized and supported by 25+ years of clinical and experimental research, including two NIMH-funded randomized controlled trials (RCTs) with refractory depression, three open-trials targeting adolescent and adult anorexia nervosa, one nonrandomized trial targeting treatment-resistant overcontrolled adults, and one multicenter RCT targeting overcontrol in refractory depression. Maladaptive OC is a personality style characterized by excessive inhibition, compulsive planning, and aloof relationships that limits new learning and the development of close social bonds. Essentially, OC is a problem of emotional loneliness, and radical openness (RO) skills are designed to address this. The aim of this institute is to outline the theory, structure, and therapeutic stance needed to effectively teach RO skills to OC clients. RO skills training classes are designed to go opposite the natural tendencies for constraint and control that characterize OC. RO skills prioritize candid expression of emotion, playfulness, and self-enquiry in order to enhance social connectedness with others. Yet, for therapists, simply telling oneself to practice self-enquiry, relax, or have fun in order to improve class participation is unlikely to work when one is surrounded by a classroom full of unresponsive, flat-faced, or disingenuous expressions. Using role-play, video, and small-group exercises, participants will learn how to adjust their social-signaling behavior (e.g., eye gaze, voice tone, pacing) in order to maximize client engagement and participation in class during times of stress. In addition, participants will learn hands-on practical techniques on how to most effectively orient and gain commitment to skills training with OC clients, how to use the physical environment to enhance learning, and how to deal with problematic classroom behaviors-e.g., dealing with harsh critical comments directed at another class member, managing nonparticipation in class exercises or noncompletion of homework.

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

  • Gain commitment to skills training from reluctant socially anxious clients and use social signaling to maximize client/engagement and participation.
  • Analyze problematic class behaviors-e.g., harsh critical comments of fellow class members, nonparticipation, noncompletion of homework.
  • Demonstrate the principles needed when using the RO "Therapeutic Induction of Social Responsibility" protocol to shape client participation, commitment, and engagement in class.
  • Explain how to dialectically balance playful irreverence with compassionate gravity and use heat-on/heat-off techniques to maximize client engagement and learning.
  • Describe how to condition or pair tribal participation with consummatory reward experiences-via RO "participating without planning" mindfulness practices.
Recommended Readings:

Codd, R. T., III , & Craighead, L. (2018). New thinking about old ideas: Introduction to special issue on radically open dialectical behavior therapy. the Behavior Therapist, 41(3), 109-114.

Lynch, T.R. (2018). Tribe matters: An introduction to radically open dialectical behavior therapy. the Behavior Therapist, 41(3), 116-125.

Lynch, T.R. (2018a). Radically Open Dialectical Behavior Therapy: Theory and practice for treating disorders of overcontrol. New Harbinger, an imprint of Context Press.

Lynch, T.R. (2018b). The skills training manual for radically open dialectical behavior therapy. New Harbinger, an imprint of Context Press.

Lynch, T. R., Hempel, R. J., Whalley, B., Byford, S., Chamba, R., Clarke, P., Clarke, S., Kingdon, D., O'Mahen, H., Remington, B.,

Rushbrook, S. C., Shearer, J., Stanton, M., Swales, M., Watkins, A. & Russell, I. T. (2019). Refractory depression - mechanisms and efficacy of radically open dialectical behaviour therapy (RefraMED):

Findings of a randomised trial on benefits and harms. British Journal of Psychiatry. DOI: https://doi.org/10.1192/bjp.2019.53

Half-Day Institutes

Institute 3: Thursday, November 19 | 1:00 p.m. - 6:00 p.m.

Supervision Essentials for Cognitive-Behavioral Therapy

Cory F. Newman, ABPP, Ph.D., Perelman School of Medicine at the University of Pennsylvania

Danielle A. Kaplan, Ph.D., New York University School of Medicine

Primary Category: Workforce Development/Training/Supervision, Professional/Interprofessional Issues

Key Words: Supervision, CBT, Education & Training

Basic to Moderate level of familiarity with the material.

Participants earn 5 continuing education credits

Drawing on recent findings from evidence-based programs of CBT supervision, this presentation will highlight the essential contents and processes of CBT supervision. The following major areas of interest will be described: (a) the supervisory relationship, (b) the chief responsibilities and teaching methods of a CBT supervisor, (c) promoting ethical behavior and cross-cultural sensitivity in supervisees, (d) facilitating supervisee competency across different levels of supervisee development, (e) managing important administrative tasks, and (f) providing feedback and formal evaluations in a timely, constructive manner. Multimodal aspects of the methods of supervision will be highlighted, including the use of readings, audio-visual recordings, role-modeling, and role-playing. This 5-hour preconference institute is designed for early-career professionals who anticipate or have recently commenced providing CBT supervision to trainees, as well as more experienced CBT supervisors looking for a refresher course. Demonstration role-plays, video, and interactive discussion of challenging supervision scenarios will be utilized, along with didactics.

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

  • Enact the multiple responsibilities of a clinical supervisor, and to impart multiple skills that the clinical trainee must learn.
  • Model professionalism, ethical behavior, cross-cultural sensitivity, and relational skills to trainees.
  • Teach trainees to conceptualize cases and use the techniques of CBT competently.
  • Evaluate and give feedback to trainees.
  • Provide supervisees with direct support in times of crisis with a client, while still giving the supervisees room to make decisions and respond effectively.
Recommended Readings:

Corrie, S., & Lane, D. A. (2015). CBT supervision. Sage.

Fleming, I., & Steen, L. (2012). Supervision and clinical psychology: Theory, practice. and perspectives. Routledge.

Newman, C. F., & Kaplan, D. A. (2016). Supervision essentials for cognitive-behavioral therapy. American Psychological Association.

Sudak, D. M., Codd, R. T., Ludgate, J., Sokol, L., Fox, M. G., Reiser, R., & Milne, D. L. (2015). Teaching and supervising cognitive-behavioral therapy. Wiley.

Watkins, C. E., Jr., & Milne, D. L. (Eds.). (2014). The Wiley international handbook of clinical supervision Wiley-Blackwell.

Institute 4: Thursday, November 19 | 1:00 p.m. - 6:00 p.m.

Introduction to Process-Based CBT

Stefan G. Hofmann, Ph.D., Boston University

Steven Hayes, Ph.D., University of Nevada, Reno

David N. Lorscheid, B.S., Radboud University

Primary Category: Transdiagnostic, Treatment-CBT

Key Words: CBT, Psychotherapy Process, Case Conceptualization/Formulation

Moderate level of familiarity with the material.

Participants earn 5 continuing education credits

Process-Based CBT (PBCBT) is a radical departure from the latent disease model of the DSM and the absurd proliferation of the protocols-for-syndrome approach. Instead, PBCBT focuses on how to best target and change core biopsychosocial processes in a specific situation for given goals with a given client. This approach recognizes that psychotherapy typically involves nonlinear (rather than linear), bidirectional (rather than unidirectional), and dynamic changes of many (rather than only a few) interconnected variables. Effective therapy changes the entire system toward a stable and adaptive state. For therapy to be most effective, we, therefore, need to embrace a systematic, assessment-guided, and theory-based approach to understand the relationships of the various problems of a given client. Functional analysis, the foundation of behavior therapy, provides the basis to understand these relationships. PBCBT acknowledges the complexity, interrelatedness, and multidimensional levels of the problems in a given client. This institute will illustrate how PBCBT is used to target key treatment processes by combining functional analysis with a dynamic and person-specific network approach. The institute will discuss specific strategies to target specific processes in a specific client.

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

  • Assess the limitations and weaknesses of the contemporary medical model.
  • Discuss an up-to-date understanding of the core processes of CBT.
  • Develop an idiographic, functional diagnostic system that has treatment utility.
  • Apply more progressive models and theories in clinical practice.
  • Use functional analysis in conjunction with complex network approach in a given client.
Recommended Readings:

Hayes, S. C. & Hofmann, S. G. (2017). The third wave of CBT and the rise of process-based care. World Psychiatry, 16, 245-246. doi: 10.102/wps.20442

Hayes, S. C., & Hofmann, S. G. (Eds.). (2018). Process-based CBT: The science and core clinical competencies of cognitive behavioral therapy. New Harbinger Publications.

Hayes, S. C., Hofmann, S. G., Stanton, C. E., Carpenter, J. K., Sanford, B. T., Curtiss, J. E., & Ciarrochi, J. (2019).

The role of the individual in the coming era of process-based therapy. Behaviour Research and Therapy, 117, 40-53. doi: 10.1016/j.brat.2018.10.005.

Hofmann, S. G., Curtiss, J. E., & Hayes, S. C. (in press). Beyond linear mediation: Toward a dynamic network approach to study treatment processes. Clinical Psychology Review. doi: 10.1016/j.cpr.2020.101824

Hofmann, S. G., & Hayes, S. C. (2019). The future of intervention science: Process-based therapy. Clinical Psychological Science, 7, 37-50. doi: 10.1177/2167702618772296

Ong, C. W., Levin, M. E., & Twohig, M. P. (2020). Beyond Acceptance and Commitment Therapy: Process-Based Therapy The Psychological Record. doi: 10.1007/s40732-020-00397-z

Institute 5: Thursday, November 19 | 1:00 p.m. - 6:00 p.m.

Everything You Always Wanted to Know About Interpersonal Psychotherapy for Adolescents (IPT-A) and Never Had the Chance to Ask

Laura H. Mufson, Ph.D., Columbia University and New York State Psychiatric Institute

Jami Young, Ph.D., Children's Hospital of Philadelphia/University of Pennsylvania Perelman School of Medicine

Primary Category: Child/Adolescent Depression, Treatment - Interpersonal Therapies

Key Words: Adolescents, Treatment, Depression

Basic level of familiarity with the material.

Participants earn 5 continuing education credits

Interpersonal Psychotherapy for Depressed Adolescents (IPT-A) was adapted from the adult model of IPT and is based on the premise that depression, regardless of its etiology, occurs in an interpersonal context. IPT-A is a 12- to 15-session treatment that focuses on improving depressive symptoms and interpersonal functioning. IPT-A has been adapted as a preventive intervention for adolescents at risk for depression and for preadolescents diagnosed with depression. This institute will provide an introduction to the principles of IPT as adapted for adolescents (IPT-A) and discuss its use in community settings such as school-based health clinics and primary care clinics. The course will include didactics on the main principles and techniques of the IPT-A treatment model; use of demonstrations of techniques; opportunity for short experiential role-playing; and discussion of brief case examples. IPT-A has been demonstrated to be an efficacious treatment for adolescent depression (Mufson et al., 1999; Mufson et al., 2004) and is delineated in a published treatment manual (Mufson et al., 2004). IPT-A meets the criteria of a "well-established treatment" for adolescent depression according to the American Psychological Association and is a recommended treatment for depressed adolescents. IPT-A is recommended along with CBT in the newly published American Psychological Association Clinical Practice Guidelines for the Treatment of Depression across the lifespan (2019) as the two interventions with the strongest evidence base for treating adolescents with depression. This course will present the goals and phases of IPT-A, identified problem areas, primary components of IPT-A approach, as well as specific therapeutic techniques such as the interpersonal inventory and communication analysis.

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

  • Identify the basic principles of IPT-A.
  • Describe the four interpersonal problem areas.
  • Describe the key IPT-A techniques.
  • Utilize the techniques through role-plays and discussion of case examples.
  • Apply the IPT-A treatment approach with depressed adolescent patients
Recommended Readings:

Baerg-Hall, E. & Mufson, L. (2009). Interpersonal Psychotherapy for Depressed Adolescents (IPT-A): A case illustration. Journal of Clinical Child and Adolescent Psychology, 38(4), 582-59.

Gunlicks-Stoessel, M., Mufson, L., Jekal, A., & Turner, B. (2010). The impact of perceived interpersonal functioning on treatment for adolescent depression: IPT-A versus treatment as usual in school-based health clinics. Journal of Consulting and Clinical Psychology, 78(2),260-267.

Markowitz, J.C., & Weissman, M.M. (Eds.). (2012). A casebook in interpersonal psychotherapy. Oxford University Press.

Mufson, L., Dorta, K.P., Moreau, D., & Weissman, M.M. (2004). Interpersonal psychotherapy for depressed adolescents (2nd ed.). Guilford Publications.

Mufson, L., Dorta, K.P., Wickramaratne, P., Nomura, Y., Olfson, M., & Weissman, M.M. (2004).A randomized effectiveness trial of interpersonal psychotherapy for depressed adolescents. Archives of General Psychiatry, 61, 577-584.

Sburlati, E.S., Lyneham, H.J., Mufson, L., & Schneiring, C.A. (2012). A model of therapist competencies for the empirically supported interpersonal psychotherapy for adolescent depression. Clinical Child and Family Psychology Review, 15, 93-112.

Institute 6: Thursday, November 19 | 1:00 p.m. - 6:00 p.m.

Fostering Resilience: An MBCT Approach for Mental Health Professionals

Mark A. Lau, Ph.D., Vancouver CBT Centre & University of British Columbia

Primary Category: Treatment - Mindfulness & Acceptance, Prevention

Key Words: Resilience, Mindfulness, Professional Development

All levels of familiarity with the material.

Participants earn 5 continuing education credits

Learn evidence-based skills to foster resilience and reduce the risk of burnout through this interactive learning experience. Experiential exercises combined with some didactic instruction are used to explore how core tasks from Mindfulness-Based Cognitive Therapy (MBCT) can help prevent burnout in mental health professionals. Burnout is a normal response to working in a system where the demands on our internal reserves outstrip our ability to replenish those reserves. A key step in fostering resilience and reducing burnout is to shift our habitual reactions to daily stressors and burnout triggers. MBCT integrates mindfulness techniques with principles of cognitive therapy to facilitate detection of conditioned patterns of mind, mood, and behavior that can contribute to burnout. Briefly, mindfulness practice supports us in developing a profound understanding about how we habitually relate to difficult experiences and gives us more choice on how we can respond. We also explore new ways of relating to cycles of thoughts, emotions, and behaviors that can otherwise spiral into burnout by cultivating an open, receptive mode of awareness, in which we intentionally face our direct experience, thereby strengthening an orientation to the present moment. The result is a more kind-hearted self-observation and a softening of self-judgment. Recognizing early signs of burnout allows them to be "nipped in the bud" at a stage when it may be much easier to take effective action than if such warning signs are noticed only when they have become more severe or are ignored. Development of specific burnout prevention strategies is included in later stages of the program.

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

  • Recognize the signs, symptoms and triggers of burnout.
  • Identify how mindfulness-meditation practices can aid in combating burnout and increase resilience.
  • Employ informal and formal mindfulness-meditation practices to detect and mitigate burnout.
  • Set up a personalized warning system of signs of burnout.
  • Create a personalized burnout prevention plan.
Recommended Readings:

Keng, S.L., Smoski, M.J., & Robins, C.J. (2011).. Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31, 1041-1056.

Mistretta, E.G., Davis, M.C., Temkit, M., Lorenz, C., Darby, B., & Stonnington, C.M. (2018). Resilience training for work-related stress among health care workers. Journal of Occupational and Environmental Medicine, 60, 559-568.

Sadhbh, J., Shand, F., Tighe, J., Laurent, S., Bryant, R., & Harvey, S. (2018). Road to resilience: A systematic review and meta-analysis of resilience training programmes and interventions. British Medical Journal Open, 8:e017858. doi:10.1136/bmjopen-2017-017858

Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2013). Mindfulness-based cognitive therapy for depression, Second Edition Guilford Press.

Teasdale, J., Williams, J., & Segal, Z. (2014). The Mindful Way Workbook: An 8-week program to free yourself from depression and emotional distress. Guilford Press.

Institute 7: Thursday, November 19 | 1:00 p.m. - 6:00 p.m.

Trauma-Informed Mindfulness: Integrating Mindfulness-Based Practices Into Psychotherapy With Traumatized Clients

Terri L. Messman-Moore, Ph.D., Miami University

Noga Zerubavel, Ph.D., Duke University Medical Center

Primary Category: Trauma & Stressor Related Disorder and Disasters

Key Words: Mindfulness, Trauma

Basic level of familiarity with the material.

Participants earn 5 continuing education credits

This training will provide participants with an understanding of how to integrate mindfulness into psychotherapy with trauma survivors safely and effectively. Trauma occurs as a result of violence, abuse, neglect, loss, disaster, war, and other emotionally harmful experiences, and the impact often endures long past the event through a variety of sequelae. Traumatized individuals vacillate between experiences of hyperarousal, emotional reactivity, and intrusive imagery,and hypoarousal, dissociation, and numbing of emotions. Mindfulness can provide clients with specific techniques for enhancing self-awareness, emotion regulation, distress tolerance, and attentional control, while also cultivating qualities of acceptance, compassion, and cognitive flexibility. Meditation and other mindfulness practices can promote optimal arousal and provide traumatized clients emotion regulation strategies. Evidence-based mindfulness interventions, such as Mindfulness-Based Cognitive Therapy (MBCT), are widespread. However, mindfulness practices can trigger traumatic memories or physiological arousal in some trauma survivors. Emerging evidence suggests mindfulness exercises may need to be modified for traumatized clients. Trauma-sensitive mindfulness interventions titrate the client's arousal to maintain a window of tolerance, which facilitates psychotherapy and general well-being. In this training, Dr. Messman-Moore and Dr. Zerubavel will provide guidance on how to integrate mindfulness-based practices into psychotherapy with traumatized clients. Participants will learn to teach mindfulness as a way to reduce traumatic sequelae and improve emotion regulation. Discussion will emphasize both formal meditative practices and informal mindfulness practice. The training will involve learning through various methods, including lecture, experiential practice of guided mindfulness meditation, and small group work. No prior knowledge of mindfulness is assumed.

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

  • Describe the rationale for how mindfulness practice can benefit the treatment of trauma-related mental health issues
  • Describe how mindfulness techniques fostering body awareness can contribute to emotion regulation and self-awareness.
  • Explain how traumatic experience dysregulates physiological arousal, and how mindfulness practices foster physiological regulation.
  • Identify signs of client overwhelm and discuss strategies to modify mindfulness practices and reduce dysregulation.
  • Identify types of mindfulness practice, including specific mindfulness exercises, to fit treatment conceptualization and client needs.
Recommended Readings:

Follette, V. M., Briere, J., Rozelle, D., Hopper, J. W., & Rome, D. I. (2015). Mindfulness-Oriented Interventions for Trauma: Integrating Contemplative Practices. Guilford Press.

Hopwood, T. L., & Schutte, N. S. (2017). A meta-analytic investigation of the impact of mindfulness-based interventions on posttraumatic stress. Clinical Psychology Review, 57, 12-20. https://doi.org/10.1016/j.cpr.2017.08.002

Treleaven, D. A. (2018). Trauma-sensitive mindfulness: Practices for safe and transformative healing. W. W. Norton & Company.

Wong, S. Y. S., Chan, J. Y. C., Zhang, D., Lee, E. K. P., & Tsoi, K. K. F. (2018). The safety of mindfulness-based interventions: A systematic review of randomized controlled trials. Mindfulness, 9(5), 1344-1357. https://doi.org/10.1007/s12671-018-0897-0

Zerubavel, N., & Messman-Moore, T. L. (2015). Staying present: Incorporating mindfulness into therapy for dissociation. Mindfulness, 6(2), 303-314. https://doi.org/10.1007/s12671-013-0261-3

Institute 8: Thursday, November 19 | 1:00 p.m. - 6:00 p.m.

Improving Access to Teen Sleep Treatments: How to Deliver Evidence-Based Techniques to Help Young Adults

Sleep Better and Feel Better

Colleen E. Carney, Ph.D., Ryerson University

Primary Category: Sleep/Wake Disorders, Health Psychology/Behavioral Medicine- Child

Key Words: Adolescents, Sleep, Behavioral Medicine

Basic to moderate level of familiarity with the material.

Participants earn 5 continuing education credits

Sleep problems are both highly prevalent and etiologically significant for mental health problems in adolescents and young adults. Most books/workshops focus on pediatric or adult sleep programs, but they are not suitable for this age group because the sleep problems of this group are unique. This age group experiences circadian rhythm problems, hypersomnia, hypersomnolence and/or insomnia. What little treatment research exists for this age group focuses solely on CBT for insomnia and ignores the other problems. One helpful approach has been to recognize the transdiagnostic nature of these sleep problems and leverage case formulation and empirically supported techniques to help this group. Although we have evidence-based behavioral sleep medicine techniques to address sleep problems, access to such treatments is limited and access to training for professionals is nonexistent. This training will fill this void and teach specific cognitive behavioral sleep medicine approaches to teen sleep problems. The format for the institute will be didactic instruction, experiential exercises, demonstrations, and clinical. Attendees will have access to and learn how to use a validated free app to help adolescents and young adults sleep better.

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

  • Describe the difference between these common teen sleep problems: voluntary sleep restriction, circadian rhythm dysregulation, hypersomnia, and insomnia.
  • Prepare evidence-based solutions for voluntary sleep restriction, circadian rhythm dysregulation, hypersomnia, and insomnia.
  • Use motivational interviewing to help teens buy-in to treatment engagement.
  • Explain to teachers, parents, and counselors in teens' lives about sleep myths, and how to communicate effectively and support teens in improving their sleep.
  • Demonstrate to clients how to use a free app to track sleep and set goals.
Recommended Readings:

Blake, M. J., Sheeber, L. B., Youssef, G. J., Raniti, M. B., & Allen, N. B. (2017). Systematic review and meta-analysis of adolescent cognitive-behavioral sleep interventions. Clinical Child and Family Psychology Review, 20(3), 227-249.

Dong, L., Gumport, N. B., Martinez, A. J., & Harvey, A. G. (2019). Is improving sleep and circadian problems in adolescence a pathway to improved health? A mediation analysis. Journal of Consulting and Clinical Psychology, 87(9), 757.

Harvey, A. G. (2016). A transdiagnostic intervention for youth sleep and circadian problems. Cognitive and Behavioral Practice, 23(3), 341-355.

Harvey, A. G., Hein, K., Dolsen, M. R., Dong, L., Rabe-Hesketh, S., Gumport, N. B., ... Smith, R. L. (2018). Modifying the impact of eveningness chronotype ("night-owls") in youth: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 57(10), 742-754.

Soehner, A. M., Bertocci, M. A., Levenson, J. C., Goldstein, T. R., Rooks, B., Merranko, J., ... Hickey, M. B. (2019). Longitudinal associations between sleep patterns and psychiatric symptom severity in high-risk and community comparison youth. Journal of the American Academy of Child & Adolescent Psychiatry, 58(6), 608-617.

 

 

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