Title: Helping Clients Quiet Their Mind and Get to Sleep: A Client-Centered Approach to Cognitive
Behavioral Therapy for Insomnia
Level: Basic to Moderate
Presenters:
Colleen E. Carney, Ph.D., Ryerson University
Abstract:
This Institute provides training on CBT for insomnia with a focus on counter-arousal strategies to
address the arousal complaints in insomnia, including worry, rumination, and excessive mentation in
bed. The materials will be presented via demonstrations of techniques, as well as applied exercises, such
as devising behavioral experiments, experiential exercises for fatigue management, calculating sleep
schedule recommendations from actual sleep diaries, and trouble-shooting from a thought record.
Knowing how to deliver CBT for insomnia in those with complex problems, including high cognitive
arousal, is a must for clinicians. This Institute will provide step-by-step cognitive-behavioral strategies for
insomnia, with a special emphasis on the types of adherence issues you are likely to encounter in your
practice as you treat other disorders, such as pain, anxiety, and depression. The format for the Institute
will be a mix of didactic instruction, experiential exercises, and demonstrations from a leading clinician
in the area of comorbid insomnias and cognitive arousal. The presenter is the author of the only CBT
workbook written expressly for comorbid insomnias, and a self-help book on cognitive arousal strategies
in insomnia.
You Will Learn:
1. Present sleep regulation information to clients.
2.Tailor CBT for insomnia, especially in cases with pain, trauma, anxiety or depression.
3. Manage cognitive arousal.
Recommended Readings:
Carney, C.E., & Manber, R. (2009). Quiet your mind and get to sleep: Solutions to insomnia for those
with depression, anxiety or chronic pain. Oakland, CA: New Harbinger.
Edinger, J.D., Carney, C.E., & Wohlgemuth, W. (2008). Pre-therapy cognitive dispositions and treatment
outcome in behavioral insomnia therapy. Behavior Therapy, 39, 406-416.
Harvey, A. G. (2002). A cognitive model of insomnia. Behaviour Research & Therapy, 40, 869-893.
Title: The Compassionate Use of Exposure Strategies in Acceptance and Commitment Therapy
Level: Basic to Moderate
Presenters:
John P. Forsyth, Ph.D., University at Albany, SUNY
Abstract:
Acceptance and Commitment Therapy (ACT) balances mindfulness and acceptance processes with
commitment and behavior change processes to (a) weaken the influence of cognitive fusion and
emotional avoidance, while (b) promoting greater experiential and psychological flexibility in the service
of valued ends. This work can be challenging for both therapists and clients alike, for much of ACT work
involves contacting difficult and painful psychological content without defense and for a purpose other
than psychological relief. Thus, understanding the application and integration of exposure strategies is
essential for effective ACT work.
This Institute will cover traditional CBT exposure strategies and show how they are modified, framed,
and applied within ACT. Thus, this session will go more deeply into the nuanced application of exposure
within ACT and for a broad range of clinical concerns.
Using a combination of didactic and experiential activities, the exercises will highlight a gentle and
compassionate stance when using exposure strategies in the context of mindfulness, acceptance, and
values work. Participants will be encouraged (but never forced or coerced) to engage the material at a
personal level and also in the context of their clinical work. Worksheets and other practical tools will be
provided.
You Will Learn:
1. How to conceptualize and apply exposure-based strategies in a traditional sense (CBT), and then in an
ACT context.
2. How to frame exposure exercises within ACT (i.e., fostering willingness).
3. How acceptance, mindfulness, and defusion strategies can be intermingled with exposure to enhance
psychological flexibility.
Recommended Readings:
Eifert, G. H., & Forsyth, J. P. (2005). Acceptance and Commitment Therapy for anxiety disorders: A
practitioner's treatment guide to using mindfulness, acceptance, and values-based behavior change
strategies. Oakland, CA: New Harbinger.
Forsyth, J. P., & Eifert, G. H. (2008). The mindfulness and acceptance workbook for anxiety: A guide to
breaking free from anxiety, phobias, and worry using Acceptance and Commitment Therapy. Oakland,
CA: New Harbinger.
Title: Evidence Based Assessment and Treatment of Bipolar Disorder in Youth
Level: Basic to Moderate
Presenters:
Mary A. Fristad, Ph.D, ABPP, Ohio State University
Eric A. Youngstrom, Ph.D., University of North Carolina at Chapel Hill,
Abstract:
Until recently, bipolar disorder was rarely diagnosed in youths. Now diagnostic rates have exploded and
“bipolar” is the most common diagnosis for psychiatrically hospitalized youths. There is concern that
bipolar disorder is being overdiagnosed and overmedicated in children. Fortunately, there has been a
surge of evidence about the validity of carefully diagnosed bipolar in youths, along with better evidencebased tools for assessment and treatment. This Institute discusses key assessment and therapy issues,
including the following: how bipolar disorder manifests clinically, presentation similarities and
differences in children versus adults, how to use self-report and parent-report measures to aid in DSM-5
diagnosis and treatment, the role of RDoC, and specific treatment strategies. We summarize the
available biological interventions, emphasizing what nonprescribing clinicians need to know about these
treatments. We then concentrate on how to implement therapeutic techniques used in individual-family
and multifamily psychoeducational psychotherapy, one of the most promising evidence-based
approaches to managing mood disorders in youth. This program will utilize lecture format, case
presentations, demonstrations, role-plays and question-and-answer periods. Often challenging
conventional wisdom, the Institute presents new evidence from NIMH grants that can be applied
immediately in practice.
You Will Learn:
1. Evidence-based assessment methods that aid in differential diagnosis and measuring treatment
response.
2. Which symptoms and risk factors are helpful in recognizing bipolar disorder, and which may be “red
herrings”.
3. Specific therapeutic techniques to treat youth with bipolar disorder.
Recommended Readings:
Fristad, M.A., Goldberg Arnold, J.S. & Leffler, J. (2011). Psychotherapy for children with bipolar and
depressive disorders. New York: Guilford Press.
Kowatch, R.A., Fristad, M.A., Findling, R.L & Post, R.M. (2009). A clinical manual for the management of
bipolar disorder in children and adolescents. Arlington, VA: American Psychiatric Press.
Youngstrom, E.A. (2009). Definitional issues in bipolar disorder across the life cycle. Clinical Psychology:
Science and Practice, 16, 140-160. doi: 10.1111/j.1468-2850.2009.01154.x
Youngstrom, E.A., Choukas-Bradley, S., Calhoun, C.D., & Jensen-Doss, A. (in press). Clinical guide to the
evidence-based assessment approach to diagnosis and treatment. Cognitive and Behavioral Practice.
doi: 10.1016/j.cbpra.2013.12.005
Title: Psychotherapy for the Interrupted Life: An Evidence-Based Treatment for Adult Survivors of
Childhood Abuse
Level: Basic
Presenters:
Tamar Gordon, Ph.D., Ferkauf Graduate School Adjunct Faculty
Christie Jackson, Ph.D., Director of the PTSD Clinic, New York Harbor Healthcare System
Susan Trachtenberg Paula, Ph.D., Jewish Board of Family and Children’s Service
Abstract:
This Institute will present Marylene Cloitre’s Skills Training in Affective and Interpersonal
Regulation/Narrative Story Telling (STAIR/NST), a type of CBT specifically developed for individuals with
complex PTSD. Participants will learn and practice new interventions for teaching skills that are often
particularly compromised in individuals with multiple traumas, notably difficulties with emotional and
interpersonal functioning. Training will also include the use of exposure therapy for treating PTSD in this
population, and ways in which exposure may differ when dealing with complex trauma versus singleincident traumas, such as a motor vehicle accident. A basic familiarity with the impact of trauma on
functioning is recommended, as well as knowledge of CBT. Teaching modalities will include PowerPoint,
role-plays, and other experiential exercises, as well as case presentations.
You Will Learn:
1. Summarize theory of complex trauma and PTSD.
2. Teach emotion-regulation skills to trauma survivors.
3. Assess patient schemas and interpersonal skills.
Recommended Readings:
Cloitre, M., Cohen, L.R., & Koenen, K.C. (2006). Treating survivors of childhood abuse: Psychotherapy for
the interrupted life. New York: Guilford Press.
Cloitre, M., Stovall-McClough, K.C., Nooner, K., Zorbas, P., Cherry, S., Jackson, C., & Petkova, E.
(2010). Treatment for PTSD related to childhood abuse: A randomized controlled trial. American
Journal of Psychiatry, 167, 915-924.
Jackson, C., Cloitre, M., & Nissenson, K. (2009). Cognitive behavioral treatment of complex traumatic
stress disorders. In C. A. Courtois & J. D. Ford (Eds.), Complex traumatic stress disorders: An evidencebased clinician’s guide. New York: Guilford Press.
Title: Radically Open–Dialectical Behavior Therapy (RO-DBT): For Disorders of Overcontrol
Level: Basic
Presenters:
Thomas. R. Lynch, Ph.D., University of Southampton
Abstract:
Self-control, the ability to inhibit competing urges, impulses, or behaviors, is highly valued by most
societies. However, excessive self-control has been linked to social isolation, aloof interpersonal
functioning, maladaptive perfectionism, inhibited expressions, and difficult-to-treat mental health
problems, such as anorexia nervosa, obsessive compulsive personality disorder, and refractory
depression. Based on 19 years of research, two NIMH-funded randomized controlled trials (RCTs)
targeting depression and overcontrolled personality disorders, an open trial with adult anorexia
nervosa, and a large ongoing multisite RCT (http://www.reframed.org.uk), the aim of this Institute is to
introduce clinicians to the new theory and strategies underlying Radically Open–Dialectical Behavior
Therapy (RO-DBT) for disorders of overcontrol (treatment manual pending; Guilford Press).
RO-DBT posits emotional loneliness as the core problem underlying maladaptive overcontrol.
Heightened threat sensitivity and diminished reward sensitivity are hypothesized to transact with early
family experiences emphasizing “mistakes intolerable” and “self-control imperative” to produce
overcontrolled coping. A novel thesis linking the communicative functions of emotional expression to
the formation of close social bonds will be introduced, as well as new skills emphasizing receptivity, selfenquiry, and flexible responding. New approaches to activate a neurobiologically based social-safety
system, signal cooperation, enhance forgiveness, and change envy/bitterness will be introduced using
videos and role-play.
You Will Learn:
1. Explain the biosocial theory for overcontrol (OC) and recognize core differences between
undercontrol and overcontrol.
2. Describe the RO-DBT treatment hierarchy—and the five OC behavioral themes.
3. Describe the importance of activating a neural substrate associated with the ventral vagal complex
and social-safety when working with OC.
Recommended Readings:
Lynch, T. R., & Cheavens, J. S. (2008). Dialectical behavior therapy for comorbid personality disorders.
Journal of Clinical Psychology, 64(2), 154-167.
Lynch, T. R., Cheavens, J. S., Cukrowicz, K. C., Thorp. S., Bronner, L., & Beyer, J. (2007). Treatment of
older adults with co-morbid personality disorder and depression: A Dialectical Behavior Therapy
approach. International Journal of Geriatric Psychiatry, 22, 131-143.
Lynch, T.R., Gray, K.L.H., Hempel, R.J., Titley, M., Chen, E.Y., & O’Mahen, H.A. (2013). Radically OpenDialectical Behavior Therapy for adult anorexia nervosa: Feasibility and outcomes from an inpatient
program. BMC Psychiatry, 13, 293
Lynch, T.R., Hempel, R.J., & Dunkley, C. (in press). Remembering our tribal nature: Radically OpenDialectical Behavior Therapy for disorders of overcontrol. American Journal of Psychotherapy.
Title: Parent-Child Interaction Therapy
Level: Basic to Moderate
Presenters:
Cheryl B. McNeil, Ph.D., West Virginia University
Abstract:
This Institute describes Parent Child Interaction Therapy (PCIT), an evidence-based behavioral treatment
for families of young children with disruptive behavior disorders. PCIT is based on Baumrind’s
developmental theory, which holds that authoritative parenting—a combination of nurturance, good
communication, and firm limits—produces optimal child mental health outcomes. In PCIT, parents learn
authoritative parenting skills through direct therapist coaching of parent child interactions, guided by
observational data collected in each session. Parents receive immediate guidance and feedback on their
use of techniques such as differential social attention and consistency as they practice new relationship
enhancement and behavioral management skills. Videotape review, slides, handouts, and experiential
exercises will be used to teach participants the basic interaction skills and therapist coding and coaching
skills used during treatment sessions. Applications of PCIT within physically abusive families and other
special populations will be discussed.
You Will Learn:
1. Participants will become knowledgeable about theoretical framework and assessment procedures
used in PCIT.
2. Participants will become familiar with the child-directed component of PCIT.
3. Participants will become familiar with the parent-directed interaction component of PCIT.
Recommended Readings:
Go to www.pcit.org for a list of the PCIT literature, as well as the treatment integrity manual for
conducting PCIT.
Eyberg, S.M. (2005). Tailoring and adapting parent-child interaction therapy for new populations.
Education and Treatment of Children, 28, 197-201.
Hood, K.K., & Eyberg, S.M. (2003). Outcomes of parent-child interaction therapy: Mothers’ reports on
maintenance three to six years after treatment. Journal of Clinical Child and Adolescent Psychology, 32,
419-429.
McNeil, C.B., & Hembree-Kigin, T. (2010). Parent-Child Interaction Therapy (2nd ed.). New York:
Springer.
Title: Motivational Interviewing: Skill Building and Updates
Level: Moderate to Advanced
Presenters:
Daniel W. McNeil, Ph.D., West Virginia University
Trevor A. Hart, Ph.D., Ryerson University
Emily M. Selby-Nelson, PsyD, Cabin Creek Health Systems
Abstract:
This Institute provides updates on recent definitional and conceptual changes to Motivational
Interviewing (MI) with the publication of the third edition of the classic text in 2013, as well as
development and practice of skills. Designed for professionals and trainees with prior experience using
MI, this presentation will cover advanced methods to assist clients with behavior change, including
integrating MI with CBT. Starting with “engaging” and “focusing” processes in MI, this institute will
emphasize how to help clinicians work with their clients to move from these initial phases to “evoking”
of ambivalence and “planning” for behavior change steps. Using demonstrations, role-play, and film,
the application of new methods to increase and sustain client motivation will be discussed, as will
strategies for responding productively to resistance. Practice in evoking “change talk” (in contrast to
“sustain talk” and avoidance) in sessions will be covered, along with applying MI at critical junctures in
treatment. A trainer who is a member of the Motivational Interviewing Network of Trainers will
introduce experiential components in which participants work with one another in dyads and groups,
and with the trainers, to polish skills in a comfortable, interactive, and supportive learning environment.
You Will Learn:
1. To describe and conceptualize the MI model.
2. To recognize and utilize newly articulated MI processes.
3. To apply key MI processes to increase client motivation for behavior change.
Recommended Readings:
Arkowitz, H., Westra, H. A., Miller, W. R., & Rollnick, S. (2008). Motivational Interviewing in the
treatment of psychological problems. New York: Guilford Press.
Miller, W. R., & Rollnick, S. (2013). Motivational Interviewing: Helping people change (3rd ed.). New
York: Guilford Press.
Miller, W. R., & Rose, G. S. (2009). Toward a theory of Motivational Interviewing. American Psychologist,
64, 527-537.
Rosengren, D. B. (2009). Building Motivational Interviewing skills: A practitioner workbook. New York:
Guilford Press.
Title: Neurocognitive and Translational Interventions
Level: Basic
Presenters:
Greg Siegle, Ph.D., University of Pittsburgh
Kristen Ellard, Ph.D., MGH/Harvard Medical School
Abstract:
This Institute will be a soup-to-nuts introduction to the emerging field of neurocognitive/translational
interventions, including (a) the use of cognitive testing and biomarkers to understand individual
differences in targetable mechanisms of psychological disorders; (b) the use of interventions that target
neural mechanisms, which include behavioral, cognitive, neural stimulation, and neurofeedback
approaches; (c) considerations involved in implementing these techniques in real-world clinical practices
involving standards, affordable technologies, and how to evaluate evidence in light of a specific case
presentation. The material will be a series of introductory talks to bring everyone up to speed on current
technologies and perspectives on neurocognitive and translational interventions followed by hands-on
demonstrations of actual neurocognitive interventions (full speaker and presenter list at
http://www.neurocognitive-therapies.com/events.html). There will a closing discussion be and time to
discuss the use of neurocognitive interventions in your lab/practice with the speakers. All presenters will
emphasize the manner in which multidisciplinary, translational approaches can be applied to advance
clinical care. This Institute will highlight, via neurocognitive interventions, ways in which clinical,
treatment-oriented research and fields such as neuroscience, psychophysiology, and cognitive science
can synergistically inform one another.
You Will Learn:
1. Describe techniques useful for assessing individual differences in cognitive and neural mechanisms of
psychological disorder.
2. Describe how to use information from neuroscience and neurocognitive assessments to augment case
formulations.
3. Describe nonpharmacological techniques for targeting specific cognitive and neural mechanisms.
Recommended Readings:
Bar-Haim, Y. (2010). Research review: Attention bias modification (ABM): A novel treatment for anxiety
disorders. Journal of Child Psychology and Psychiatry, 51, 859-870.
Floel, A., & Cohen, L.G. Translational studies in neurorehabilitation: From bench to bedside. Cognitive
Behavioral Neurology, 19, 1-10.
Siegle, G.J., Ghinassi, F., & Thase, M.E. (2007). Neurobehavioral therapies in the 21st century: Summary
of an emerging field and an extended example of Cognitive Control Training for depression. Cognitive
Therapy & Research, 31, 235-262.
Title: Interpersonal Psychotherapy–Adolescent Skills Training: A Group Depression Prevention Program
Level: Basic
Presenters:
Jami Young, Ph.D., Rutgers University
Laura Mufson, Ph.D., Columbia University Medical Center, College of Physicians and Surgeons
Christie Schueler, Ph.D., Rutgers University
Abstract:
This Institute will introduce participants to Interpersonal Psychotherapy–Adolescent Skills Training (IPTAST), a group-based, preventive intervention for adolescent depression. It is based on Interpersonal
Psychotherapy for Depressed Adolescents and its group adaptation. IPT-AST is based on the premise
that depression occurs in an interpersonal context. The focus of this intervention is on teaching
communication skills and interpersonal problem-solving techniques to improve current relationships
and that can be applied to future interpersonal problems. Components of IPT-AST include
psychoeducation regarding depression and the link between feelings and interpersonal events and
interpersonal skill-building to address interpersonal difficulties. Goals include reducing depressive
symptoms, improving interpersonal functioning, preventing the occurrence of depressive disorders, and
giving group members a positive experience with a psychosocial intervention. The Institute will provide
participants with an overview of the structure of IPT-AST, training in key IPT-AST techniques, practice
implementing IPT-AST group sessions, and brief discussion of research supporting the efficacy of IPTAST. This Institute will introduce participants to the basic principles and techniques of IPT-AST so that
clinicians and researchers can consider utilizing this intervention in their own settings. Teaching
techniques will include didactics and individual and group role-playing.
You Will Learn:
1. Theory behind IPT-AST.
2. IPT-AST strategies and sessions.
3. IPT-AST techniques and constructs in role-plays.
Recommended Readings:
Young, J. F., & Mufson, L. (2008). Interpersonal psychotherapy and prevention. In J. R. Z. Abela & B. L.
Hankin (Eds.), Handbook of depression in children and adolescents (pp. 288-308). New York: Guilford
Press.
Young, J. F., Mufson, L., & Davies, M. (2006). Efficacy of Interpersonal Psychotherapy-Adolescent Skills
Training: An indicated preventive intervention for depression. Journal of Child Psychology and
Psychiatry, 47, 1254-1262.
Young, J. F., Mufson, L., & Gallop, R. (2010). Preventing depression: A randomized trial of Interpersonal
Psychotherapy-Adolescent Skills Training. Depression and Anxiety, 27, 426-433.