In this webinar, Ken Goodman, LCSW, explains how to conquer this debilitating fear.

You Want Me To Do What?” Ethical Considerations in the Treatment of OCD & Anxiety Disorders

Presenter: Jennifer Gola, PsyD

Exposure-based cognitive behavioral therapy has been well established as the evidenced-based psychological treatment of choice for anxiety disorders and OCD, but this treatment is underutilized by clinicians. In addition, many clinicians hold negative or false beliefs about this treatment. This presentation addresses myths associated with exposure therapy, outlines ethical considerations therapists and patients should be aware of when conducting or engaging in this treatment and offers suggestions for the ethical use of this treatment.

Learning Objectives

1. List common myths associated with ERP and associated truths.
2. Describe at least one ethical consideration of ERP in five areas of ethics.
3. Describe strategies to conduct ethical exposures in five areas of ethics.

Inference Based Cognitive Behavioral Therapy (I-CBT) is providing a treatment option to clients with Obsessive Compulsive Disorder. With over 80 peer reviewed scientific publications, 3 randomized controlled and a current open trial, I-CBT is a lesser known evidence based treatment for OCD that targets the initial doubt and how it was created. Treatment is based on the central idea that obsessions are abnormal doubts or inferences about what could be. 

According to this approach, obsessional inferences of doubt arise as the result of inferential confusion which involves an over-reliance on the imagination and a distrust of the senses. I-CBT aims to bring resolution to obsessional doubts by showing the sufferer that obsessional doubts arise as the result of a distorted obsessional narrative.

Learning Objectives

1. Participants will be able to identify the obsessional doubt sequence.
2. Participants will be able to recognize common reasoning categories behind obsessional doubt.
3. Participants will be able to define inferential confusion.

Presenters: Stephanie Woodrow, LCPC, NCC and Amanda Petrik-Gardner, LCPC, LPC, LIMHP and Theresa Chiu, MSSW, LICSW

Learning Objectives:

1. Overcome common barriers to successful communication with patients and their families.
2. Communicate empathically and effectively in order to engage patients and their families as partners in in treatment.
3. Facilitate shared decision-making and joint responsibility for the treatment process.

Presenter: Craig Bryan, PsyD, ABPP

Over the past two decades, the U.S. suicide rate has steadily increased despite expanded efforts to reverse this trend via expanded awareness campaigns, wide implementation of suicide prevention programs and initiatives, and increased mental health advocacy, and antistigma campaigns. To the befuddlement, confusion, and frustration of researchers, clinicians, family members, and many others, these efforts have not reversed the trend of rising suicides in the U.S. Why do suicide rates continue to rise despite our best efforts? Why aren’t we better at this? What are we doing wrong?

This presentation sponsored by the Suicide and Self-Injury Special Interest Group seeks answers to these questions, and proposes that our typical strategies for preventing suicide are inadequate.

Learning Objectives:

1. Describe the prevalence of mental health conditions among suicide decedents
2. Differentiate the suicide risk continuum and multiple pathways model of suicide
3. Name the three phases of BCBT for suicide prevention

Presented by Melissa G Hunt. PhD.  Non CE On-Demand Webinar

This webinar reviews the empirical literature on burnout in clinical psychology trainees and identifies the ethical imperatives for us as a field to identify and address systemic barriers to self-care by putting reasonable and universal constraints on the work load of trainees, so that no trainee is penalized for working “less” in order to sustain work-life balance.  The direct negative impact of burnout in health service psychology professionals on patient care is emphasized.  

Participants are encouraged to consider their organizational demands and expectations of trainees and to think about ways to reduce demands on trainees while providing sustained excellent patient care.

Learning Objectives:

1. Delineate the work load demands and expectations of clinical trainees at their institution.
2. Describe the importance of work-life balance and self-care in professional psychology and the risks to both practitioners and patients when self-care is compromised.
3. Identify systemic barriers to self-care in clinical psychology trainees.
4. List specific steps that can be taken to reduce systemic barriers to self-care and to provide sustained excellent patient care.

Recorded on Thursday March 8, 2018 noon to 1pm EST

Featuring: Dr. Colleen Carney, PhD

Dr. Colleen E. Carney is an Associate Professor and Director of the Sleep and Depression Laboratory at Ryerson University, Toronto, Canada.  She is the current President of the Association for Behavioral and Cognitive Therapies (ABCT), Insomnia and Other Sleep Disorders Special Interest Group. Dr. Carney was previously on faculty at Duke University Medical Center, where she was a recipient of the prestigious National Sleep Foundation’s Pickwick Fellowship. 

Dr. Carney’s main research areas are how to best treat insomnia in the context of other mental health conditions and understanding comorbid insomnias. Her research has received support from the National Institute of Mental Health (R01 MH076856), National Institute of Nursing Research (R21 NR010539), the Canadian Institute of Health Research, and the Social Science and Humanities Research Council. She received the Early Researcher Award from the Ministry of Research and Innovation. 

As part of her clinical trial research, she and her students provide free Cognitive Behavior Therapy for those with insomnia and other conditions. She trains students and mental health providers in Cognitive Behavior Therapy for Insomnia at invited workshops, and international conferences each year, as well she helps practices implement CBT-I via intensive staff training and long-term consultation in varied treatment settings (e.g., primary, family care, mental health clinics). 

Dr. Carney has numerous publications on the topic of cognitive vulnerability to insomnia and depression, and is a passionate advocate for improving treatment options for those with insomnia and other health problems.

Webinar Description

This professional webinar provides specific, practical tools to integrate evidence-based insomnia and fatigue strategies into your existing evidence based anxiety and depression protocols.

This webinar answers questions such as, “How can I encourage my client to get out of bed in the morning if they have anhedonia?” “What if I want my client to spend less time in bed, but the bed is a place of escape from emotional pain?” “How can I encourage my client to engage in behavioral activation when they believe they cannot do anything until their sleep is “fixed”? “What can I do about rumination or worry in bed?”

When 200 treatment providers were asked which technique they are most likely to use with their clients with insomnia, almost all reported using sleep hygiene as their most likely tool (Lachowski, Carney & Moss, 2013). Unfortunately, sleep hygiene is not a monotherapy supported by evidence (Morin et al., 1999; 2006). So, if sleep hygiene is not an empirically supported therapy, what is?

Behavioral sleep medicine offers a range of effective cognitive behavioral techniques for insomnia and fatigue. These cognitive behavioral techniques  can easily and immediately be incorporated into your practice and include stimulus control (Bootzin, 1972; Morin, 1999; 2006), sleep restriction and extension (Morin, 1999; 2006; Spielman et al., 1987), chronobiological interventions (e.g., Harvey, 2015; Spielman et al., 1987) and cognitive behavioral fatigue management (e.g., White et al., 2011). 

Effective strategies are needed in those with depression and anxiety: several studies suggest that insomnia predicts the onset of depression and anxiety disorders. Untreated insomnia also predicts poorer treatment outcomes and poorer long-term outcomes for depression and anxiety.

Learning objectives

- Explain to integrate behavioral activation with effective insomnia and fatigue techniques

- Leverage the circadian system to increase activation in those with depression

- Design behavioral experiments to challenge sleep-related anxiety

Learning Level

Intermediate to Advanced: Assumes knowledge of basic treatment of depression with antidepressants and psychotherapy.

This webinar is not eligible for CE / CE Hour.

Recorded: December 14, 2017 noon to 1pm EST

Featuring: Dr. Bruce L. Riser, PhD

Dr. Bruce L. Riser, PhD is an R & D Pharmaceutical Leader / Biotech Founder, CEO/CSO and an expert in cardio-renal and fibrotic disease. After a career in pharmaceutical R&D and research in academic medicine, Dr. Riser founded BLR Bio.  It's mission is to discover and develop first-in-class technology to diagnose, prevent and treat chronic disease and cancer, the two largest killers in the Western world. Its technology platform focuses on fibrosis in cardio-renal and liver disease, skin scarring and complications of diabetes, as well as cancer. 

Dr Riser has published more than 70 peer reviewed research articles and book chapters in the fields of cardiology, dermatology, nephrology, cancer, immunology, infectious disease, dialysis therapy, drug development, and diagnostics.  He is the inventor of 20 plus issued patents.

Webinar Description

This webinar will touch upon why the older model of funding academic research and building your career as a professor through NIH’s RO1-type general grants, supplementing with pharmaceutical grants during brief hiatus periods, is no longer a viable option for most.

This model leads to frustration and to seeking new career options. It is particularly true when the focus is basic research. 

We have found success in an “entrepreneurial model” that takes advantage of changes that are part of our world globalization and the increased medical needs of our society. Along with a decrease in standard, basic research funding from NIH has come an increase in translational (i.e. bench to bedside) funding worldwide. 

This shift is seen both academic directed grants as well as government based (including NIH) small business innovative grants (SBIR) used to develop a technology. Successful adaption requires forming and advancing multiple collaborations with others in academics as well as industry where joint interests exist, and in sharing both the responsibilities as well as the rewards. 

Built-in is the potential of seeing your work advance to a new prevention or treatment option for patients. Further gains come from understanding how business integrates with medicine and in having an impact on how this new system evolves into the future. 

This webinar is not available for CE.

Recorded: May 17th | Noon to 1pm EST

Featuring: Dr. Christine Moberg, PhD

Dr. Christine Moberg, PhD is a Licensed Clinical Psychologist and Head of Psychology at Pacifica Labs, Inc. a mental health technology startup dedicated to empowering individuals to manage their stress, anxiety and depression. At Pacifica, Christina is responsible for designing and conducting research, writing grants, interfacing with forward-thinking health care providers and organizations, and designing digital tools that are based on best practices in mental health treatment. Christine’s expertise in substance use disorder treatment provides her a valuable perspective on what motivates behavior change and helps her to build tools that individuals actually use. Christine completed her training at the University of Wisconsin-Madison, VA Palo Alto Healthcare System, and Stanford University. Prior to working at Pacifica, she was a Psychologist at the VA Palo Alto.

Webinar Description

In this webinar you will learn about different types of technology tools, which are available you as a clinician and to your clients. We will go over different things to consider when selecting mobile apps to recommend to clients, and how to best integrate those tools in a coherent way. We will also cover clinician-facing products that can be used to measure client progress, provide actionable data, improve communication and engagement, and provide for additional reimbursement opportunities.

This webinar is not available for CE.

Recorded on Thursday, January 18, 2017 | noon- 1pm EST

Featuring: Dr. Mary Karapetian Alvord, Ph.D. and Dr. Kenneth Towbin, M.D.

Dr. Mary Karapetian Alvord, PhD, is a psychologist with more than 35 years of clinical experience and is director of Alvord, Baker & Associates. She specializes in treating children, adolescents, and adults using cognitive behavior therapies. A central focus is building resilience in children and teens with depression, anxiety disorders, ADHD and other emotional and behavioral regulation problems. She is adjunct associate professor of psychiatry and behavioral sciences at The George Washington University School of Medicine and Health Sciences. Fellow of both the American Psychological Association and of the Association for Behavioral and Cognitive Therapies, she is also a Clinical Fellow of the Anxiety and Depression Association of America. She is co-author of Conquer Negative Thinking for Teens, Resilience-Builder Program, and audio recordings, Relaxation and Self-Regulation Techniques for Children and Teens and Relaxation and Wellness Techniques (for adults).

Dr. Kenneth E. Towbin, M.D., is a Clinical Professor of Psychiatry and Behavioral Science at the George Washington University School of Medicine and is the Chief of Clinical Child and Adolescent Psychiatry in the Emotion and Development Branch in the Intramural Research Program at NIMH. Dr. Towbin has been with NIMH for 17 years.

Dr. Towbin has extensive and diverse experience in child and adolescent psychiatry. ‪ He has authored on the diagnosis and treatment of a variety of psychiatric disorders of children and his work at NIMH now focuses on pediatric mood and anxiety disorders.  He is a past member of the Editorial Board Member of the Journal of the American Academy of Child and Adolescent Psychiatry. He has also worked in an advisory capacity to the US Food and Drug Administration.

Dr. Towbin is a Diplomat of the American Board of Psychiatry and Neurology, in both General Psychiatry and in Child and Adolescent Psychiatry.

Webinar Description

This two-part webinar series will focus on the transdiagnostic understanding and treatments for youth and conquering negative thinking and behavior including the relevance of neural circuitry.

The second part of this professional webinar series will continue the discussion of the complex inter-relationship between the “primary” anxiety disorders, irritability and anger problems, depression, and ADHD.  Negative thinking is a transdiagnostic vulnerability represented across all of these mental health disorders.

The gold-standard psychological treatment for depression and anxiety is Cognitive Behavioral Therapy (CBT) and a primary strategy in CBT is to promote changes in habitual negative thinking. Integrated with the cognitive restructuring that promotes changing negative thinking are pivotal strategies such as tolerating discomfort, physiological awareness and psychological flexibility.

In addition, there is evidence for fundamental impairment in reward circuitry in depression. Impairment in reward anticipation closely relates to these concepts of habitual negative thinking.  Impairment in reward completion, (that is, anhedonia) diminishes the likelihood of seeking further rewards.  Current work focuses on the dimensionality of reward circuitry impairment as a) a risk for depression, b) the specificity of impairment in reward circuitry in depression, and the c) predictive value of impairment of reward circuitry for selecting treatments and outcomes.  Information from reward circuitry has led to refinements in cognitive restructuring and potential psychological augmentation strategies informed by neurophysiology.

Learning Objectives

1. Explain limitations in treatment studies and apply this knowledge to the literature
2. Describe impairments in reward circuitry and become aware of techniques for cognitive restructuring drawn from this neuroscience
3. Demonstrate two strategies for changing unhelpful thought habits to helpful thoughts, actions and emotions. 
4. Discuss strategies for generalization and relapse prevention.

Learning Level

Introductory to Advanced

This recorded webinar was featured at the 2021 ADAA Virtual Conference Resilience and Recovery: From Research to Practice.

Resilience is key to maintain mental health homeostasis during stressful times. It is not clear what the specific resilience factors are that help individuals to “buffer” stress. The COVID-19 pandemic is a major global stressor providing an opportunity to study resilience as individuals are faced with an unparalleled adversity.

This webinar will present data on resilience factors, COVID-19 stressors and mental health collected from various populations during the acute outbreak of the pandemic (March-April 2020), when the majority of study populations was in lockdown. Presenters will discuss findings from two large studies (Cohort 1, N>5,000, mostly US; Cohort 2, N>15,000, mostly European) conducted in non-clinical populations; a study conducted in a pregnant population (N=900) enriched with racial minorities; and a study evaluating resilience factors in hospitalized COVID-19 patients (N=90) and their health care providers (N=828). Presentations will provide evidence for the now widely recognized notion that resilience factors are critical in determining mental health throughout the lifespan in diverse populations with multiple outcomes. Together the symposium will cover populations across the spectrum of human experience during the pandemic: from general populations to COVID-19 patients, and illuminate different perspectives on the complex interplay among COVID-19 related stress exposures, individual resilience factors and their interactions contribution to the variability in mental health during these unprecedented times.

Learning Objectives:

1. Recognize the difference between resilience factors and resilience outcomes.
2. Identify key risk and resilience factors that contribute to mental health during the pandemic.
3. Discuss how different resilience factors help predict health-related outcomes in different populations across the lifespan.

Webinar Description:

This webinar describes two recently proposed suicide-specific entities—Acute Suicidal Affective Disturbance and Suicide Crisis Syndrome—and highlights their research support to date and potential utility in suicide risk assessment and management. Specifically, the proposed criteria for both Acute Suicidal Affective Disturbance and Suicide Crisis Syndrome is discussed alongside support for their factorial structure, reliability, and validity, especially in the prediction of short-term suicidal behavior. 

Additionally, recommended practices of suicide risk assessment, in conjunction with established methods, is discussed; in particular, not relying on the disclosure of suicidal ideation, and remaining vigilant to factors that may signal acute surges in suicidality, is highlighted. 

Following the identification of suicide risk, strategies for suicide risk management of these acute symptoms is also discussed, including augmentations to safety planning, incorporating lethal means counseling, and using a multidisciplinary team to best manage risk. Finally, specific considerations with regard to patient population and specific sociodemographic characteristics is discussed in conjunction with the utility of leveraging these approaches to understanding acute suicidal crises and risk.
 

Learning Objectives

1. Upon completion, participant will be able to list the symptoms for both Acute Suicidal Affective Disturbance and Suicide Crisis Syndrome.
2. Upon completion, participant will be able to describe the ways in which Acute Suicidal Affective Disturbance and Suicide Crisis Syndrome improve upon traditional suicide risk assessment in identifying those at risk for imminent suicidal behavior.
3. Upon completion, participant will be able to conduct a suicide risk assessment that captures both traditional and indirect/acute indicators of suicide risk.

Recorded on September 13, 2018 | 12 to 1 pm EST (part 1)

Featuring: Dr.Dean McKay, PhD, ABPP

Webinar Description

School and academic based anxiety is a debilitating problem for many children. Exposure-based treatments are highly effective in alleviating school and academic anxiety, but there also exist several important cognitive aspects that warrant specific attention in treatment.

This webinar will focus specifically on two prominent cognitive components of school and academic anxiety - intolerance of uncertainty and perfectionism. The webinar will begin with methods for assessing these two significant cognitive components of school and academic anxiety, and then consider methods for intervention with younger and older children, and how to best involve parents and caregivers. Each cognitive dimension will be considered in the context of a representative clinical case, with supporting empirical research.

Learning Objectives:

• Identify intolerance of uncertainty and perfectionism in the context of school and academic anxiety
• Develop treatment plans to address intolerance of uncertainty and perfectionism
• Involve parents and caregivers in the alleviation of intolerance of uncertainty and perfectionism

This webinar is eligible for CE.

Satisfactory Completion

Learners must complete an evaluation form to receive a certificate of completion. You must participate in the entire activity as partial credit is not available. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Psychologists

This course is co-sponsored by Amedco and Anxiety and Depression Association of American (ADAA). Amedco is approved by the American Psychological Association to sponsor continuing education for psychologists. Amedco maintains responsibility for this program and its content. 1.0 hours.

New York Board for Social Workers

Amedco SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0115. 1.0 hours.

NBCC

The Anxiety and Depression Association of American (ADAA) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6872. Programs that do not qualify for NBCC credit are clearly identified. ADAA is solely responsible for all aspects of the programs.

CAMFT

The CAMFT board accepts credits from providers approved by the American Psychological Association (APA).

Briana Woods-Jaeger, PhD is an Assistant Professor in the Department of Behavioral, Social, and Health Education Sciences at Emory University and a Licensed Clinical Psychologist specializing in traumatic stress and culturally responsive interventions.  She received her PhD and MS in clinical child psychology from the University of Washington. Dr. Woods-Jaeger completed her clinical psychology internship at the University of Illinois at Chicago and then went on to complete a fellowship in public health at the University of North Carolina at Chapel Hill. Dr. Woods-Jaeger's research examines social and structural processes that link the experience of child trauma and adversity to mental and physical health disparities. Her work focuses on partnering with communities to identify ways to prevent adverse childhood experiences and support different systems such as education, juvenile justice, and health care in responding to the needs of trauma-exposed youth. She is currently a Principal Investigator on research projects supported by the Robert Wood Johnson Foundation, National Institutes of Health, and Centers for Disease Control and Prevention focused on primary and secondary violence prevention and promoting resilience after experiencing trauma and adversity.

Webinar Description

Trauma exposure is a serious public health problem that disproportionately affects Black communities.  Structural racism, defined as institutional policies and practices that codify unequal distribution of goods, services, and opportunities, as well as reinforce discriminatory beliefs and values (Bailey et al., 2017), creates social conditions that result in a disproportionate burden of trauma exposure, as well as differences in systems response and services provided. The effects of structural racism on Black youth mental health persist. A new approach is needed to address these mental health inequities that emphasizes mental health professionals addressing how power, privilege, and oppression relate to trauma-related mental health.  This webinar focuses on how mental health professionals can reduce trauma-related mental health inequities among Black youth.  Specifically, evidence documenting social determinants of trauma exposure and response will be reviewed and cultural humility will be presented as a framework that can facilitate mental health professionals’ active involvement in addressing racism to reduce mental health inequities.  An overview of principles of cultural humility were provided. Applied strategies and examples were shared including specific tools and resources.  

Learning Objectives:

1) Identify how structural racism impacts trauma exposure and response among Black communities

2) Define core principles of cultural humility that can address mental health inequities

3) Describe applications of cultural humility to address racism and mental health inequities

Recorded on November 29, 2018 | 12 to 1 pm EST (part 1)

Featuring: Dr. David Yusko, PsyD

Dr. David Yusko received his Psy.D. in clinical psychology from the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. Dr. Yusko is one of a handful of experts on the concurrent treatment of PTSD and substance use disorders and has consistently worked on small to large dissemination projects that brought Prolonged Exposure to every kind of mental health setting around the world. Dr. Yusko is now the co-founder of the Center for Anxiety & Behavior Therapy and he continues to provide evidenced treatment in his clinical practice, regularly trains mental professionals in effective treatments for trauma and anxiety and presents on issues associated with PTSD at local and national professional organizations.

Webinar Description

Prolonged Exposure Therapy (PE) for posttraumtic stress disorder (PTSD) is one of the most effective treatments for PTSD currently available. However, given the vast research literature supporting PE, providers are still difficult to find and reluctance to deliver an exposure based treatment for trauma survivors persists. This webinar provides a brief review of the research supporting PE, discusses how to decide who is a good candidate for PE, and what a typical course of PE would involve. Using PE with special populations, such as those who are substance abusers or have other comorbidities, is also discussed. 

Learning Objectives:

1. Gain a better understanding of the research supporting PE.
2. Know which people are most appropriate to receive PE.
3. Learn about the main components of PE and the order of their delivery.
4. Be able to determine when to implement PE in clients with multiple presenting problems.

This webinar is eligible for CE.

Satisfactory Completion

Learners must complete an evaluation form to receive a certificate of completion. You must participate in the entire activity as partial credit is not available. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Psychologists

This course is co-sponsored by Amedco and Anxiety and Depression Association of American (ADAA). Amedco is approved by the American Psychological Association to sponsor continuing education for psychologists. Amedco maintains responsibility for this program and its content. 1.0 hours.

New York Board for Social Workers

Amedco SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0115. 1.0 hours.

NBCC

The Anxiety and Depression Association of American (ADAA) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6872. Programs that do not qualify for NBCC credit are clearly identified. ADAA is solely responsible for all aspects of the programs.

CAMFT

The CAMFT board accepts credits from providers approved by the American Psychological Association (APA).

Recorded on April 10 | 12 to 1 pm EST

Featuring: Dr.Dean McKay, PhD, ABPP

Webinar Description

This webinar has the following two broad aims. First, this webinar will cover the inhibitory learning model, and how it is distinct from the former fear activation model of exposure therapy. Included in this coverage will be how the inhibitory learning approach has greater appeal to clinicians. The second aim is to demonstrate how these different approaches within the inhibitory learning model may be applied to anxiety related clinical problems. This latter aim will be covered through illustrative case examples.

This webinar is eligible for CE. Read more information on CE/CME here: https://adaa.org/education/ce-credits

Inference Based Cognitive Behavioral Therapy (I-CBT) is providing a treatment option to clients with Obsessive Compulsive Disorder. With over 80 peer reviewed scientific publications, 3 randomized controlled and a current open trial, I-CBT is a lesser known evidence based treatment for OCD that targets the initial doubt and how it was created. Treatment is based on the central idea that obsessions are abnormal doubts or inferences about what could be. 

According to this approach, obsessional inferences of doubt arise as the result of inferential confusion which involves an over-reliance on the imagination and a distrust of the senses. I-CBT aims to bring resolution to obsessional doubts by showing the sufferer that obsessional doubts arise as the result of a distorted obsessional narrative.

Learning Objectives

1. Participants will be able to identify the obsessional doubt sequence.
2. Participants will be able to recognize common reasoning categories behind obsessional doubt.
3. Participants will be able to define inferential confusion.

Inference Based Cognitive Behavioral Therapy (I-CBT) is providing a treatment option to clients with Obsessive Compulsive Disorder. With over 80 peer reviewed scientific publications, 3 randomized controlled and a current open trial, I-CBT is a lesser known evidence based treatment for OCD that targets the initial doubt and how it was created. Treatment is based on the central idea that obsessions are abnormal doubts or inferences about what could be. 

According to this approach, obsessional inferences of doubt arise as the result of inferential confusion which involves an over-reliance on the imagination and a distrust of the senses. I-CBT aims to bring resolution to obsessional doubts by showing the sufferer that obsessional doubts arise as the result of a distorted obsessional narrative.

Learning Objectives

1. Participants will be able to identify the obsessional doubt sequence.
2. Participants will be able to recognize common reasoning categories behind obsessional doubt.
3. Participants will be able to define inferential confusion.

Presenters: Stephanie Woodrow, LCPC, NCC and Amanda Petrik-Gardner, LCPC, LPC, LIMHP and Theresa Chiu, MSSW, LICSW

Dr. Rachel Singer is a licensed psychologist who specializes in trauma, anxiety, and multiculturally competent interventions for immigrants, refugees, and asylees. Dr. Singer practices at the Center for Anxiety and Behavioral Change in Rockville, Maryland, and also conducts asylum evaluations for individuals seeking asylum in the U.S. She completed her Ph.D. in Counseling Psychology from Boston College. Dr. Singer completed a two-year postdoctoral fellowship at the Kennedy Krieger Institute at Johns Hopkins School of Medicine. Dr. Singer regularly presents at national conferences, has published in academic peer-reviewed journals, and has published several book chapters on clinical recommendations for working with immigrants. She received APA's Citizen Psychologist award for her outreach and advocacy with immigrant populations.
 

https://changeanxiety.com/

Webinar Description

Immigrant, refugee, and asylee clients represent a diverse group with unique mental health needs. Over 1 million individuals obtained a green card in the United States in 2018 (Department of Homeland Security, 2020). Further, as of 2017, immigrants accounted for 25% of all children residing in the United States (Child Trends, 2018). This population experiences a host of stressors related to their experiences of migration and acclimating to a new environment in their host country. By very nature of their flight from hardship, refugees experience high rates of mental health disorders, including depression, anxiety, and PTSD (APA, 2010;Mahtani, 2003; Robjant, Hassan, & Katona, 2009). Indeed, anxiety and depression represent global mental health challenges that transcend geographic boundaries, with the World Health Organization estimating 264 million individuals suffer from depression and 284 million individuals with anxiety (WHO, 2019). Recognizing the particular vulnerability of this population, it is imperative that clinicians are adequately prepared to provide competent treatment using evidence-based interventions. Understanding the complex factors that shape individual identity allows clinicians to tailor treatment based on client needs and identify their own biases that may undermine interventions. Using a systemic lens provides a more comprehensive foundation for treatment. According to Bronfenbrenner’s ecosystemic theory, individuals exist within a complex web of intersecting aspects of identity and experiences that may shape their health outcomes and impact goals for therapy. Conversely, both internal resilience and external resources, such as social support from the community (Singer & Tummala-Narra, 2013), may improve outcomes for immigrant clients.

This webinar provides an overview of strategies for integrating multiculturally competent strategies into evidence-based treatment of anxiety and depression for immigrants, refugees, and asylees. Specific tools for addressing barriers to treatment and incorporating resources are also addressed. Discussion focuses on strategies for conceptualizing and treating clients from a systemic perspective. This training also includes case application and discussion of practical tools.

Learning Objectives

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

1) Define immigrant, refugee, and asylee status

2) Identify potential barriers to treatment in working with immigrant, refugee, and asylee clients and review strategies for increasing access to care

3) Integrate multicultural tenets into evidence-based treatment for anxiety and depression

Apps for Therapy, Therapists, and Self-Help: A Refresher
Simon Rego, PsyD, ABPP, ACT
Recorded on April 26, 2017

The aim of this webinar is to provide a refresher on the use of apps in clinical practice, first by giving an update on the adoption and use of apps, then by reviewing the risks and benefits associated with using apps in clinical practice, and finally, by highlighting some of the most popular mental health apps. 

Despite the numerous advances that have been made in the field, many experts (e.g., Kazdin & Blase, 2011) believe that mental health professionals are not likely to reduce the prevalence, incidence, and burden of mental illness without a major shift in intervention research and clinical practice. For example, approximately 89.3 million Americans currently live in the 4,000 communities designated as Health Professional Shortage Areas. These communities lack a sufficient number of mental health care experts to address residents’ needs (Fisher, et al., 2017), and even when mental health providers are available, a variety of barriers interfere with help-seeking, including: transportation challenges, costs, and concerns about stigma. Fortunately, we are in the midst of the mobile revolution, spurred by both the advances in mobile technology and the widespread adoption of that technology (Erhardt & Dorian, 2013). The rise of mobile technology has led to explosive growth in software applications (i.e., “apps”), with an increasing number of these apps being created for medical and behavioral health. Using mobile technologies to more rapidly and accurately assess and treat mental health problems represents this much-needed major shift in intervention research and clinical practice and therefore has great potential to transform the care of psychological disorders. While this is a very promising development, there are several key issues that need to be addressed, including: efficacy, regulation, data security and privacy, licensure and jurisdiction, and safety and liability.

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

1. provide an update on the adoption and use of apps
2. review the risks and benefits associated with using apps in clinical practice
3. highlight some of the most popular mental health apps 

Presentation level: Introductory 

The relationship to Social Anxiety Disorder (SAD) is considered a close one and the personality disorder section of the DSM 5 indicates they may be the same disorder. Genetic and factor analytic studies suggest that it is possible that these disorders represent a dimensional personality disorder which at its milder end is currently called SAD while at its more severe end called APD. 

Although APD is of interest to researchers, this webinar will introduce clinicians to APD, review it’s prevalence, and discuss psychological and pharmacological treatment approaches.

Learning Objectives:

1. Participant will be able to describe the morbidity of Avoidant Personality Disorder.
2. Participant will be able to explain how Avoidant Personality Disorder is a valid personality disorder that can be viewed dimensionally.
3. Participant will be able to discuss why Avoidant Personality Disorder may be undertreated in clinical practice.
4. Participant will be able to revise his/her opinion of how often Avoidant Personality Disorder needs to be addressed and treated in clinical practice.

Balancing the Hopes and Risks of Ketamine Treatment for Major Depressive Episodes
Gerard Sanacora, MD, PhD
Recorded on March 29, 2017

There is mounting interest in the use of ketamine and other novel drugs that may produce a rapid onset of antidepressant effects in mood and other neuropsychiatric disorders.  This presentation will highlight the rationale for this approach, critically review the emerging data from several clinical trials, and discus the limitations of the studies completed to date.   In specific we will review the available data on the efficacy and safety of ketamine and other putative rapidly acting antidepressants in the context of mechanism of action, practical clinical usefulness, and its ability to inform future drug development and patient care. 

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

1. Describe the current unmet needs for novel antidepressant treatment approaches
2. Critically evaluate current data from clinical trials on rapidly acting antidepressant mediations and discuss putative mechanisms of action related to rapid onset antidepressant drugs
3. Summarize the issues associated with the rapidly rising use of ketamine in clinical settings

Presentation level: Introductory

*Please note that this webinar is not eligible for continuing education credit.

Recorded on Thursday, June 7, 2018 | noon to 1 pm EST (part 1)

Featuring: Dr. Eda Gorbis, PhD, LMFT

Dr. Eda Gorbis, PhD, LMFT is the Founder and Executive Director of the Westwood Institute for Anxiety Disorders in Los Angeles, California. The Institute is often called a center of 'last resort' for Obsessive-Compulsive Disorder (OCD), Body Dysmorphic Disorder (BDD), and other anxiety & spectrum disorders. Dr. Gorbis is also currently a Clinical Assistant Professor (V) of Psychiatry at the USC Keck School of Medicine.

By integrating treatment methods with a multidisciplinary team of experts, Dr. Gorbis has brought hundreds of people with prior treatment failures to normal functioning. Her expertise was prominently featured on such programs as "20/20," "60 Minutes," and "MTV's True Life," and she has appeared on networks such as: "National Geographic," "Discovery Channel," and "Fox News." She has given over 170 conference presentations on topics related to her intensive treatment of OCD, BDD, and anxiety disorders in the United States and around the world.

Webinar Description

In this webinar, Dr. Gorbis will provide an overview on how to identify, assess, and diagnose Body Dysmorphic Disorder (BDD). She will also discuss how to recognize and differentiate underlying structures and conditions and the complex interplay between BDD and obsessive-compulsive disorder (OCD). Dr. Gorbis will also provide an overview on treatment models to recognize, address, and reduce BDD symptoms.

Learning Objectives

1. Identify, assess, and diagnose body dysmorphic disorder (BDD).
2. Recognize and differentiate underlying structures and conditions and the complex interplay between BDD and obsessive-compulsive disorder (OCD).
3. Explain treatment modals to recognize, address, and reduce BDD symptoms and improve insight.

Learning Level

Intermediate 

This webinar is eligible for CE.

This webinar is approved by the American Psychological Association, NBCC (ACEP No. 6872), CAMFT (Provider # 135215), and the New York State Education Department's State Board for Social Work for 1 continuing education contact hour. ADAA is not approved by NASW at this time.

Beyond the Basics:  Targeting Developmental Milestones in the Treatment of Anxiety in Young Adults

Featuring: Dr. Anne-Marie Albano, PhD and Dr. Moira Rynn, MD

Dr. Anne-Marie Albano, PhD, ABBP, is a professor of medical psychology, a clinical psychologist and board certified in clinical child and adolescent psychology. In addition to serving as Director of the Columbia University Clinic for Anxiety and Related Disorders at 3 Columbus Circle, she also conducts research and train residents, fellows and psychology postdoctoral.

Dr. Moira Rynn is Director of the Division of Child and Adolescent Psychiatry and Pediatric Anxiety and Mood Research Clinic at the New York State Psychiatric Institute/Columbia University Medical Center in New York. fellows and interns.

Webinar Description

Disability and distress associated with anxiety disorders can make young adults vulnerable to developmental impairments. A normal by-product of increasing responsibility and freedom, increased anxiety is expected throughout the transition from adolescence to young adulthood. But clinical anxiety may stall this transition, keeping a young adult dependent on family members and lagging in achieving age-appropriate tasks. Certain interactions characteristic of families may involve the parents’ perception that a young adult cannot handle responsibilities or will miss out on important opportunities and milestones such as social or academic tasks. Parental overinvolvement then interferes with advanced problem-solving, complex social-interpersonal skills, and self-regulation skills necessary for healthy and productive functioning. At times, anxiety is at a level where multimodal treatment with medication and CBT is necessary.

This webinar reviews the role and tasks of development in adolescents and young adults and ways in which anxiety interferes with achieving adolescent-to-adult transition milestones.

Bipolar Disorder: Psychosocial Treatment Strategies

Featuring: Dr. Lauren M. Weinstock, PhD

Dr. Lauren M. Weinstock, PhD is a licensed clinical psychologist and Associate Professor of Psychiatry and Human Behavior at the Alpert Medical School of Brown University, where she holds clinical appointments at Butler Hospital, Rhode Island Hospital, and the Providence VA Medical Center. She is also a faculty affiliate at the Brown Center for Prisoner Health and Human Rights.

Dr. Weinstock’s program of research is focused on the development and evaluation of adjunctive behavioral interventions for bipolar disorder and suicide prevention, particularly around vulnerable transitions in care (e.g., from inpatient to outpatient treatment, across the perinatal period, and from criminal justice to community settings). Complementing this work is research focused on elucidating the continuum between unipolar and bipolar mood disorders, using both statistical and experimental approaches, and studies on the clinical management of bipolar disorder (e.g., diagnostic processes, use of polypharmacy) in routine care.

Dr. Weinstock’s early clinical research training was funded by numerous awards, including pre-doctoral and postdoctoral NIMH National Research Service Awards, an NIMH Mentored Patient-Oriented Research Career Development Award, and a Young Investigator Award from the American Foundation for Suicide Prevention. More recently, her research has received support from NIMH, the NIH OBSSR, NIJ, the VAHS, and the Depressive and Bipolar Disorders Alternative Treatment Foundation. 

Dr. Weinstock is currently the Co-President of the Association for Behavioral and Cognitive Therapies (ABCT) Bipolar Disorders Special Interest Group, is on the editorial board for the journal Behavior Therapy. She has served on several national and international workgroups tasked with generating recommendations concerning effective assessment and treatment of bipolar disorder and suicide risk. 

Webinar Description

Identified by the World Health Organization as one of the top 10 causes of disease burden worldwide, bipolar disorder is a serious, disabling, and highly recurrent illness that is marked by significant functional impairment.

Clinical management of bipolar disorder is complicated by challenges in the accurate identification and diagnosis of the illness, and the need for clinicians to intervene on the level of both major depressive and (hypo) manic episodes, in acute and maintenance phases of care. Treatment can be further complicated by the presence of other disorders that frequently co-occur with bipolar disorder (e.g., anxiety, substance use disorders), and the high risk for suicide encountered among those with the illness.

Guided by the clinical research literature, published treatment guidelines emphasize the role of pharmacotherapy as the first-line treatment option for individuals with bipolar disorder, but also highlight the important role that adjunctive psychosocial interventions play in both the acute and maintenance treatment of bipolar disorder.

In this webinar, Dr. Weinstock will provide an overview of evidence-based psychosocial treatment strategies for bipolar disorder, focusing on common elements as well as unique intervention components that cut across treatment models, in addition to promising new directions of care that are under development. She will also provide an overview of factors that complicate initial identification of bipolar disorder, with the goal of expediting time between initial presentation for treatment and the delivery of appropriate care.

At the end of this presentation, attendees will be able to:

1. Describe the challenges frequently encountered in the assessment and diagnosis of bipolar disorder, and their consequences for the delivery of evidence-based care;

1. Summarize the data supporting the use of adjunctive psychotherapies for bipolar disorder, with a particular focus on polarity-specific indications and outcomes; and

1. Demonstrate an increased familiarity with the fundamental components of evidence-based psychotherapies for bipolar disorder, as well as emerging models of care currently under investigation.

Learning Level:

Intermediate / Advanced

This webinar is not eligible for 1 CE/ credit hour.

Webinar Description:

The use of cannabis in the U.S. has undergone a dramatic change over the past two decades.  Starting with the campaign to legalize the use of cannabis in the 90s, use, attitudes and risk perception have changed in both adolescent and adult population.  In this presentation, four recent research publications will be reviewed that highlight a more cautious approach towards cannabis.

• First, a rare experimental study with cannabis available to purchase researchers show that the high concentration of THC, one of the key ingredients of the cannabis plant which can be found in high concentration in concentrates is associated with significant cognitive performance deficits.
• Second, using a large observational data set researchers found that there was a higher risk of – among other psychiatric conditions – anxiety in those individuals who used high-potency cannabis strains.  
• Third, using the entire population of Denmark researchers estimated the proportion of cases of schizophrenia that is attributable to cannabis use disorder and found a significant increase from 4-5% in the 1990s to 8% since 2010.  
• Fourth, analyzing the Adolescent Brain Cognitive Development (ABCD) data, researchers found that youth whose mothers used cannabis during pregnancy relative to those that did not show more psychological and cognitive problems at age 9-10.  

Taken together, these recent publications need to be considered when one decides to use cannabis or need to be balanced against potential beneficial effects of cannabis.

CBT for Children and Adolescents with OCD: Incorporating Parents in Treatment and Managing Complex Symptoms

Presented by Eric Storch, PhD

Recorded on October 5, 2016

This webinar discusses CBT for pediatric OCD with a particular focus on involving family members and managing complex symptoms such as comorbid presentations and poor insight/motivation. 

Presentation level: Introductory

ADAA is approved by the American Psychological Association to sponsor continuing education for psychologists. ADAA maintains responsibility for this program and its content.

1. Identify the role of maximization and depressive styles in regret
2. Describe how regret impacts procrastination, risk aversion, indecision, rumination, and self-criticism
3. Explain how to assist clients in accepting uncertainty and risk in order to make more pragmatic and effective decisions
4. Describe how to assist clients in reducing post-decision regret, self-criticism and rumination and accept trade-offs in making decisions while enhancing satisfaction with imperfect outcomes.

Webinar Description: 

This intensive workshop provides an in-depth discussion of five evidence-based cognitive-behavioral strategies for the treatment of social anxiety disorder: behavioral experiments/exposure; cognitive restructuring; external mindfulness plus thought defusion; assertion training; and core belief change work. Attendees will learn the basics of how to apply, combine, and adapt these strategies to the needs of socially anxious individuals. Several of the strategies are demonstrated during the session through role plays.

There is a discussion on how to design and implement exposures as experiments to test and modify automatic thoughts, underlying assumptions and core beliefs for the purpose of decreasing social anxiety and shame, and building self-confidence.

 Recorded on July 20, 2017

Clinical Kung Fu: Managing Anger in Children and Teens with Anxiety Disorders
Featuring: Alison R. Alden, PhD, and Julieanne R. Pojas, PsyD

Abstract
Children and adolescents with anxiety disorders often act out or react with anger to treatment. In particular, the prospect of doing exposure and resisting compulsions or safety behaviors can engender not only fear but also anger, resistance, and defiance. This can take the form of tantrums, threats of harm to self or others when parents insist on treatment, overt treatment refusal, and refusal to participate in other activities of daily living such as school. This can be difficult for clinicians and families to manage, and can lead to both treatment dropout and conflict at home. This workshop will present practical strategies that clinicians can use to deal with children’s anger, and suggestions for how to present these strategies to parents. Topics covered will include managing tantrums, what to do when a child refuses to participate in treatment or school, and managing verbal and physical aggression toward others.

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

1. manage patient tantrums and threats and effectively coach families on managing these types of behaviors at home. 
2. utilize rewards, consequences, and parent training to help families overcome treatment refusal. 
3. work with parents and the school system to deal to treat school refusal. 

Presentation level: Intermediate/Advanced

These webinars are approved by the American Psychological Association, NBCC and the New York State Education Department's State Board for Social Work for 1 continuing education credit/hour. 

Recorded on September 12 | 12 to 1 pm EST

Featuring: Dr. Michael Ziffra, PhD

Dr. Michael Ziffra is an Assistant Professor in the Department of Psychiatry at the Northwestern University Feinberg School of Medicine.  He has been a clinician-educator in the department since 2006.  Dr. Ziffra’s clinical interests include mood disorders, anxiety disorders, and ADHD.  His interests also include the management of psychiatric disorders in patients with comorbid medical illness, as well as the management of psychiatric disorders in the LGBT population.  Dr. Ziffra is actively involved as a teacher and supervisor in Northwestern’s psychiatry residency program.  He is a 2002 graduate of the Northwestern University Feinberg School of Medicine and a 2006 graduate of the Harvard Longwood Psychiatry Residency Training Program. 

This webinar reviews the latest research and current evidence-based guidelines about how to make accurate diagnoses and deliver effective treatment in patients with coexisting anxiety and attentional symptoms. Both pharmacologic and non-pharmacologic interventions will be reviewed. Case vignettes will be used to illustrate concepts and demonstrate how the content discussed can be applied to clinical practice. This webinar will be of interest to all clinicians who regularly assess and manage patients with anxiety disorders and/or ADHD. At the end of the presentation, participants should feel more confident in their ability to diagnose and treat patients with coexisting anxiety and attentional symptoms.

Cognitive Behavioral Therapy for Chronic Gastrointestinal Disorders featuring Melissa Hunt, PhD

Recorded on January 10, 2019

Gastrointestinal disorders of all kinds are exacerbated by stress and are also stressful.  Irritable Bowel Syndrome (IBS) is a highly prevalent (approximately 10% of the population) functional bowel disorder that is highly co-morbid with anxiety disorders and depression and shares considerable conceptual overlap with panic disorder, agoraphobia and social anxiety.  It also leads to considerable disability and distress.  Managing these patients effectively requires a good conceptual understanding of the biopsychosocial and cognitive underpinnings of IBS as well as the kinds of avoidance behaviors (both obvious and subtle) that maintain and often exacerbate both symptoms and disability. General CBT skills are essential, but incorporating GI specific phenomena (like bowel control anxiety and fear of food) are also important.  There is significant empirical evidence supporting the use of CBT in treating IBS. The inflammatory bowel diseases (IBDs), such as Crohn’s Disease and ulcerative colitis, have clear biological pathophysiology, but share some of the same symptoms and can lead to heighted risk for IBS in a subset of patients. In addition, many IBD patients experience shame, avoidance and social anxiety about their condition. This workshop will cover what is known about the etiology and symptoms of IBS, how IBS patients present in clinical practice, IBS in the context of co-morbid panic and agoraphobia and/or social anxiety disorder, formulating appropriate treatment goals and basic cognitive and behavioral strategies for treating IBS, including IBS that is comorbid or secondary to an underlying IBD. Case material reflecting patients along a spectrum of severity will provide for lively discussion and acquisition of new skills and techniques.

Learning Objectives:

1) How to develop a case conceptualization that integrates GI disorders with any co-morbid mood or anxiety disorders.

2) What unique cognitive distortions and behavioral avoidance strategies (especially fear of incontinence and dietary restrictions) tend to maintain and exacerbate distress and disability in GI disorders.

3) How to modify the standard CBT approach to anxiety disorders to treat GI patients effectively, including collaborating successfully with gastroenterologists.

Fugen Neziroglu, PhD

Dr. Fugen Neziroglu is a board-certified behavior and cognitive psychologist, and leading researcher on anxiety disorders. She is the co-founder and director of the Bio Behavioral Institute in Great Neck NY, a clinic specializing in anxiety and obsessive-compulsive related disorders. Dr. Neziroglu is also a member of many national and international societies and is on the Scientific Advisory Board of the International Obsessive Compulsive Foundation (IOCDF) and the Anxiety and Depression Association of America (ADAA), as well as President of OCDNY. Dr. Neziroglu has presented and published over 300 papers in
scientific journals, including the American Journal of Psychiatry, Behaviour Research and Therapy, and the Journal of Anxiety Disorders. Additionally, she is the author and co-author of fifteen books on obsessive-compulsive spectrum disorders, including, most recently Children of Hoarders, Overcoming Body Dysmorphic Disorder, and Body Dysmorphic Disorder: A Treatment Manual. Dr. Neziroglu is the co author of Body Dysmorphic Disorder Treatment in the Series Advances in Psychotherapy that is set to be released in 2021.

Webinar Description

Body Dysmorphic Disorder (BDD) is classified under obsessive-compulsive spectrum disorders due to its many shared similarities with OCD, including preoccupations associated with engagement in safety behaviors. Patients with BDD have a perceived or imagined defect in their physical appearance, and may engage in behaviors such as mirror gazing, camouflaging, ruminating, skin picking, intense social comparison, and needless dermatological treatment or cosmetic surgery. Though there has been a surge of effective
pharmacological and cognitive behavioral treatments in the past ten years, BDD is still under recognized and often misdiagnosed. This webinar will begin with a review of the theoretical and empirical models of the psychopathology of and treatment for BDD. Although there are some similarities to obsessive compulsive disorder treatment there are also many distinct approaches. This webinar will describe the symptoms of BDD, explain cognitive behavioral models of BDD, and teach assessment and treatment strategies. These strategies include the process of engagement and developing a formulation; imagery rescripting; attentional training; ceasing ruminating; habit reversal, exposure and response prevention; and behavioral experiments. 

Learning Objectives:

At the end of this webinar, participants will be able to:

1. Recognize and diagnose various forms of BDD

2. Understand a cognitive behavioral model of BDD and the factors that maintain the symptoms of BDD and psychogenic excoriation

3. Devise strategies for engagement and change in BDD with a focus on ceasing ruminating and comparing, dropping of avoidance and safety behaviours, re-scripting imagery and behavioural experiments

Cognitive-Behavior Therapy for Jealousy (Mar. 19, 2015), presented by Robert L. Leahy, PhD

In this webinar, jealousy is discussed in terms of evolutionary theory (parental investment model), universal patterns of defense against threat to attachment, core beliefs about self, maladaptive coping (reassurance-seeking, testing, withdrawing, punishing, interrogating, restraining), intolerance of uncertainty, and thought-action fusion.

Participants learn how to develop a case conceptualization, normalize this intense emotion, link jealousy to values, examine how jealous behavior interferes with a valued relationship, distinguish between productive and unproductive worry, use detached mindfulness to accept intrusive thoughts while not acting on them, evaluate how personal schemas are related to jealousy, and enhance independence and self-care. Finally, we examine how loss may be decatastrophized, safety behaviors relinquished, acceptance embraced and personal roles elaborated for multiple meanings in life. 

featuring Debra Kissen, PhD, MHSA, Ruth Lippin, LCSW, JD, and Lynne Siqueland, PhD

Webinar Description:

Only 31% of children suffering from anxiety and related disorders currently receive evidence-based treatment. In an effort to reach more children, the Public Education Committee in conjunction with the Child and Adolescent SIG created a powerpoint presentation for therapists to show pediatricians entitled, Anxiety Disorders & OCD: What Every Pediatrician Should Know. The presentation serves as both a way to educate pediatricians about anxiety disorders and OCD as well as provide a means for therapists to network with pediatricians and grow their practices. This webinar will demonstrate how to best use this powerpoint presentation. We will review the prevalence rates, the consequences of untreated anxiety and what pediatricians see when presented with an anxious child. Brief anxiety and accommodation screening tools, that can be used by pediatricians, will be discussed. Therapists will also be given ideas as to the best ways to teach pediatricians how to talk to their patients suffering from anxiety. We will then show you a brochure that was developed to accompany this powerpoint and can be personalized and used to market your practice. The webinar will end with a discussion of fun and effective ways to get pediatricians interested in meeting with you.

Learning Objectives

1. At the end of this session, therapists will be able to describe tools for the development of referral sources and client care coordination with pediatricians.
2. At the end of this session, therapists will be be able to list 3 reasons why it is important to reach out to pediatricians as a vehicle to ensure that children with anxiety and related disorders receive evidence-based treatments.
3. At the end of this session, therapists will be able to demonstrate how this powerpoint presentation can be used to help pediatricians learn more about anxiety and related disorders.

Level: Introductory 

Complicated Grief and Its Treatment

Recorded on September 26 | 12pm ET

Featuring: Dr. Katherine Shear

Dr. Katherine Shear works at the Center for Complicated Grief at the University of Columbia. Her work involves steering her team to successful projects that will improve the lives of people suffering from complicated grief. As Founder and Director of the Center she is involved in all aspects of the work. She oversees the website, supervises all staff, leads the training initiatives and spearheads fund-raising Dr. Shear also serves as the Marion E. Kenworthy Professor of Psychiatry at Columbia School of Social Work where she is I a Senior member of an academic faculty at a large university.

Webinar Description

The death of a loved one is a uniquely challenging life experience - one of the most difficult a person can face - yet most people find a way to come to terms with the loss, reshape their relationship with the person who died and restore a sense of meaning and purpose in their own lives. However, for about 7% of bereaved people mourning is derailed, leading to development of complicated grief (CG). CG is a recently described syndrome included in DSM-5 and proposed for inclusion in ICD-11. The purpose of this webinar is to describe CG and outline the core modules of complicated grief treatment (CGT), the time-limited, targeted psychotherapy that has been tested and proven efficacious in three NIMH-funded randomized controlled trials.

Webinar Description:

Despite incredible advances in the science of psychological distress among gender minority (i.e., transgender and gender non-conforming; TGNC) and sexual minority (e.g., gay, lesbian, bisexual, pansexual) clients (Pachankis, 2018), changes in treatment have lagged. Historically, randomized clinical trials have rarely reported the sexual orientation or gender identities of participants (Heck, 2017), and some studies suggest that limitations may exist in non-adapted treatment protocols that may reduce treatment efficacy with some sexual and gender minority clients experiencing minority stress (e.g., Beard et al., 2017). Findings identifying and highlighting transdiagnostic targets that are broadly beneficial to sexual and gender minority (SGM) clients can be better incorporated into current treatment practices (e.g., Hatzenbuehler, 2009; Pachankis et al., 2015; Cohen et al., 2016).

This workshop will emphasize contextual behavioral techniques that take advantage of research on minority stress, emotion regulation, and interpersonal relationships. The workshop will incorporate both theoretical and experiential work. Moving through life as a gender or sexual minority often entails some period of secrecy, guardedness, shame, and familial ruptures. We will explore the therapeutic techniques that tackle these concerns, and the role of the clinical relationship within this therapies to enhance outcomes.

Learning Objectives:

1. Participants will learn how minority stress affects psychological distress among SGM clients.
2. Participants will understand how to incorporate minority stress into case conceptualizations.
3. Participants will improve understanding of how their own comfort around sexuality affects the treatment process.

Contextualizing Exposure and Response Prevention With Acceptance and Commitment Therapy: How to Enhance Inhibitory Learning in Exposure With Children and Teens

Presented by Lisa Coyne, PhD

Recorded on September 14, 2016

This webinar addressed how clinicians can maximize inhibitory learning by incorporating acceptance and commitment therapy (ACT) components into exposure and response prevention (ERP). The speaker presented a behavioral model of obsessive-compulsive disorder (OCD) and ERP; gave a brief overview of ACT; and discussed how to incorporate ACT interventions into exposure to strengthen and contextualize inhibitory learning.

Recorded on November 29, 2018 | 12 to 1 pm EST (part 1)

Featuring: Dr. David Yusko, PsyD

Dr. David Yusko received his Psy.D. in clinical psychology from the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. Dr. Yusko is one of a handful of experts on the concurrent treatment of PTSD and substance use disorders and has consistently worked on small to large dissemination projects that brought Prolonged Exposure to every kind of mental health setting around the world. Dr. Yusko is now the co-founder of the Center for Anxiety & Behavior Therapy and he continues to provide evidenced treatment in his clinical practice, regularly trains mental professionals in effective treatments for trauma and anxiety and presents on issues associated with PTSD at local and national professional organizations.

Webinar Description

Prolonged Exposure Therapy (PE) for posttraumtic stress disorder (PTSD) is one of the most effective treatments for PTSD currently available. However, given the vast research literature supporting PE, providers are still difficult to find and reluctance to deliver an exposure based treatment for trauma survivors persists. This webinar provides a brief review of the research supporting PE, discusses how to decide who is a good candidate for PE, and what a typical course of PE would involve. Using PE with special populations, such as those who are substance abusers or have other comorbidities, is also discussed. 

Learning Objectives:

• Identify intolerance of uncertainty and perfectionism in the context of school and academic anxiety
• Develop treatment plans to address intolerance of uncertainty and perfectionism
• Involve parents and caregivers in the alleviation of intolerance of uncertainty and perfectionism

This webinar is eligible for CE.

Satisfactory Completion

Learners must complete an evaluation form to receive a certificate of completion. You must participate in the entire activity as partial credit is not available. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Psychologists

This course is co-sponsored by Amedco and Anxiety and Depression Association of American (ADAA). Amedco is approved by the American Psychological Association to sponsor continuing education for psychologists. Amedco maintains responsibility for this program and its content. 1.0 hours.

New York Board for Social Workers

Amedco SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0115. 1.0 hours.

NBCC

The Anxiety and Depression Association of American (ADAA) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6872. Programs that do not qualify for NBCC credit are clearly identified. ADAA is solely responsible for all aspects of the programs.

CAMFT

The CAMFT board accepts credits from providers approved by the American Psychological Association (APA).

Presenter: Sameer Sheth, MD, PhD

Neurosurgical treatments for neurological and psychiatric disorders have been used for decades in patients refractory to non-surgical therapy. Deep brain stimulation (DBS) in particular has risen to the forefront of the neurosurgical armamentarium. The procedure consists of placing electrodes (typically one bilateral pair) into a specific region of the brain and connecting them to a pacemaker-like stimulator implanted under the skin, typically in the upper chest. DBS is a mainstay of treatment for movement disorders such as Parkinson’s disease and essential tremor. Given its success for those disorders, DBS has been applied to a number of other indications, including treatment-resistant depression (TRD). This webinar will provide an overview of the history of DBS for TRD, focusing on the last 10 years of effort. During this time, there have been a number of open label and randomized controlled trials that have shed light on this therapy. The webinar will also discuss current trials in this field.

Learning Objectives:

1. Describe principles underlying DBS therapy, including current and emerging indications
2. Enumerate criteria important for the evaluation of candidates for DBS for TRD
3. Identify promising features of current trials of DBS for TRD

Dr. Holtzheimer is the Deputy for Research at the National Center for Post Traumatic Stress Disorder; and the Associate Professor of  Psychiatry and Surgery at the Geisel School of Medicine at Dartmouth and Dartmouth-Hitchcock Medical Center.    

Dr. Holtzheimer’s research program focuses on the neurobiology and treatment of mood disorders, primarily using functional and structural neuroimaging (magnetic resonance imaging and electroencephalography) as well as focal neuromodulation (e.g., transcranial magnetic stimulation, transcranial direct current stimulation, and deep brain stimulation).

His clinical and research efforts focus on treatment-resistant mood disorders, brain imaging and brain stimulation therapies, including transcranial magnetic stimulation, electroconvulsive therapy, vagus nerve stimulation, and deep brain stimulation. His clinical research program at Dartmouth aims to better understand the neural circuitry underlying treatment-resistant depression and to use this information to develop and advance novel treatment approaches, with a particular emphasis on brain stimulation therapies..

Webinar Description
Deep brain stimulation (DBS) is emerging as a potential intervention for patients with highly treatment-resistant depression (TRD). Early, open-label studies supported the safety and potential efficacy of DBS for TRD but later randomized, controlled trials have yielded mixed results. This presentation will review the history of DBS for TRD, with a specific focus on DBS of the subcallosal cingulate (SCC) – the technique that has been most studied to date. The results of key trials will be critically evaluated, and recent research will be presented that provides a potential direction for further study of this promising intervention.  

 Featuring: Dr. Vera Joffe, PhD

Vera Joffe, Ph.D., ABPP is Board Certified in Clinical Child and Adolescent Psychology. Licensed in FL and in NY. She is also Certified as a Therapist in PCIT (Parent Child Interaction Therapist).

Webinar Description

The presence of mental health disorders in preschool children, such as anxiety, depression, bipolar disorder and ADHD has been documented more frequently in the past 10 years (Luby, 2017). Although pediatricians usually screen children for symptoms of ADHD and autism, parents usually report that it is only one to two years after they have reported to their pediatricians that their children were having symptoms of anxiety that evaluation and treatment actually started.

This webinar will present a review of evidence of early diagnosis and treatment of childhood disorders. A review of instruments for diagnosis as well as empirically-based treatments for early age presentation of symptoms will be offered. The need to educate the public in general and other health care providers of the advantages of diagnosing and treating children early in life to help prevent more severe and impairing conditions from developing will be discussed.

Learning objectives

1. Describe early signs of ADHD and of other mental health disorders in young children

2. Present tools for early screening and assessment of ADHD in young children, including comorbid disorders.

3. Present empirically-based treatment protocols to treat young children with mental health disorders, such as anxiety, selective mutism, ADHD, oppositional defiance disorder, and mood disorders.

4. Discuss the importance of early screening, diagnosis, and empirically-based treatment for young children with ADHD and comorbid disorders.

5. Implications of later diagnosis and treatment will be discussed, such as the higher likelihood of more severity, chronicity, and the higher presence of comorbidity when children are diagnosed and treated later in life for mental health disorders.

Learning Level

Intermediate to Advanced

This webinar is eligible for CE.

Satisfactory Completion

Learners must complete an evaluation form to receive a certificate of completion. You must participate in the entire activity as partial credit is not available. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Psychologists

This course is co-sponsored by Amedco and Anxiety and Depression Association of American (ADAA). Amedco is approved by the American Psychological Association to sponsor continuing education for psychologists. Amedco maintains responsibility for this program and its content. 1.0 hours.

New York Board for Social Workers

Amedco SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0115. 1.0 hours.

NBCC

The Anxiety and Depression Association of American (ADAA) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6872. Programs that do not qualify for NBCC credit are clearly identified. ADAA is solely responsible for all aspects of the programs.

CAMFT

The CAMFT board accepts credits from providers approved by the American Psychological Association (APA).

Michael Heady is the Associate Director of the Anxiety and Stress Disorders Institute of Maryland. For over a decade, he has specialized in the treatment of OCD and Anxiety Disorders. He is a Clinical Fellow with the Anxiety and Depression Association of America where he has been a member since 2008 and is also a member of the International Obsessive-Compulsive Disorder Foundation. He has extensive training and experience with Cognitive Behavior Therapy, Exposure and Response Prevention, and Acceptance and Commitment Therapy. Mr. Heady presents educational workshops for the public, runs a weekly group consultation for therapists, and guest lectures about anxiety and OCD. 

Webinar Description

Individuals suffering with intrusive self-harm OCD frequently misattribute their thoughts for genuine suicidal ideation. Well-intentioned therapists, who do not know how to differentiate genuine suicidal ideation from intrusive and unwanted obsessions, often encourage their clients to get suicide risk evaluations from local ERs. However, this behavior can steer the individual with self-harm OCD further into their disorder, increasing distress and severity of symptoms. In this workshop, attendees will learn how to assess for and differentiate intrusive, unwanted self-harm obsessions that occur in OCD from genuine suicidal ideation and planning. This differentiation is key to providing adequate treatment.

Learning Objectives:

1. Learn contemporary perspectives of OCD, specifically self-harm OCD.
2. Discuss evidence-based OCD assessment techniques, questions, and self-report measures.
3. Enhance ability to communicate with and direct thosee suffering with self-harm OCD to evidence-based treatment.

This recorded webinar was featured at the 2021 ADAA Virtual Conference Resilience and Recovery: From Research to Practice.

Recorded on February 8, 2018, noon-1pm ET

Featuring: Ms. Lauren Smolar, MA

Ms. Lauren Smolar is the Director of Programs at the National Eating Disorders Association (NEDA). She has been with the organization for five years and formerly directed the Helpline Services where she facilitated the addition of a chat function, Facebook support, and growth of the treatment provider database. Lauren continues to work on growing NEDA's programs and services to provide services to individuals struggling with eating disorders who have a variety of additional needs, including co-occurring mental health concerns.

Webinar Description

Eating disorders are serious, life-threatening illnesses that impact millions of people every year in the United States. An eating disorder diagnosis can be challenging enough on its own, but many individuals also have other psychological issues that can accompany the eating disorder.

Mood and anxiety disorders most commonly occur alongside eating disorders, but post-traumatic stress disorder and personality disorders are also common. For instance, two-thirds of people with anorexia also showed signs of an anxiety disorder several years before the start of their eating disorder. Approximately one in four people with an eating disorder has symptoms of post-traumatic stress disorder (PTSD).

Though eating disorders and other mental health issues commonly co-occur, treatment often fails to provide holistic treatment for those struggling. This webinar is aimed at exploring the mental health impact of eating disorders and co-occurring conditions, as well as discussing strategies to identify and address them.  

Learning Objective

·       Define types of eating disorders and their warning signs and health consequences

·       Recognize common co-occurring conditions

·       Learn strategies to address eating disorders and co-occurring conditions

Learning Level

Introductory

This professional webinar is not eligible for CE.

Effective Use of Cognitive Strategies to Enhance Effects of EXRP for OCD 
Lata McGinn, PhD
Recorded on February 1, 2016 

This webinar will discuss cognitive-behavioral therapy (CBT) for obsessive-compulsive disorder (OCD) with a particular focus on how cognitive strategies can be used to maximize gains for complex patients, increase client motivation and willingness to engage in exposure and response prevention, and modify multiple emotions beyond anxiety such as guilt, shame, anger, and sadness.  
 
At the end of this session, participants will be able to,

1. Develop personalized, functional CB case conceptualizations 
2. Target the myriad emotions experienced by OCD patients
3. Apply cognitive strategies to enhance gains when treating patients with OCD
4. Address complications that may arise in using cognitive strategies 

Presentation level: Introductory

ADAA is approved by the American Psychological Association to sponsor continuing education for psychologists. ADAA maintains responsibility for this program and its content.

Emotional Regulation Difficulties in Children and Adolescents: What the Heck Do I Do About It?

Featuring: Lynne Siqueland, PhD, and Stephanie Eken, MD

Dr. Lynne Siqueland, Ph.D. is a psychologist at the Children’s Center for OCD and Anxiety and has been specializing in treating anxiety disorders in children and adolescents for over 20 years.

Dr. Stephanie Eken is the Medical Director at Rogers Behavioral Health.

 Webinar Description

 This webinar will address how to help children and teens whose core difficulty appears to be emotion regulation difficulties with or without a primary anxiety or depression diagnosis. These individuals frequently demonstrate problems of rigidity, reactivity, low-frustration tolerance, and difficulty tolerating distress (both emotional and physical), creating problems for themselves and their families.

The presenters will describe this overarching clinical target and discuss useful clinical behavioral and medication strategies, as well as the strengths and weaknesses of CBT, DBT, and ACT approaches. They will demonstrate how to coach parents to help their children learn these skills and limit the maintenance of problematic behaviors.

Empowering Families in the Face of PANS featuring Drs. Lynne Siqueland and Tamar Chansky

Despite the debate in the medical community surrounding PANS (Pediatric Acute-Onset Neuropsychiatric Syndrome), therapists specializing in child anxiety, OCD and tics will encounter families and children trying to determine if PANS is part of the clinical picture. Parents need guidance on how to collaborate with pediatricians to assess and treat these children as well as on how to navigate through the turbulence that the sudden onset of marked and difficult symptoms creates.

This webinar will first briefly discuss how to differentiate the PANS presentation from more typical anxiety disorders and OCD. One of the first goals is helping parents find and connect with appropriate medical services. The second goal is to help parents develop appropriate expectations for their “ill child.” Many of the same approaches are helpful for all kinds of OCD so we work on teaching children and parents exposure and response prevention approaches however in the context of the illness. PANS leads at times to reactivity, intensity of symptoms and regression that can require attention themselves or lead to modifications of usual approaches. Lastly we will focus on sharing information with school and working on appropriate accommodations short and long term. These four aspects of treatment will be illustrated with case examples.

Learning Objectives:

1. Describe 3 manifestations of OCD/anxiety that differ in PANS presentation than more common presentation
2. Describe a plan to coordinate with pediatricians for assessment of PANS
3. Evaluate the use and timing of exposure and response prevention approaches within a PANS presentation

Shiri Sadeh-Sharvit, PhD is a clinical psychologist and the Associate Director for Training at Palo Alto University Center for m2Health, California. She also serves as the Chief Clinical Officer at Eleos Health, a startup company in the digital healthcare space. Dr Sadeh-Sharvit has previously worked at Stanford University Eating Disorders Research Program, where she received research funding to conduct intervention studies on family- and parent-based interventions. Dr. Sadeh-Sharvit’s clinical and research interests include eating disorders (from infancy throughout the life cycle), online interventions, incorporating technology in mental healthcare, and clinical training. She co-authored the book, “Parents with Eating Disorders: A Treatment Guide”, published by Routledge.

Webinar Description

The COVID-19 pandemic has dramatically changed the landscape of digital therapy, making telehealth a staple in the therapist toolkit. But how do therapists, who were trained primarily in assessing and treating the clients face-to-face, adapt their methods, tools, and skills to this new reality, and how does it affect the therapeutic relationship? This presentation will provide a framework for harnessing the power of technology into data-informed clinical care, while improving the treatment relationship. The presentation will review strategies to determine when and how technology could benefit clients, and how to curate and implement the most appropriate digital tools.

Essential Psychopharmacology: What Every Therapist Needs to Know
Presented by Beth Salcedo, MD
Recorded on November 2, 2016

This webinar provides therapists with a working knowledge of the most commonly used medications and their benefits and side effects. They gain an understanding of how decisions are made regarding medication choices, dosing, and managing side effects. Non-prescribing clinicians learn some common misconceptions about medications and be able to provide a comfortable space for the client to work through the various issues that come up throughout treatment. 

Presentation Level: All levels of non-prescribing clinicians. This will be a good introduction for beginners and a refresher for those in intermediate/advanced practice. 

ADAA is approved by the American Psychological Association to sponsor continuing education for psychologists. ADAA maintains responsibility for this program and its content.

Presented by: Jennifer Gola, PsyD

On-Demand ADAA Webinar - Non CE Eligible

Exposure-based cognitive behavioral therapy has been well established as the evidenced-based psychological treatment of choice for anxiety disorders and OCD, but this treatment is underutilized by clinicians. In addition, many clinicians hold negative or false beliefs about this treatment. This presentation addresses myths associated with exposure therapy, outlines ethical considerations therapists and patients should be aware of when conducting or engaging in this treatment and offers suggestions for the ethical use of this treatment.

Learning Objectives

1. List common myths associated with ERP and associated truths
2. Describe at least one ethical consideration of ERP in five areas of ethics
3. Describe strategies to conduct ethical exposures in five areas of ethics

Learning Objectives

1. List common myths associated with ERP and associated truths
2. Describe at least one ethical consideration of ERP in five areas of ethics
3. Describe strategies to conduct ethical exposures in five areas of ethics

Webinar Description

For psychologists and other mental health professionals there are strong links between self-care, professional competence, and social justice advocacy, especially in the current pandemic context. This participatory workshop provides a theoretical basis for understanding the impact of current stressors on our competence as mental health professionals and outline evidence-based approaches to caring for ourselves and our colleagues. Workshop participants were asked to complete and discuss a comprehensive self-assessment designed to identify personal and professional sources of stress and resilience.

Participatory discussion of ethical and multicultural vignettes reflected the current political and pandemic context provided participants an opportunity to enhance ethical decision-making and creative problem solving. Self-care, self-compassion, positive engagement with colleagues and social justice activities will be promoted to enhance personal resilience and professional competence. Participants were encouraged to commit to specific self-care and communitarian-care strategies that focus on their intellectual, emotional, physical, and spiritual selves in the context of positive psychology research findings. Finally, the critical role of professional associations in promoting wellness and in fostering a more just and humane world will be discussed.

Learning Objectives:

1. Explain how maintaining personal well-being as a mental health professional is an ethical responsibility that is directly related to competence in a complex multicultural society.
2. Describe the role of professional colleagues and social justice engagement in maintaining personal wellness and professional competence.
3. Identify two occupational vulnerabilities common to mental health professionals and two that are unique to you based on a self-assessment exercise
4. Develop a clearly articulated plan for implementing two research-supported self-care strategies that are appropriate in the current pandemic context and beyond.
5. Develop a clearly articulated plan for engaging in a communitarian or social justice activity in your community.

Evidence-Based Treatment of Behavioral Insomnia of Childhood: From A to Zzzz (April 7, 2015), presented by Candice Alfano, PhD

This presentation begins with a review of the most recent International Classification of Sleep Disorders (ICSD-3) criteria for behavioral insomnia of childhood (BIC), including discussion of factors that give rise to and maintain the disorder. Next, validated assessment tools and measures for attaining a comprehensive understanding of children’s sleep problems are discussed. Finally, evidence-based treatment strategies for BIC will be presented including incorporation of sleep strategies into anxiety-based interventions for children.

Learning objectives:

1. At the end of the webinar, participants will be able to explain the prevalence rates, risk factors for, and impairments associated with Behavioral Insomnia of Childhood.
2. At the end of the webinar, participants will be able to apply evidence-based assessment and treatment practices for Behavioral Insomnia of Childhood.

Recorded on October 29, 2020

The 2020 ADAA Virtual Fall Forum focused on anxiety and worry in youth, a transdiagnostic issue affecting children, teens, and emerging adults and will address the ways in which technology can be harnessed to address these challenges. An interdisciplinary group of speakers presented on biological and psychosocial mechanisms and interventions.  

Individual Presentations

"Will My Child be Permanently Affected?" A Developmental Approach to Helping Anxious Youth and Their Caregivers Meet the Challenges of These Times
Sandra Pimentel, PhD

A look at how developmental milestones have been disrupted by COVID-19 with particular effects on anxious youth (e.g. social anxiety). The speaker discussed the impacts of isolation and quarantine, the uncertainty of youth returning or not returning to schools, the feelings of relief from the removal of social task demands, as well as the impacts of new challenges from increased virtual activity.

Innovations in Child and Adolescent Anxiety Treatment
Mona Potter, MD

This session started by providing a brief overview of the current landscape of evidence-based treatment for pediatric anxiety disorders and OCD. The speaker then touched on updates and innovations in treatment of pediatric anxiety disorders and OCD in three areas: 1) treatment delivery and therapeutic approach, 2) digital therapeutics, and 3) select complementary and alternative interventions

Panel Discussion: The Intersection of Technology and Youth Anxiety
Eli Lebowitz, PhD, Krystal M. Lewis, PhD, Lynn Lyons, LICSW, Jamie Micco, PhD, ABPP, and John T. Walkup, MD

This panel focused on the ways in which technology has aided the development of innovative new treatments for anxious children and adolescents (e.g., teletherapy, therapy apps, computerized interventions) and has helped to normalize the experience of anxiety through targeted social media messaging. We also discussed the ways in which technology has contributed to the significant increase in youth anxiety disorders and possible mechanisms involved in this correlation. 

Registration includes access to the webinar recording.

For questions, please contact webinars@adaa.org.

The Pros and Cons in Pushing the Antidepressant Drug Development Envelope featuring Alan F. Schatzberg, MD

When Discrimination Hurts: Depression in Minoritized Youth featuring Gabriela Livas Stein, PhD

Innovations in Transdisciplinary Treatment for Depression Across the Lifespan featuring Namkee Choi, PhD, Shawn Jones, PhD, MHS, Gabrielle Liverant, PhD, and David Mischoulon, MD, PhD

Learning Objectives:

• Participants will be able to identify several examples of evidence-based biological and psychosocial treatments for depression.
  
• Participants will be familiar with the role that individual and community factors play in the development and maintenance of depression.
• Participants will be able to identify unique factors that play a role in the development and treatment of depression in youth and older adults.

Four Keys to Making ERP Effective for OCD

Exposure and ritual prevention (ERP) is clearly the treatment of choice for obsessive-compulsive disorder (OCD). Although it is a powerful intervention, many individuals with OCD leave treatment with less-than-optimal results.

This webinar will focus on four keys to maximize treatment outcomes: (1) need for prolonged exposure; (2) need for repetitive exposure; (3) necessary quantity or dose of exposure; and (4) compliance with in-session and homework assignments.

Recorded on December 6, 2018 | 12 to 1 pm EST (part 1)

Featuring: Dr. Jordan Smoller, MD, ScD

Dr. Jordan Smoller is the MGH Trustees Endowed Chair in Psychiatric Neuroscience, Professor of Psychiatry at Harvard Medical School and Professor in the Department of Epidemiology at the Harvard School of Public Health in Boston. He is Associate Chief for Research in the MGH Department of Psychiatry and Director of the Psychiatric and Neurodevelopmental Genetics Unit in the MGH Center for Genomic Medicine. Dr. Smoller is a Tepper Family MGH Research Scholar and also serves as Director of the Omics Unit of the MGH Division of Clinical Research and co-Director of the Partners HealthCare Biobank at MGH. He is a Principal Investigator of All of Us New England as part of the NIH All of Us Research Program. Dr. Smoller is an author of more than 300 scientific publications and is also the author of The Other Side of Normal (HarperCollins/William Morrow, 2012).

Webinar Description

In this webinar, Dr. Smoller will describe the current status of psychiatric genetic research with a focus on depressive and anxiety disorders. Dr. Smoller will review implications of this work for clinical practice, including the prospects and limitations of genetic or pharmacogenetic testing. He will also describe the potential for extending a precision medicine approach to the realm of depression and anxiety disorders.

Learning Objectives:

1. Summarize progress in identifying the genetic basis of psychiatric disorders;
2. Understand the implications of psychiatric genetics for clinical practice
3. Discuss the current status of pharmacogenetic testing for psychiatric drug use.

This webinar is eligible for CE.

Satisfactory Completion

Learners must complete an evaluation form to receive a certificate of completion. You must participate in the entire activity as partial credit is not available. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Psychologists

This course is co-sponsored by Amedco and Anxiety and Depression Association of American (ADAA). Amedco is approved by the American Psychological Association to sponsor continuing education for psychologists. Amedco maintains responsibility for this program and its content. 1.0 hours.

New York Board for Social Workers

Amedco SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0115. 1.0 hours.

NBCC

The Anxiety and Depression Association of American (ADAA) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6872. Programs that do not qualify for NBCC credit are clearly identified. ADAA is solely responsible for all aspects of the programs.

CAMFT

The CAMFT board accepts credits from providers approved by the American Psychological Association (APA).

Recorded on December 7, 2020
Featuring: Ken Goodman, LCSW

The illness you fear may not be the illness you have. Do you worry about cancer, heart attacks, or a brain aneurism? Do you regularly google your symptoms or reexam parts of your body that are concerning? If so, you might have Health Anxiety. ADAA board member, Ken Goodman, LCSW, presents the second of two webinars on this debilitating disorder. In Part One, Ken explained health anxiety and provided tools and a strategy for overcoming it. In Part Two, Ken dives further into the treatment and teaches how to incorporate exposure therapy into recovery. This LIVE webinar will also include a former patient who suffered with fears of ALS and MS. There will be plenty of opportunities to ask Ken questions about your specific fears and query his former patient about her journey to freedom.  It is recommended that you watch Health Anxiety Part One (available at no cost on-demand) before participating in the second webinar.

Please note that registration is required and that there is a $10.00 fee for this event to help ADAA continue to offer this type of educational content.

Recorded on Thursday, September 20, 201 8| 12 pm to 1 pm EST 

Featuring: Dr. Shelley Avny, PhD

Shelley Avny, PhD is a clinical psychologist in private practice in Manhattan with expertise in assessing and treating anxiety disorders in children and adolescents. Before starting her own practice, Dr. Avny was the Director of the Selective Mutism Program at Kurtz Psychology, where she founded WeSpeak – an intensive behavioral group intervention for tweens/teens with SM. The WeSpeak program was featured in an episode of BBC World News as an illustration of the struggles faced by tweens/teens with SM and how WeSpeak addresses these difficulties. Dr. Avny is a frequent presenter at ABCT, ADAA, and the Selective Mutism Association (SMA), serves on the ABCT Website Editorial Board, and is on the ADAA and ABCT program committees. Dr. Avny is invested in optimizing treatment outcomes for children and adolescents with anxiety disorders, and uses the integration of theory, practice, and data to guide her in these efforts. 

Webinar Description

This webinar will provide information on the conceptualization and treatment of selective mutism (SM) across development. SM has received growing interest and attention in the last decade, resulting in improved and more accessible treatments. However, SM remains widely misunderstood among professionals, educators, and parents due to its complex and unusual presentation. Additionally, while SM was previously considered an early childhood disorder, there is growing consensus that SM is a “gateway” disorder, persisting into adolescence if untreated or inadequately treated, and that these youth may suffer even greater impairments and comorbidities than the younger ones.

Learning Objectives

At the end of this presentation, attendees will be able to:

1. Understand symptoms of SM, and the differences in clinical presentations across development. 
2. Learn the various developmental adaptations in working with tweens/teens with SM, particularly in the context of an intensive group intervention. 
3. Seek out appropriate resources for youth with SM. 

Recorded: November 27, 2018

This webinar will focus on how to develop a professional curriculum vitae, and biosketch for each stage of your career. 

This is the first part of the webinar series Preparing Yourself to be a Competitive Applicant: The Ins and Outs of Curriculum Vitae, Personal Statements and Cover Letters presented by the Early Career Professionals and Students Special Interest Group (SIG). 

The transition from a graduate student to establishing oneself as an early career professional (ECP) is an exciting time. ECPs in the field of mental health are the diverse in regard to demographics, as well as skill sets. ECPs are graduating from increasing integrated training programs, and developing a wide-range of skills and engaging in activities spanning clinical work, research, statistical analysis, teaching, and supervision. However, knowing how to market these skills and experiences for the next stages of one’s career can be a difficult task. Each career path within the mental health field places varying degrees of emphasis on an individual’s graduate school experiences, making it difficult to determine which aspects of your application material to highlight.

The Early Career SIG has developed a webinar series to provide guidance to help prepare ECPs to be competitive applicants for the job force whether that be a position as a clinician, researcher, academic, or some combination of each. We will be hosting three separate webinars related to developing a professional curriculum vitae, personal statement, and cover letters to reflect ECPs current skills sets and current stage of development as emerging clinicians, scientists, and mentors. Each webinar will consist of multiple panelists, comprising individuals with research, clinical, and teaching backgrounds, who will share their knowledge and expertise on developing and marketing your application materials as an ECP with the goal of helping ECPs become competitive applicants for the next stage of their career.

Learning Objectives

1. Participants will be able to describe important aspects of a curriculum vitae for various career trajectories as ECPs including clinical work, research, and academia.

2. Develop a curriculum vitae/biosketch that reflects their individual strengths and experiences as emerging ECPs.

3. Develop the ability to maximize their CV and biosketch based on individual needs and circumstances.

This webinar is not available for CE.

Presented by Larry Cohen, LICSW 
How to Help Clients Overcome Social Anxiety Part 1: 5 Effective CB Strategies
Recorded January 10, 2017

This webinar provides an overview of five evidence-based cognitive-behavioral strategies for the treatment of social anxiety disorder:  experiments/exposure; cognitive restructuring; mindful focus/ thought defusion; assertion training; core belief change work.  Attendees will learn the basics of how to apply, combine, and adapt these strategies to the needs of socially anxious individuals.  Example client worksheets and instructional handouts will be provided. 

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

• apply five cognitive-behavioral strategies to treat social anxiety

• combine and adapt these strategies to respond to the varying needs of socially anxious individuals

• differentiate therapeutic strategies from self-defeating safety behaviors that maintain social anxiety

Presentation level: Intermediate. Prior education or training in the basics of cognitive-behavioral therapy is required. Prior education, training or experience in treating social anxiety is not necessary.

PLEASE OPEN ATTACHED DOCUMENT IN YOUR RECEIPT TO GET THE LINKS TO THE WEBINAR AND EVALUATION.

ADAA is approved by the American Psychological Association to sponsor continuing education for psychologists. ADAA maintains responsibility for this program and its content.

How to Help Clients Overcome Social Anxiety, Part 2:  Using Exposures as Experiments to Build Self-Confidence

Featuring: Larry Cohen, LICSW

Mr. Larry Cohen received his Master of Social Work (MSW) degree from the University of Michigan in 1987. He is a Licensed Independent Clinical Social Worker (LICSW) in the District of Columbia. He is also licensed in Maryland and Virginia, so he can have sessions with his clients by video or phone call.. 

Mr. Cohen has been extensively trained in cognitive-behavioral therapy (CBT), group psychotherapy, and crisis intervention. He is a Certified Diplomate in Cognitive Therapy through the Academy of Cognitive Therapy. He is also a Diplomate in Cognitive-Behavioral Therapy, the highest credential offered by the National Association of Cognitive-Behavioral Therapists. Mr. Cohen is certified in Trial-Based Cognitive Therapy, which utilizes role-playing exercises to facilitate attitude change. He is a Certified Group Psychotherapist, and is a founder of the National Registry of Certified Group Psychotherapists.    

Webinar Description

This webinar provides a more in-depth presentation on using exposures as experiments to test and modify automatic thoughts, underlying assumptions and core beliefs for the purpose of decreasing social anxiety and building self-confidence.  Discussion of how to choose experiments that will most benefit your socially anxious clients, how to motivate clients to carry out these experiments, and how to help clients learn constructive lessons from these experiments, rather than ruminate in self-evaluation. Example client worksheets and instructional handouts will be provided. 

Learning Objectives

At the end of this session, participants will be able to

• help socially anxious clients choose and carry out behavioral experiments to test their automatic thoughts and underlying beliefs
• help socially anxious clients increase their motivation to do experiments as homework
• help socially anxious clients learn constructive lessons from their experiments aimed at decreasing their anxiety and increasing their self-confidence

Learning Level

Intermediate. Prior education or training in the basics of cognitive-behavioral therapy is required. Prior education, training or experience in treating social anxiety is not necessary. Attendance of part 1 of this webinar is recommended, but not required.

How to Optimize Your Work with Immigrants In our Current Political Climate: 5 Tips for Successful Interventions

Featuring: Dr. Heidi Montoya, PhD

Dr. Heidi Montoya, PhD provides evidence-based treatments to individuals with a variety of presenting concerns including, mood and anxiety disorders, trauma (e.g. sexual, physical, and verbal abuse; torture), and substance use. While her treatment approach is cognitive behavioral, when appropriate, she incorporates humanistic, psychodynamic, and mindfulness-based approaches, and experiential techniques to support client self-discovery. She received specialized training in psychotherapy for PTSD, depression, anxiety, and other specific concerns. Dr. Montoya also provides psychological evaluations for immigration cases often used in asylum, extreme hardships, or removal of conditions of inadmissibility.

Webinar Description

The Pew Research Center (2012) estimates that as of 2010 there are 11.2 million undocumented immigrants in the U.S. Between 2001 and 2011 the number of immigrants who pass through ICE detention per year rose from 204,459 in 2001 to 429,247 in 2011 (National Immigration Forum, 2013). Migration represents a major challenge associated with mental health distress including high rates of depression, anxiety, somatic disorders, and substance use problems.  Moreover, immigrants in the U.S. also report high rates of discrimination. In the United States the most recent immigration policies and rhetoric have contributed to increase fear and stress among immigrants. In particular, parents and children are reporting increased anxiety and fear of being separated. Additionally, immigrants report feelings of being “othered” and unwelcomed in their environment. Furthermore, the changing rhetoric and immigration policy is also driving undocumented populations to go underground.

This webinar will provide a brief overview of the stressors and mental health difficulties that immigration populations tend to experience and how the stressors have changed in light of the current sociopolitical climate. Additionally, strategies aimed at improving the care and wellbeing of immigrants will be reviewed. This webinar will also highlight harmful myths and erroneous beliefs about the immigration population in the U.S.

At the end of this session, participants will able to:

1) Identify stressors immigrant populations in the U.S. are currently facing; how mental health, in particular anxiety, is manifested among immigrant populations; and how the current stressors have shifted in light of current sociopolitical climate.  

2) Employ brief, culturally appropriate therapeutic interventions and identify cultural nuances relevant to the immigrant population

3) Recognize and identify erroneous beliefs about immigrant populations that contribute to discriminatory behavior

Presentation level: Introductory

Research Citations:

Bas-Sarmiento, P., Saucedo-Moreno, M. J., Fernandez-Gutierrez, M., Poza-Mendez, M. (2017). Mental health in immigrants versus native populations: A systematic review of the literature. Archives of Psychiatric Nursing, 31, 111-121

Zapata-Roblyer, M.I., Carlos, F.L., Merten, M.J., & Gallus, K. (2017). Psychosocial factors associated with depressive symptoms among Latina immigrants in a new arrival community. Journal of Latino/a Psychology, 5(2) 103-117.

Rojas-Flores, L., Clements, M.L., Koo, J.H., & London, J. (2016). Trauma and psychological distress in Latino citizen children following parental detention and deportation. Psychological Trauma: Theory, Research, Practice, and Policy, 9(3), 352-361.

I Want a PhD in Clinical Psychology: Now What? The Ins and Outs of Applying to Graduate School

Recorded: August 23, 2018 | Noon to 1pm EST

Featuring: Ali B. Klein, B.A. and Michelle J. Bovin, Ph.D.

This webinar is not available for CE.

Recorded on October 18, 2018 | 12 to 1 pm ET

Featuring: Dr. Brian Klassen 

Webinar Description

Moral injury is a relatively nascent construct intended to capture reactions to events that involve the violation of service members’ and veterans’ deeply held moral beliefs. Mounting research suggests that morally injurious events may result in different PTSD symptom presentations compared to traumatic experiences that are primarily based on intense fear (i.e., life threat) or loss. 

In this webinar, Dr. Klassen will provide an overview of the signs of moral injury and symptoms that appear to distinguish moral injury-based PTSD from primarily fear-based PTSD. Dr. Klassen will compare and contrast the strengths and weaknesses of different existing assessments of moral injury and provide recommendations for incorporating moral injury screenings into standard clinical intake processes. 

Both existing evidence-based treatments for PTSD and novel interventions have shown promise for the treatment of moral injury-based PTSD. We will discuss the treatment mechanisms of each of these interventions and review emerging moral injury-specific treatment outcomes. We will describe in detail how existing evidence-based treatments for PTSD (i.e., Cognitive Processing Therapy and Prolonged Exposure) can be tailored to effectively treat moral injury-based PTSD while maintaining fidelity to the treatment protocols.

Learning Objectives: 

1. Recognize differences between acute and traumatic stress.
2. Recognize differences between moral injury-based PTSD and primarily fear-based PTSD among military service members and veterans.
3. Evaluate existing assessment tools for moral injury
4. Compare different evidence-based PTSD treatments and novel interventions for the treatment of moral injury-based PTSD

This webinar is eligible for CE.

Satisfactory Completion

Learners must complete an evaluation form to receive a certificate of completion. You must participate in the entire activity as partial credit is not available. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Psychologists

This course is co-sponsored by Amedco and Anxiety and Depression Association of American (ADAA). Amedco is approved by the American Psychological Association to sponsor continuing education for psychologists. Amedco maintains responsibility for this program and its content. 1.0 hours.

New York Board for Social Workers

Amedco SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0115. 1.0 hours.

NBCC

The Anxiety and Depression Association of American (ADAA) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6872. Programs that do not qualify for NBCC credit are clearly identified. ADAA is solely responsible for all aspects of the programs.

CAMFT

The CAMFT board accepts credits from providers approved by the American Psychological Association (APA).

1. Upon completion, the participant will be able to describe the avoidance cycle of Selective Mutism and how behavioral interventions impact this cycle.
2.  Upon completion, the participant will be able to list possible intensive modalities, along with the challenges and benefits of each modality.
3. Upon completion, the participant will be able to discuss how to integrate intensive interventions into their current work situation or placement for kids and teens with Selective Mutism.

Recorded on December 10, 2020

Featuring: R. Trent Codd, III, EdS

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, meladaptive perfectionism, constricted emotional expressions, and difficult-to-treat mental health problems, including refractory depression. The aim of this webinar is to introduce clinicians to the theoretical foundations of new skills underlying RO DBT for disorders of overcontrol. 

Learning Objectives:

1) Explain a new biosocial theory for overcontrol

2) Describe the RO DBT treatment structure, hierarch, and targets 

3) List at least two key findings from the RO DBT outcome literature

R. Trent Codd, III, Ed.S., BCBA is the Executive Director of the Cognitive-Behavioral Therapy Center of Western North Carolina and the VP of Clinical Operations – NC for Refresh Mental Health. He treats a range of conditions but has particular interest in disorders of overcontrol such as refractory depression. He is co-author or editor of Teaching and Supervising Cognitive Behavioral Therapy and Practice-Based Research: A guide for clinicians.

David Pantalone, PhD, is Professor of Psychology and Associate Dean of the College of Liberal Arts at the University of Massachusetts Boston, as well as an Affiliated Investigator at The Fenway Institute of Fenway Health, the largest sexual and gender minority-focused (SGM) healthcare, education, and research facility in the U.S. He completed his training in public policy at Brown University, and in clinical psychology at the University of Washington. Dr. Pantalone has been a Co-PI/Co-I for numerous NIH-funded studies to improve mental health, decrease substance use, address sexual health concerns, and improve coping with identity-based discrimination for members of vulnerable, stigmatized groups. Most of his work has centered on developing behavioral intervention to improve outcomes for those affected by the U.S. HIV epidemic, especially sexual minority men. Dr. Pantalone has co-authored approximately 120 scientific publications and 170 clinical/research presentations. He is a Fellow of the American Psychological Association, sits on multiple journal editorial boards including the Journal of Consulting and Clinical Psychology, and serves as Associate Editor of the journal Psychology of Sexual Orientation and Gender Diversity. Dr. Pantalone is Past President of APA's Division 44 and as one of eight members of the APA Task Force for the 2020 Revision of the Professional Practice Guidelines for Sexual Minority Clients.

Webinar Description

This presentation will provide an overview of the content needed for cultural competence in mental health practice with sexual minority clients. The presentation will define key terms about sexuality and gender and describe the best-supported theoretical model for explaining sexual orientation-related health disparities, the sexual minority stress model. Once participants have been exposed to practical knowledge of relevant terms and an overarching theoretical model, the presentation will highlight some of the clinical competencies for working with sexual minority clients, as well as pragmatic suggestions for structural elements of their practice setting and additional information and training on this topic.

Learning Objectives:

1) Define terminology on sexual orientation and gender identity relevant to clinical practice.

2) Describe the sexual minority stress model, the leading theoretical model for understanding sexual orientation-related health disparities.

3) Understand some general and specific therapy competencies that are helpful for working with sexual minority clients.

Introduction to the Magic of CBT for Anxiety, OCD, and Depression: Part I
Kimberly Morrow, LCSW, and Elizabeth DuPont Spencer, LCSW-C
Recorded on March 2, 2017

In his efforts to provide empirical evidence for psychoanalysis in the 1950s, Aaron Beck, MD, was instead led to search for alternative explanations for depression. He discovered that distorted, negative thoughts are a primary feature of depression. This resulted in the development of cognitive therapy, which is a structured, short-term, present-oriented process. He later added a behavioral component after finding that people with depression also needed to have behavioral activation as a core component of treatment. As empirical evidence mounted, these same techniques were transferred to treating anxiety and other disorders. Cognitive-behavior therapy (CBT) has been demonstrated to be equal to and sometimes more effective than medication alone (J Clin Psychiatry 2004; 65(suppl 5). CBT is also proven effective with clients of diverse levels of education and income, as well as a variety of cultures and ages. CBT can be used in multiple treatment settings, including outpatient, inpatient, schools, and correctional facilities.
 
Because of its effectiveness, CBT is the treatment of choice for anxiety disorders, obsessive-compulsive disorder, and depression not only because it reduces suffering but because it teaches skills that will help people stay well. Many therapists learn the basics of CBT in graduate school, but they desire more guidance in using these skills with challenging clients. 

Part I and Part II of this workshop offer a chance to learn important foundational skills that will allow you to take full advantage of the more advanced webinars and workshops available from ADAA online and at the conference. You do not need to attend both Part I and Part II. Join us in this interactive and fun workshop to learn the basics of CBT and how to successfully use this approach in your practice. 

At the end of this session, participants will be able to,

1. Articulate the principles of cognitive-behavior therapy 
2. Socialize a client to the cognitive behavior model
3. Structure and format sessions 
4. Connect thoughts and feelings
5. Implement Socratic questioning
6. Formulate behavioral activation with clients
7. Identify and evaluate automatic thoughts

Presentation level: Introdutory

ADAA is approved by the American Psychological Association to sponsor continuing education for psychologists. ADAA maintains responsibility for this program and its content.

This program is Approved by the National Association of Social Workers (Approval # 886437837-3271) for 1 continuing education contact hours.

Featuring: Dr. Sheila Rauch, PhD

Sheila A.M. Rauch, Ph.D., ABPP, is Associate Professor in Psychiatry at in the Department of Psychiatry and Behavioral Sciences at the Emory University School of Medicine. She serves as Clinical Director of the Emory University Veterans Program and Director of Mental Health Research and Program Evaluation at the Atlanta VA Medical Center. Dr. Rauch has been conducting research and providing PTSD and Anxiety Disorders treatment for over 20 years. Her research focuses on examination of mechanisms involved in the development and treatment of PTSD and improving access to effective interventions.  She is currently Principal Investigator of two PTSD treatment outcome and mechanisms trials including a DOD funded, multi-site PTSD treatment trial comparing prolonged exposure and sertraline and a VA/DOD collaboratively funded trial examining biomarkers in veterans and active duty military service members.  She has been training providers in PTSD treatment since 2000 and has served as a VHA Prolonged Exposure Therapy Roll Out Trainer since the start of the program.  She has published scholarly articles and book chapters in the areas of anxiety disorders and posttraumatic stress disorder (PTSD) focusing on neurobiology and factors involved in the development, maintenance, and treatment of anxiety disorders, psychosocial factors in medical settings, and the relation between physical health and anxiety. Dr. Rauch has been involved in the modification and adaptation of proven psychotherapeutic interventions for anxiety disorders for various populations and settings, including primary care. Her role in VHA continues to focus on growing VA Program Evaluation and Research and establishing new and effective treatment programs for our Veterans.  She holds a diplomate in Cognitive and Behavioral Psychology. She is a fellow of the Association of Behavioral and Cognitive Therapy (ABCT) and a member of the Board of Directors and Scientific Council of the Anxiety and Depression Association of America.  In 2017, she was awarded the Outstanding Mentor Award from the Emory University School of Medicine.  She served on the VA/DOD PTSD Clinical Practice Guideline Committee in 2010 and 2015.

Webinar Description

Posttraumatic Stress Disorder (PTSD) is a major public health challenge made increasingly more significant as Service Members return from recent conflicts in the Middle East. While effective treatments are available, a significant number of patients remain symptomatic or are unable to utilize these treatments to their full potential. Thus, additional development and treatment optimization is essential. Isolating efficacious components of treatment and empirically testing them requires multiple studies and large numbers of subjects, and thus, is prohibitively expensive. Research on mechanisms of treatment response can inform improvements in treatment development and practice. Integrating effective neuroscience methods, such as identifying candidate peripheral biomarkers, into treatment trials can make each study more informative and effective. Dr. Rauch will discuss methodology of how to integrate biomarkers measures into clinical trials and critical elements of design required to inform interpretation of results. She will present results across several of her translational treatment outcomes trials examining potential biomarkers of PTSD and PTSD treatment mechanisms.

Recorded: May 24th, 2018 | Noon to 1pm EST

Featuring: Dr. Emily Bilek, PhD

Emily Bilek, PhD is a clinical psychologist and a clinical assistant professor in the University of Michigan Department of Psychiatry. Dr. Bilek splits her time between clinical work, supervision and training, clinical research, and outreach. Her clinical and research interests center around evidence-based treatments for pediatric emotional disorders.

Dr. Bilek is committed to outreach, and has given numerous talks to graduate and undergraduate students on the topics of imposter syndrome, dissertation stress reduction, and test anxiety. She also serves as the chair of the ABCT Social Networking Media Committee, and is a past co-chair of the ADAA Early Career Special Interest Group.

Webinar Description

This webinar will provide insight into common presentations and pitfalls of imposter syndrome, and will suggest strategies for overcoming related impairment. This webinar will also provide information on the use of social media to address feelings of inadequacy through increased professional connectedness, engagement, and even mentorship. This webinar is not eligible for CE.

This webinar is not available for CE.

Recorded:December 19, 2018

This is the final part of the webinar series Preparing Yourself to be a Competitive Applicant: The Ins and Outs of Curriculum Vitae, Personal Statements and Cover Letters presented by the Early Career Professionals and Students Special Interest Group (SIG). 

This webinar focuses on how to develop a cover letter that helps you market your skills for the next steps of your professional career.

The transition from a graduate student to establishing oneself as an early career professional (ECP) is an exciting time. ECPs in the field of mental health are the diverse in regard to demographics, as well as skill sets. ECPs are graduating from increasing integrated training programs, and developing a wide-range of skills and engaging in activities spanning clinical work, research, statistical analysis, teaching, and supervision. However, knowing how to market these skills and experiences for the next stages of one’s career can be a difficult task. Each career path within the mental health field places varying degrees of emphasis on an individual’s graduate school experiences, making it difficult to determine which aspects of your application material to highlight. The Early Career SIG has developed a webinar series to provide guidance to help prepare ECPs to be competitive applicants for the job force whether that be a position as a clinician, researcher, academic, or some combination of each. We will be hosting three separate webinars related to developing a professional curriculum vitae, personal statement, and cover letters to reflect ECPs current skills sets and current stage of development as emerging clinicians, scientists, and mentors. Each webinar will consist of multiple panelists, comprising individuals with research, clinical, and teaching backgrounds, who will share their knowledge and expertise on developing and marketing your application materials as an ECP with the goal of helping ECPs become competitive applicants for the next stage of their career. 

Learning Objectives

1. Participants will be able to describe important aspects of a curriculum vitae for various career trajectories as ECPs including clinical work, research, and academia.

2. Develop a curriculum vitae/biosketch that reflects their individual strengths and experiences as emerging ECPs.

3. Develop the ability to maximize their CV and biosketch based on individual needs and circumstances.

This webinar is not eligible for CE.

Recorded on October 18, 2017 noon to 1pm EST

Featuring: Charles B. Nemeroff, M.D., Ph.D.

Charles B. Nemeroff is the Leonard M. Miller Professor and Chairman of the Department of Psychiatry and Behavioral Sciences, and Clinical Director of the Center on Aging at the University of Miami Miller School of Medicine.  He is past president of the American College of Psychiatrists and the American College of Neuropsychopharmacology.  His research has focused on the neurobiology of mood and anxiety disorders with a focus on the long term consequences of child abuse and neglect and how these changes increase vulnerability for psychiatric disorders in adulthood.  He has published more than 1000 research reports and reviews, and 15 books.  He is a member of the Institute of Medicine of the National Academy of Sciences (USA).

Webinar Description

It is now well-established that a minority of patients with major depression attain remission after treatment with antidepressant monotherapy.

This presentation will focus on the factors associated with treatment-resistance including a history of child abuse and neglect, prominent anxiety and certain comorbid medical and psychiatric conditions. The importance of accurate diagnosis will be highlighted including family history and evaluation for medical disorders associated with poor treatment response such as hypothyroidism and hypogonadism. Once a patient has failed an adequate trial of an antidepressant, a decision to either:
1) increase the dose of the current antidepressant,
2) engage in combination therapy of the current agent and another antidepressant or evidence-based psychotherapy (e.g. CBT),
3) utilize an augmentation strategy by adding an agent (e.g. lithium or T3) that is not an effective antidepressant, but when added to an antidepressant converts non-remitters to remitters, 4) switch to an entirely different antidepressant class, e.g. SSRI→SNRI or SSRI→MAOI 5) use a somatic non-pharmacological approach such as rTMS, VNS, or ECT.

The evidence for these approaches will be summarized.
Finally, the status of experimental treatments including ketamine and DBS will be discussed.

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

1. Understand factors associated with treatment resistant depression and the importance of accurate diagnosis of medical disorders associated with poor treatment response
2. Consider and weigh different options for deciding on how to address depression after the patient’s failure of an adequate trial of an antidepressant
3. Touch upon the status of experimental treatments such as ketamine and DBS

Intermediate to advanced Learning Level:

Assume knowledge of basic treatment of depression with antidepressants and psychotherapy.

Recorded on February 4, 2021

Featuring Jennifer Park, PhD & Robert Selles, PhD

This presentation will focus on how clinicians can provide empirically based interventions to manage barriers to reducing family accommodation for families with OCD. Designed for the intermediate practitioner, presenters will review the negative impact of family accommodation on OCD treatment and familial relationships as well as describe the common challenges that can occur when clinicians attempt to reduce family accommodation in the home. Several of these challenges will be discussed in further detail and ways to manage these challenges via empirically based interventions will be discussed. Ample time will be allotted at the end of the presentation to address audience questions.

Learning Objectives:

1. Define and describe family accommodation and how it affects familial relationships and treatment outcomes
2. Identify key differences between children and adults in regard to family accommodation and common barriers to reducing family accommodation
3. Describe interventions to effectively target barriers to family accommodation reduction

Marketing your Practice On-Line: Social Media and Beyond

Featuring: Helene Sobin, MBA and Rebecca Sachs, PhD, ABPP

Ms. Helene Sobin is a highly accomplished marketing and business strategist. She draws upon over 20 years of experience working in the health care industry.  Ms. Sobin offers strategic practice building support for health care professionals, specializing in helping clinicians and physicians attract new clients and optimize their businesses.   With a keen understanding of the unique challenges in marketing mental health services, Ms. Sobin offers tailored solutions for personal branding, social media, website design, and business practices. Ms. Sobin earned her MBA at Northwestern University’s Kellogg Graduate School of Management and her BA from the University of Michigan. She shares her expertise at various conferences including the Anxiety and Depression Association of America (ADAA) and the Association for Behavioral and Cognitive Therapies (ABCT).

Dr. Rebecca Sachs, PhD ABPP, is a clinical psychologist specializing in the assessment and treatment of individuals on the Autism spectrum who also experience difficult co-occurring disorders, such as Obsessive Compulsive Disorder (OCD) and severe anxiety. Dr. Sachs is board certified in Cognitive- Behavioral Therapy and brings warmth, sensitivity, and a strong sense of humor to her work as a licensed clinical psychologist. As a member of Spectrum Services, Dr. Sachs maintains a private practice there in New York City. She was recognized as a rising star by the Anxiety and Depression Association of America (ADAA), receiving their Career Development Leadership Program Award in 2015.  She received her Bachelor’s degree, and PhD from New York University and Hofstra University, respectively, and completed a postdoctoral fellowship at the University of Miami.

Webinar Description

Ms. Sobin and Ms. Sachs will share insights on the importance of creating an online brand and presence, as well as strategies on how to effectively market your practice on-line.

Although social media can be an important component to promoting your practice, without a good brand identity and on-line presence it can be difficult to break through the clutter. 

Learn about important actions you can take to strengthen your brand, clarify your message, and claim on-line profiles such as healthgrades, google my business, and yelp. 

Ms. Sobin offers practice-building advice to mental health professionals and physicians throughout the country, providing her clients with customized marketing strategies that attract new patients and increase profitability.

Dr. Sachs will describe her process in developing a strong brand with a clear target audience, with a consideration in balancing privacy, credibility, professionalism and personal style.  She will discuss how she has used Twitter, Facebook and other online tools to enhance her reputation and increase referrals. We will review various social media channels, including LinkedIn, Facebook. Twitter and Instagram, and provide suggestions about which might be most relevant for clinicians.

Learning Objectives

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

• Generate a brand identity for your clinical practice and understand how to use on-line profiles to articulate this identity

• Have the tools to create and manage more effective social media profiles 

• Determine which social media channels will be most effective for your practice, and evaluate how that may change over time

Learning Level: Introductory

Please note that this webinar is not eligible for CEs.

Dr. Kevin A. Sabet, PhD, is an author, consultant, former advisor to three U.S. presidential administrations, assistant professor, and serves as the President and CEO of Smart Approaches to Marijuana, which he founded with former Congressman Patrick Kennedy in 2013. He has studied, researched, written about, and implemented drug policy for almost 20 years.

Dr. Rajiv Radhakrishnan MBBS, MD is an Assistant Professor of Psychiatry at Yale University School of Medicine. He is board-certified in Psychiatry and Addiction Medicine. As a physician-scientist with a research interest in examining the effects of cannabinoids, he has conducted laboratory studies using THC and is currently examining the effects of cannabidiol on brain microglial activation using PET imaging in a NIH-funded study. 

Webinar Description

As of February 2020, “medical marijuana” has been approved in 33 states, District of Columbia, Guam, Puerto Rico and US Virgin Islands in the US and Canada1. Additionally 14 states and territories have approved recreational adult-use of marijuana. Marijuana, however remains a Schedule-1 drug per the US Drug Enforcement Administration (DEA). Nevertheless, today the market-place is flooded with over 2500 “strains” of the marijuana plant and marijuana-infused products (including edibles, concentrates, dabs, waxes, oils, vaping fluids). These products are not regulated by the Food and Drug Administration (FDA) and don’t meet the FDA standards for approval of other medications, although the product labels accompanying these products may appear similar to that seen with pharmaceutical medications.

Evidence supporting the use of “medical marijuana” for specific medical conditions is of low quality at the present time. Furthermore, individuals with certain psychiatric disorders may be at greater risk for adverse effects. This presents a challenge for physicians treating patients who use “medical marijuana” and tout the benefits of the products based on manufacturer’s product labels. Furthermore, it is possible that psychiatrists encounter patients who are using medical marijuana for a psychiatric indication or may be co-managing a patient who is receiving medical marijuana for a no psychiatric (medical) condition. Patients also often echo ill-informed counter-arguments against the scientific evidence, making it important for physicians to keep up-to-date with scientific literature on the topic.

This webinar will provide practitioners with an update on marijuana laws in the US and the evidence for the use of ‘medical marijuana’ as a treatment for anxiety disorders. Dr. Kevin Sebat will provide overview of marijuana laws in the US, and the provisions under decriminalization vs legalization, use for “medical” purposes vs recreational use. Dr. Rajiv Radhakrishnan will provide an update on the evidence for harmful/beneficial effects of medical marijuana in anxiety disorders (including PTSD)

Learning Objectives:

1-      Provide an overview of laws governing the use of “medical marijuana” in different states in the US.

2-      Provide an update on the evidence for harmful and beneficial effects of medical marijuana in anxiety disorders and PTSD

3-      Provide an update on the evidence for harmful and beneficial effects of CBD in anxiety disorders and PTSD 

Recorded May 13, 2021

This panel seeks to use an intersectional perspective to discuss the effects of sexual harassment issues on the mentor / mentee relationship. Topics include combatting the desire to ignore uncomfortable mentorship topics (e.g., clinical supervision about cases in which a patient makes sexually inappropriate comments; feedback on professional dress); supporting trainees and mentees who report harassment from patients or professional; how mentor and mentee race, ethnicity, and sexual orientation may influence these discussions, and discussion of the complex and nuanced range of behaviors and responses to behaviors that may occur in our work settings. Given that mentors of professional women are most likely to be men (Green & Hawley, 2009), the panel discusses not only how to improve all of our mentorship, but how to train students of all genders to become responsible, quality, mentors. Rather that oversimplifying these complex issues into a list of “do’s” and “don’ts”, this panel includes educators with decades of mentorship experience in an effort to outline guiding principles and considerations in these areas. 

Discussion includes navigation of professional roles, relationships, and expectations; negotiation of career phases and shifting power structures; responses to micro (and macro) aggressions and discrimination; integration of personal and cultural values into career decisions; and responses to a range of professional experiences, from those that are inappropriately gendered to those that are aggressive and/or criminal. Audience participation will be encouraged.

Learning Objectives:

1. Describe gender-, value-, and culturally-based factors to consider when mentoring professional women of different backgrounds.
2. Identify issues associated with career phase that are relevant to mentoring professional women
3. Describe ways to help mentees navigate others’ gender-based expectations for behavior, from an intersectional perspective.
4. Identify Individual and institutional considerations in supporting mentees facing a range of difficult workplace situations.

Recorded on Wednesday, February 28, 2018 12 pm - 1 pm

Featuring: Jill M. Emanuele, PhD

Jill M. Emanuele, PhD, is the Senior Director of the Mood Disorders Center and the Director of the Dialectical Behavior Therapy program at the Child Mind Institute. She has a breadth of experience in the evaluation and treatment of children and adolescents with mood disorders, with a special focus on complex presentations. Dr. Emanuele has expertise in cognitive behavioral therapy (CBT), family therapy and mindfulness training, and she has experience with diverse populations of children, adolescents and their families.

Dr. Emanuele is intensively trained in dialectical behavior therapy (DBT), with over 15 years of experience in providing individual and group DBT to adolescents and their families, while supervising and teaching students and clinicians in providing DBT services. In addition, she has presented at academic medical centers, public schools, community health centers, and professional conferences on the topics of mindfulness, adolescent depression and suicide, adolescent self-injury, DBT, and adolescent borderline personality disorder, and co-authored book chapters on some of these important topics.

Dr. Emanuele is dedicated to increasing public education and disseminating empirically supported treatments for mood and anxiety disorders, and mindfulness-based interventions. She is devoted to providing children and adolescents exceptional treatment that builds a strong foundation for growth, self-discovery and success in every individual.

Webinar Description

Mindfulness, a traditional Buddhist practice, has more recently emerged as a popular clinical technique and is a core component of several widely used interventions, including DBT, Acceptance and Commitment Therapy (ACT), and Mindfulness-Based Cognitive Therapy (MBCT).  

This webinar will provide training in mindfulness techniques for use with depressed clients within the context of evidence-based therapies.  Components of the webinar will include defining the construct of mindfulness, and briefly reviewing the growing research base for mindfulness as a clinical intervention for depression. It will also include a demonstration of a mindfulness exercise and virtual, in vivo audience participation, and practical tips on using mindfulness to creatively individualize and enhance the treatment of depressed individuals. 

Learning Objectives

1. Understand the core components of mindfulness and discuss mindfulness as an intervention, particularly for depression

2. Apply mindfulness interventions to enhance and personalize treatment of depression within an evidence-based context

3. Practice a mindfulness exercises in vivo that is applicable to depressed clients

Learning Level

Intermediate to advanced

This webinar is not eligible for CE.

Recorded on May 12, 2017

Murderers, Pedophiles, & Other Harm Concerns: Living with Possibilities
Jonathan Grayson, PhD, The Grayson LA Treatment Center of Anxiety & OCD

In working with OCD, the goal of treatment is to help the individual living with uncertainty. By definition, this means that the sufferer decides to accept that their worst fears may come true and to live with such possibilities. Among the most difficult presentations of OCD to treat are those in which the sufferer is concerned that s/he may harm another. Can we really ask individuals to live with the possibility that they may be responsible for another’s injury, e.g. potentially killing their spouse or molesting one of their own children? The answer is yes. Like all of OCD treatment, designing an exposure and response prevention (ERP) treatment plan is relatively easy, convincing the sufferer to follow through with treatment is another story.

This webinar will focus on the many different types of harm OCD, from hit and run to preventing potential accidents to fears of actively harming/molesting others. For each manifestation, the rationale/reasons to risk treatment will be discussed. This will be followed by designing treatment for the different types of harm OCD. This will not only include descriptions of ERP protocols, but how to develop therapeutic scripts to accompany exposure and when and how to incorporate ACT components into treatment.

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

1. Describe a minimum of three different manifestations of harm OCD that differ in the intentionality and responsibility experienced by the sufferer.
2. Convince sufferers from harm OCD to risk and cope with the possibility of their worst fears coming true.
3. Design and implement an ERP protocol for different forms of harm OCD.

This webinar is approved by the American Psychological Association, NBCC (ACEP No. 6872), and the New York State Education Department's State Board for Social Work for 1 continuing education contact hour. ADAA is solely responsible for all aspects of the programs.

Dr. Igor Galynker is the Director of Research and the Director of Suicide Research and Prevention Laboratory in the Department of Psychiatry at Mount Sinai Beth Israel. He is a Professor of Psychiatry at the Icahn School of Medicine in New York City and the Founder and Director of the Richard and Cynthia Zirinsky Center for Bipolar Disorder. His research interests lie in diagnosis and treatment of acute pre-suicidal mental state, the Suicide Crisis Syndrome as well as the development and implementation of the Modular Assessment of Risk for Imminent Suicide (MARIS). More recently Galynker has been working on creating scalable web-based methods to train clinicians in emotional self-awareness and empathic communication when working with suicidal patients. He has published extensively on these topics in professional journals and in the lay press, and has authored a book “The Suicidal Crisis” published by the Oxford University Press.

Webinar Description

According to the recent Center for Disease Control (CDC) report, more than half of suicide decedents between 2000 and 2016 were never diagnosed with a mental health condition, and only a quarter disclosed suicide intent prior to ending their lives. These striking findings challenge the practice of using suicidal ideation as a cornerstone of suicide risk assessment, and may partially account for our failure to contain the increase in US suicide deaths. The CDC report also underscores the urgent need for innovative suicide risk assessment methods that do not rely on a history of mental illness or self-reported suicidal ideation/intent.

The proposed webinar aims to acquaint clinicians with a novel framework for the assessment of short-term suicide risk: the Modular Assessment of Risk for Imminent Suicide (MARIS) and the Narrative-Crisis Model of suicidal behavior (NCM). The effectiveness of the MARIS-NCM approach is described in multiple peer-reviewed publications, and in the book The Suicidal Crisis by Galynker (2017; Oxford University Press), a recommended resource by the American Foundation for Suicide Prevention.

The webinar will initially present an overview of the research findings supporting the NCM model, the new clinical entity of the Suicide Crisis Syndrome (SCS) and the MARIS method for the assessment of imminent suicidal risk. The webinar will conclude by describing the use of clinicians’ emotional responses as tools for assessment and management of imminent suicidal behavior as well as clinicians’ psychological defense mechanisms elicited by suicidal patients following by practical training in emotional self-awareness. 

1. Understand what nutraceuticals and herbal remedies are, and the degree and reasons for their popularity 
2. Describe indications, dosing, efficacy and safety of complementary therapies in mood and anxiety disorders
3. Appreciate how these therapies can be used as part of the treatment armamentarium
    

OCD & Strategic Pressure: A Strategy for Working with Treatment Resistant Children and Adult Children Living at Home

Featuring: Dr. Jonathan Grayson, PhD 

Jonathan B. Grayson, Ph.D. is a licensed psychologist (PSY26643), director of the Grayson Center and Adjunct Clinical Assistant Professor of Psychiatry & the Behavioral Sciences at the University of Southern California where he lectures and supervises residents.  

Dr Grayson has been specializing in the treatment of obsessive compulsive disorder (OCD) for more than 35 years and is a nationally recognized expert and author of Freedom from Obsessive Compulsive Disorder: a Personalized Recovery Program for Living with Uncertainty, a self-help guide for sufferers.

In 2010, the International OCD Foundation awarded Dr. Grayson the Patty Perkins Lifetime Achievement Award for his devotion and contributions to the treatment of those with OCD. In October of 2010, the Association of Behavioral and Cognitive Therapies gave his book, Freedom from Obsessive Compulsive Disorder, the Self Help Book of Merit Award, recognizing his book as providing sufferers with the highest level of information about the best practices treatment for OCD.

Dr. Grayson has presented workshops and written numerous articles and book chapters for both professional and lay audiences, including two manual/ videotape sets made for the International OCD Foundation (The GOAL Handbook: R Dr. Grayson has presented workshops and written numerous articles and book chapters for both professional and lay audiences, including two manual/ videotape sets made for the International OCD Foundation (The GOAL Handbook: Running a Successful Support Group for OCD and How to Recognize and Respond to Obsessive-Compulsive Disorder in School Age Children). His work and expertise has been featured in national media.

Webinar Description
As therapists we have all experienced the painful difficulty of seeing sufferers in extreme distress and having difficulty functioning, who are refusing to follow through with treatment at any level. When confronted with a treatment refusing child, the stakes seem even higher because we know that with each passing year of dysfunction, the odds that child will recover begin to decrease. Sending the treatment refusing child to an intensive OCD inpatient program may seem like a viable solution, but such programs can be defeated by the treatment refusing child, because legally, they can’t force anyone to do treatment. We consider Strategic Pressure to be the treatment of last resort, when all else has failed.

Strategic Pressure is a treatment approach that can be used by therapists to work with the parents of treatment refusing children to pressure them into treatment. It takes into account the difficulty the parents have had with enabling and focuses as much upon helping them to gradually change their behaviors as much as the child’s. It can be used for any dependent child living at home, whether 4 or 36.

The presentation will discuss identifying clients for whom Strategic Pressure is suitable and how to educate your partners who are the parents of the treatment resistant/refusing child, in their new role. The steps to institute Strategic Pressure will be presented and illustrated with case illustrations. There are a number of phases in treatment from initial presentation to the gradual transition of the treatment refuser to a treatment user. This presentation will help therapists to navigate all of the pitfalls for each of these.

Learning Objectives:
a. Be able to identify patients for whom Strategic Pressure is suitable.
b. Be able to design and implement a program of Strategic Pressure.
c. Be able to identify potential treatment pitfalls and to implement strategies to overcome them.

Audience level: Intermediate/Advanced

CE Credit Information for recorded Webinars: Approved by the American Psychological Association, NBCC (ACEP No. 6872), and the New York State Education Department's State Board for Social Work for 1 continuing education contact hour. CE credit is not available for the webinars recorded prio to October 2016. ADAA is not approved for CE credits by NASW at this time. ADAA is solely responsible for all aspects of the programs.

The webinar includes:

• empirical evidence supporting the model
• limitations of the current evidence
• current theories regarding associative change
• the importance of identifying the unconditional stimulus
• the importance of identifying conditional stimuli and "occasion setters"
• the importance of expectancy violation
• associative learning theories for feared outcomes that occur far in the future
• the impact of safety signals on extinction learning
• several examples of exposures for disorders such as panic disorder, social anxiety disorder, OCD, and PTSD.

Webinar Description:

Exposure therapy (“exposure”) is the most effective psychosocial treatment ingredient for individuals with anxiety and related disorders but is the least used in practice. Exposure is both simple and hard: while the underlying theory at its core is quite simple (“do hard things gradually and the hard things get easier”), the actual process of implementing exposure is quite complicated. In fact, it is rated by community clinicians as the most difficult cognitive behavioral strategy to deliver. Effectively titrating the dosage of exposure practice while balancing use of other interventions to address complex comorbidities and family systems factors, along with case management strategies, is a real challenge.

This workshop describes how clinicians can leverage principles of exposure theory to guide case conceptualization, using a four-step model of exposure therapy practice that can be integrated with other interventions as needed to best suit clients’ individual needs. Additional topics of discussion include strategies for optimizing engagement of diverse youth and families in exposure, addressing or circumventing organizational barriers to exposure delivery (e.g., inability to leave the clinic site) and effectively partnering with the larger clinical team (e.g., psychiatry, case management) to address the needs of youth with complex presentations. Finally, content also discusses possible contraindications for use of exposure therapy in the community. Case examples of anxious youth with co-occurring autism spectrum disorder, psychosis, suicidal/homicidal ideation, and youth who may be questioning their sexual identity demonstrates how the four-step model of exposure practice strategies is applied in practice.

This webinar is designed for clinicians with a working knowledge of exposure therapy and cognitive behavioral treatments for anxiety and related disorders for youth. Students, trainees and residents are welcome and encouraged to attend to learn about application of exposure therapy for youth with complex clinical presentations.

Learning Objectives: 

1. Describe major challenges to delivering exposure therapy in community settings for youth with complex psychiatric needs
2. List the four-step model of exposure therapy and identify how it can be applied broadly in community settings for diverse youth
3. Summarize effective strategies for addressing organizational barriers to delivering exposure therapy in community settings

Optimizing Your Clinical Practice for Tele-Therapy
Robert Cuyler, PhD
Recorded on February 23, 2017

Although conducting therapy over video has great similarity to providing office-based services, the new medium does present some special challenges and considerations.  There is no doubt that the full range of senses and observation is reduced in the video-conference environment.  While the empirical literature strongly suggests that outcomes are as good in the tele-behavioral health as in ‘face-to-face’ environments, the practitioner may nonetheless need to make some adjustments in understanding regulatory requirements and conducting therapy to optimize care. The presentation will review essentials of licensure, record-keeping, and privacy practices for clinicians new to offering tele-therapy.   

Equipping the clinical practice for tele-therapy entails much more than securing a video-conference technology.  This presentation will focus on fine-tuning the video-conference technology used in tele-therapy, modifying the office environment to optimize the client and practitioner experience, and adapting therapeutic interventions to the new environment.  Variables such as office lighting, camera angle, background, and management of distractions are critical factors for practitioners adopting tele-therapy as a tool for expanding access to care.  

In addition, the practitioner new to tele-therapy should consider implementing the new modality as analogous to staging a one-actor play.  No performance goes live (or should!) without planning for set (office environment), script (client introduction and education about care via tele-therapy), and dress rehearsal (testing the office environment before the first client contact).  The presentation will offer guidance on tech support, testing and feedback prior to first use, as well as recommended approaches to orienting clients to tele-therapy.  

Finally, the presentation will address issues and nuances from the author’s clinical experience in anticipating and managing therapeutic issues in the tele-therapy environment.  While the equivalence of tele-therapy to ‘face-to-face’ is well established, the presenter will address some aspects to tele-therapy that may provide an improvement to office-based care, particularly to the additional value of home-based care. The value of initial and periodic self-report clinical inventories will be discussed as a means of monitoring progress and safety in the care of distant clients.  

At the end of this session, participants will be able to…
Make adjustments to the office environment to improve the clinical quality of tele-therapy.
Summarize key regulatory requirements that apply to providing mental health services via tele-health. 
Evaluate available video-conference systems to optimize session quality, availability of technical support, and adherence to regulatory requirements. 

Presentation Level: Introductory 

ADAA is approved by the American Psychological Association to sponsor continuing educaiton for psychologists. ADAA maintains responsibility for this program and its content.

Webinar Description: Do you have a fear of driving? Are you afraid of having a panic attack behind the wheel? Do you worry about losing control and causing an accident? The fear of driving can cripple your life, but there is a solution. In this webinar, Ken Goodman, LCSW, and a former patient who suffered with Vehophobia talk about how to conquer this debilitating fear.

Recorded: Friday, July 12, 2019 from 3:00 pm to 4:00 pm ET 

Pedophiles, Rapists and Murderers...Oh My: How to Disengage from Harm OCD & Re-engage in Your Life

Recorded March 12, 2018

Featuring Debra Kissen, PhD, MHSA, and Ashley Kendall, PhD

Webinar Description:

Over the past few years, there has been increased awareness and understanding of OCD within the general public. The simplest definition of OCD is the frequent experience of intrusive thoughts and associated behaviors engaged in to decrease discomfort associated with these thoughts. 

One category of OCD which we frequently see at our treatment center that is less understood and sadly can be associated with tremendous emotional pain and suffering is Harm OCD. Harm OCD is no different from other forms of OCD in that one experiences frequent, uncomfortable intrusive thoughts and associated behaviors to decrease emotional discomfort and attempt to gain control over the thoughts. But what is unique (and so devastating ) about Harm OCD is that it strikes where it hurts most. Harm OCD goes after one's values and sense of identity and injects thoughts that conflict with everything one holds most true and life enhancing about themselves. 

About the Presenter(s)

Dr. Debra Kissen is the Clinical Director of the Light on Anxiety Treatment Center of Chicago.  

Dr. Kissen specializes in CBT based treatment to children, adolescents and adults with a focus on anxiety and stress-related disorders, including OCD, PTSD, panic disorder, agoraphobia, social anxiety disorder, generalized anxiety disorder, specific phobias, separation anxiety disorder, compulsive skin picking, trichotillomania and other Body Focused Repetitive Behaviors (BFRBs). Dr. Debra Kissen applies the principles of evidence-based treatments while at the same time treating the whole person, with deep respect for the human spirit and the challenges we all face on our journey through life.

Dr. Kissen is a Clinical Fellow at the Anxiety Depression Association of America (ADAA) and is a Co-Chair of ADAA's Public Education Committee.  

Ashley D. Kendall, PhD, is a clinical psychologist actively engaged in both scientific research and clinical practice. Dr. Kendall received her PhD in clinical science from Northwestern University (Evanston, Illinois), and currently practices at Light on Anxiety Treatment Center of Chicago (Illinois). Her studies, conducted in collaboration with leading experts in the field, have uncovered new biological and emotional risk factors for the development of anxiety and related disorders, and have demonstrated the efficacy new psychosocial treatments. Her work has been published in top medical and psychological journals, including the Journal of the American Academy of Child and Adolescent Psychiatry, the Journal of Abnormal Psychology, and Psychoneuroendocrinology. In her clinical practice, Dr. Kendall provides cognitive behavioral therapy (CBT) to children, adolescents, and adults. She specializes in combining CBT with mindfulness-based techniques to help patients navigate life transitions, and overcome anxiety, stress, and depression.

Erika J. Vivyan, PhD (she/her/hers) is a bilingual (Spanish-English) Licensed Psychologist based in Austin, Texas. She specializes in providing therapy for kids, teens, and young adults with anxiety and behavioral disorders. Dr. Vivyan also provides in-dept psychological and psychoeducational assessments for school-aged students.

Webinar Description

Participants will discuss and apply behavioral principles from Parent Management Training (PMT) and Parent-Child Interaction Training (PCIT) to Exposure and Response Prevention. Then, participants will discuss a case example involving behavioral treatment for Selective Mutism, Separation Anxiety Disorder, and Oppositional Defiant Disorder. This webinar will be best suited for professionals who have ample experience in exposure but perhaps less experience in the treatment of behavioral problems. The content will be particularly useful for professionals who work with children, adolescents, and their parents.

Learning Objectives:

1. Apply principles and strategies from Parent Management Training (PMT) to Exposure and Response Prevention (ERP)

2. Apply principles and strategies from Parent-Child Interaction Therapy (PCIT) to Exposure and Response Prevention (ERP)

3. Use PMT and PCIT to apply ERP to a case example involving comorbid diagnoses of anxiety and behavioral disorders

Prescribing Exercise for Mood- and Anxiety-Related Problems

Featuring: Dr. Jasper A. Smits and Ms. Scarlett Baird, Doctoral Candidate in Psychology

Recorded on January 25, 2018 noon to 1pm EST

Jasper Smits, Ph.D. is a licensed clinical psychologist and professor of psychology at the University of Texas at Austin. The main objective of his research program is to improve the treatment of anxiety disorders (e.g., social anxiety disorder, panic disorder, posttraumatic stress disorder) and related problems (e.g., smoking, overeating, physical inactivity). Jasper has published over 150 articles, book chapters, and books. He is a member of the Scientific Council for the Anxiety and Depression Association of America and an Associate Editor for the Journal of Anxiety Disorders, Journal of Consulting and Clinical Psychology and Cognitive Therapy and Research. A former Beck Institute Scholar at the Beck Institute for Cognitive Behavior Therapy, Jasper’s clinical practice focuses on behavioral and cognitive interventions for anxiety disorders, depression and related problems. Jasper frequently gives workshops at national and international meetings and has authored a number of books aiming to assist therapists and individuals in achieving success in behavior change, including Exercise for Mood and Anxiety: Proven strategies for overcoming depression and enhancing well-being, Exercise for Mood and Anxiety Disorders: Therapist Guide, and Exercise for Mood and Anxiety Disorders: Workbook.

Scarlett Baird, Doctoral Candidate in Psychology received her M.A. in Clinical Psychology from the University of Texas at Austin, where she is a doctoral candidate. Her research and clinical work focus on the implementation and dissemination of physical activity interventions for veterans transitioning out of the military. She is particularly interested in facilitating the acceptability of these interventions with the aim that treatment may be administered in diverse settings to reach a broader scope of the patient population. She is also interested in identifying determinants of exercise engagement so that clinicians are better able to gauge patient progress and anticipate and address potential barriers to progress.

Webinar Description

Growing evidence points to the efficacy of exercise for enhancing treatment outcomes for individuals suffering from mood- and anxiety-related problems. The literature on exercise makes clear that when people engage in exercise, they are more resilient to stress and better able to learn and consolidate or retain new learning.

In this workshop, we focus on these and related specific targets for intervention and illustrate how practitioners can best prescribe exercise to engage these targets and augment their interventions. The workshop will begin with an overview of the evidence, helping practitioners develop language for providing a credible exercise intervention rationale.

We will then turn to the specifics of developing an effective exercise prescription, attending to how practitioners must balance efficacy with feasibility and safety. Practitioners will learn how to determine whether exercise is safe, how to progress training to the targeted intensity, and how to work with the patient to select appropriate activities.

Next, we will discuss strategies for helping patients understand and overcome the perils of good intentions and the pitfalls that derail exercise attempts.

Practitioners will learn how to help patients manipulate their environment to maintain motivation for exercise and how to develop and implement self-monitoring strategies to facilitate this.

Learning Objectives:

At the completion of this session, participants will:

1. Know the efficacy of exercise for treating anxiety and mood disorders
2. Know the role of exercise in resilience to stress and cognitive enhancement
3. Know motivational strategies for enhancing the initiation and maintenance of regular exercise

Learning Level: Introductory

This webinar does not provide 1 continuing education / credit hour.

Learning Objectives

1. Describe the difference between prolonged grief disorder and usual continuing grief
2. Recognize the symptoms of Prolonged Grief Disorder in grieving patients
3. Summarize the principles and procedures of Prolonged Grief Disorder Therapy

Recorded on Thursday November 30, 2017 | Noon to 1pm EST

Featuring: Dr. Julie Kaplow, PhD, ABPP

Julie Kaplow, PhD, ABPP, is a licensed clinical psychologist and board certified in Clinical Child and Adolescent Psychology. She holds a primary appointment as Associate Professor in the Department of Pediatrics at Baylor College of Medicine in Houston and an adjunct appointment in the Department of Palliative Care at MD Anderson Cancer Center.

Dr. Kaplow also serves as Director of the Trauma and Grief Center at Texas Children’s Hospital, a designated Treatment and Service Adaptation Center of the National Child Traumatic Stress Network specializing in child and adolescent trauma and bereavement. In this role, she oversees evidence-based assessment, treatment, and research with traumatized and bereaved youth and families, and develops and disseminates trauma- and bereavement-informed “best practices” to community providers nationwide.

With support from the Children’s Health Fund and the JPB Foundation, Dr. Kaplow recently established the Harvey Resiliency and Recovery Program, housed within the Trauma and Grief Center, to provide evidence-based risk screening and interventions to children and families adversely affected by Hurricane Harvey and its aftermath.

A strong proponent of a scientist-practitioner approach, Dr. Kaplow’s primary research interests focus on the biological, behavioral, and psychological consequences of childhood trauma and bereavement, with an emphasis on therapeutically modifiable factors that can be used to inform psychosocial interventions.

Dr. Kaplow has published widely on the topics of childhood trauma and bereavement including invited articles and editorials focusing on age-specific manifestations of grief (Kaplow, Layne, Pynoos et al., 2012), grief- and trauma-related methodological issues (Kaplow, Layne, & Pynoos, 2014), and developmental models of bereavement-related risk and resilience (Kaplow & Layne, 2014).

Dr. Kaplow is lead author of the award-winning children’s book, Samantha Jane’s Missing Smile: A Story About Coping with the Loss of a Parent (Kaplow & Pincus, 2007), co-author of Collaborative Treatment of Traumatized Children and Teens: The Trauma Systems Therapy Approach (Saxe, Ellis, & Kaplow, 2007), and co-author of Trauma and Grief Component Therapy for Adolescents (Saltzman, Layne, Pynoos, Olafson, Kaplow, & Boat, in press).

Dr. Kaplow has also served as a consultant to the DSM-5 Sub-Work Group on Persistent Complex Bereavement Disorder as well as the ICD-11 Work Group on Disorders Associated with Stress (PTSD and Prolonged Grief).

Webinar Description

Although hurricane exposure, in and of itself, is unlikely to lead to adverse mental health consequences in youth, those children or adolescents who have histories of prior trauma are at particularly high risk for longer-term mental health problems, including posttraumatic stress.

National studies show that bereavement is the most common and the most distressing form of trauma among U.S. youth, particularly those in underserved communities. Research following Hurricane Katrina also indicates that the majority of youth treated for posttraumatic stress had experienced the death of a loved one prior to the hurricane. These findings suggest that best practice models for mental health service delivery post-disaster must not only address the traumatic elements of the hurricane/floods, but potential grief-related issues stemming from bereavement that may have thus far been overlooked.

The Trauma and Grief (TAG) Center at Texas Children’s Hospital is a designated Category II Treatment and Services Adaptation Center of the National Child Traumatic Stress Network, providing expertise in trauma- and bereavement-informed care to youth-serving clinicians and organizations across the country. The TAG Center is also home to the new Harvey Resiliency and Recovery Program. The Program was developed in an effort to address the mental health needs of children exposed to the recent hurricane, especially those who have experienced prior traumas and losses.

This webinar will describe how children typically respond to hurricanes and their aftermath as well as potential vulnerability factors (e.g. prior history of loss) associated with adverse reactions following natural disasters.

Evidence-based assessment and intervention efforts taking place within the Harvey Resiliency and Recovery Program is also be described, including Trauma and Grief Component Therapy, an intervention designed to reduce posttraumatic stress and maladaptive grief reactions in youth exposed to disasters.

Learning Objectives:

1.       Recognize the impact of prior traumas/losses on post-hurricane recovery in youth

2.       Identify exposure-related vulnerability factors associated with mental health problems in hurricane victims

3.       Recognize how caregivers can help youth following a natural disaster

4.       Identify best practice models for post-disaster mental health care for children and adolescents

Learning Level:

Introductory

When working with people struggling with anxiety and obsessive-compulsive disorders, therapists guide the treatment process in order to help patients manage their symptoms, increase their willingness to experience distress, and raise their fear tolerance. However, guiding treatment is not enough: it is helpful for clients to understand why their efforts to reduce or get rid of their anxiety have not produced long-term relief, and also why and how the treatment we are proposing is effective. This understanding assists patients in trusting their therapists, increasing their willingness to engage in treatment, and instilling hope. Framing the treatment within clients’ values can help create and maintain change especially when progress seems stalled, scary, or too hard. In addition, because learning about exposure therapy can be overwhelming, patients must understand that their current coping strategies might offer some reduced distress in the short term but provide no long-term results, and reinforce the power anxiety and avoidance have over their lives. For patients to get the most out of treatment and maintain their gains post-treatment, it is our responsibility as clinicians to ensure that we have provided them with adequate psychoeducation and the power of choosing change.

This presentation addresses how to provide patients with psychoeducation on a number of topics, including the anxiety/OCD cycle, the cognitive behavioral triangle, exposure and response prevention, habituation, inhibitory learning, psychological flexibility, values, the power of choice, and treatment progress expectations. In addition, this session offers ways for clinicians to build rapport and establish trust with patients through the psychoeducation process by using relatable metaphors, humor, and providing helpful reassurance. This session also assists clinicians in working with patients on collaboratively setting treatment goals while simultaneously managing expectations and helping patients to understand that obstacles in treatment are normal and can be overcome. Finally, this presentation examines when in treatment clinicians might consider returning to psychoeducation in order to aid patients in reenergizing their efforts, examining motivation for treatment, and acknowledging their treatment successes to date.

There is a recent and growing resurgence of interest in the potential for psychedelic compounds to be utilized as treatments for mood and anxiety disorders when administered in the context of a psychotherapeutic regimen. Chief among the substances most extensively studied is psilocybin, a compound originally derived from a genus of mushrooms that occurs naturally in most continents across the world. 
 
Though still undergoing clinical research, the Food and Drug Administration has now granted psilocybin-assisted psychotherapy the breakthrough therapy designation for the treatment of major depressive disorder. Given accumulating evidence for the efficacy of psilocybin-assisted psychotherapy in the treatment of major depressive disorder, as well as recent successful efforts to decriminalize psilocybin mushrooms and destigmatize the use of psychedelic substances for therapeutic purposes, it is increasingly likely that mental health practitioners will have the opportunity to avail themselves of this treatment modality in the near future. 
 
At the end of the webinar, the audience members will have a broad overview of the history, current clinical practice, and potential therapeutic mechanisms underlying psilocybin-assisted psychotherapy.

Learning Objectives:

1. Participant will be able to describe the current state of evidence for the efficacy of psilocybin-assisted psychotherapy in the treatment of major depressive disorder and anxiety and depression secondary to life-threatening cancer.
2. Participant will be able to describe the elements and practice of psilocybin-assisted psychotherapy that are unique to a psychedelic drug-assisted psychotherapy and that are unique from existing empirically-supported psychotherapeutic treatments.
3. participant will be able to demonstrate basic knowledge of how psilocybin exerts effects on the brain, how these effects manifest in neuroimaging and subjective self-report measures over a temporal course, and how such effects may serve as potential neurobiological mechanisms of therapeutic benefit.

This webinar brought together several leading experts to provide their clinical and research perspectives on the psychedelic medicine field as it pertains to depression, anxiety, and PTSD.

A leading academic psychiatry expert (Dr. Carhart-Harris) was the keynote speaker and discussed the state of the science for psilocybin in depression, including a discussion of its history, neuropsychopharmacology, clinical effects, and safety.

This keynote lecture was followed by a panel discussion including leading clinical and research faculty experts in classic psychedelics and MDMA (Drs. Carhart-Harris, Fonzo, Yehuda, and Ross) who discuss emerging scientific, clinical, and regulatory challenges for the field.

Keynote Presentation | Psychedelics: Brain Mechanisms Featuring Robin Carhart-Harris, PhD

Panel Discussion | Psychedelic Therapy: Problems and Promises Featuring Robin Carhart-Harris, PhD, Greg Fonzo, PhD, Stephen Ross, MD, and Rachel Yehuda, PhD

PTSD: From Cells to Communities

Featuring: Dr. Kerry Ressler, MD, PhD

Kerry J. Ressler, MD, PhD, is a Professor of Psychiatry at the Harvard Medical School and the James and Patricia Poitras Chair in Psychiatry, Chief Scientific Officer, and Chief of the Division of Depression and Anxiety Disorders at McLean Hospital.  He began this role in August, 2015, after serving at Emory University in Atlanta for 18 years. 

Dr. Ressler is also the 2017 President of the US Society for Biological Psychiatry. He received his Bachelor of Science degree in molecular biology from M.I.T., and his M.D./Ph.D. from Harvard Medical School. In 1992 at Harvard, Dr. Ressler was the first student of Dr. Linda Buck (Nobel Prize, 2004), helping to identify the molecular organization of the olfactory receptor system. 

Dr. Ressler is a previous Investigator of the Howard Hughes Medical Institute and a current member of the National Academy of Medicine (formerly the IOM).  His work focuses on translational research bridging molecular neurobiology in animal models with human genetic research on emotion, particularly fear and anxiety disorders. 

Dr. Ressler has published over 250 manuscripts ranging from basic molecular mechanisms of fear processing to understanding how emotion is encoded in a region of the brain called the amygdala, in both animal models and human patients.

Webinar Description

PTSD is common, debilitating, and poses a significant risk for suicide.  Furthermore, while it is common in veterans, many are not aware of its prevalence in America's impoverished, urban neighborhoods that have high rates of violence.

Several risk factors for the development of posttraumatic stress disorder (PTSD) in trauma survivors have been identified. These include severity and duration of the trauma, childhood abuse and neglect and lack of family or social support.  Understanding the role of violence, poverty, and other components of high-risk environments is important for progress in stemming the cycles of risk in communities.

From the perspective of mechanism, fear-related disorder such as post-traumatic stress disorder, panic disorder and phobia manifest in ways that are consistent with an uncontrollable state of fear.

Their development involves heredity, previous sensitizing experiences, association of aversive events with previous neutral stimuli, and inability to inhibit or extinguish fear after it is chronic and disabling.

Dr. Ressler will highlight recent progress in fear learning and memory, differential genetic susceptibility to disorders of fear, and how these findings are being applied to the understanding, treatment and possible prevention of fear disorders.

Promising advances are being translated from basic science to the clinic. Cutting edge approaches to understand the genetic and epigenetic regulation at a cell-type specific level within amygdala, medial prefrontal, and hippocampal circuitry as it relates to fear extinction will be discussed.

Learning Objectives

At the end of this webinar, attendees will be able to:

1.       Describe new research across patient populations and animal models into the neurobiology of PTSD.

2.        Discuss brain regions and neural circuits thought to underlie PTSD.

3.       Educate others on potential new treatment methods, as well as further understanding current approaches to treating PTSD.

Learning Level:

Intermediary

This was recorded live at the 2022 Annual ADAA Conference in Denver, CO.

 Dr. Angela Neal-Barnett is a national award-winning psychologist, professor, and leading expert on anxiety disorders among Black Americans. The first African American woman to be tenured and promoted to the rank of Full Professor in Kent State University’s Department of Psychological Sciences and in the College of Arts and Sciences, she directs the Program for Research on Anxiety Disorders among African Americans (PRADAA. Dr. Neal-Barnett’s current work focuses on Sisters Offering Support (SOS) sister circles for anxiety across the lifespan and the role of race and stress in Black infant mortality.

 Dr. Neal-Barnett is the recipient of numerous federal, state, and foundation funding including grants from the National Institute of Mental Health, National Science Foundation, Women’s Endowment Fund of the Akron Community Foundation, Ohio Commission on Minority Health, Sisters of Charity Foundation and the Mount Sinai HealthCare Foundation. She is the architect and developer of the Build Your Own Theme Song© App; mobile technology that assists middle school Black girls in reducing anxiety and the author of Soothe Your Nerves: The Black Woman’s Guide to Understanding and Overcoming Anxiety, Panic and Fear (Fireside/Simon and Schuster). An international workshop presenter and speaker, Dr. Neal-Barnett’s work bridges the gap between academia and the real world. She has published in numerous psychological journals including Journal of the National Medical Association; Bulletin of the Menninger Clinic, Clinical Psychology Science and Practice, Journal of Anxiety Disorders and the Journal of Affective Disorders. Her work has been featured on CNN, NBC, NPR, PBS, Fox News, The Blend, SIRUSXM Doctor’s Radio, BET, and the Harvard Business Review Podcast Series, as well as in O, The Oprah Magazine, Health Magazine, Working Mother, Essence, and the New York Times.

Ms. Christin Farmer Kane is the Executive Director and Founding Doula of Birthing Beautiful Communities (BBC) a community-based doula and perinatal support organization whose mission is to prevent and reduce infant mortality, and low birth weights in high-risk neighborhoods by culture, education, advocacy and support and engagement. A graduate of Kent State University, Ms. Farmer founded BBC in 2014.  Currently  a fellow in the Maxine Goodman Levin College of Urban Affairs at Cleveland State University. Ms. Farmer’s work has been  published in the Journal of Social Work in Healthcare,  featured in The Guardian, The Plain Dealer, Scene Magazine and heralded by the Cleveland Foundation, the City of Cleveland and the State of Ohio.

Webinar Description

Within the United States, Black maternal and infant mortality has reached alarming rates.  Black mothers and infants are 2.5 times more likely to die than their white counterparts. The major contributing factor is stress, particularly stress produced by structural racism. In this webinar led by a clinical psychological scientist and community-based doula, we present an overview of the role of race-related stress in Black maternal and infant mortality. We examine the psychosocial and biological data on its impact on mothers and babies. We present evidence on how stress is viewed by various groups of expectant and post-partum Black mothers. Barriers to implement stress and anxiety interventions with this population are discussed. Finally, we present data on our culturally-relevant community-engaged partnership to reduce the effects of stress and anxiety on expectant Black mothers. Participants will leave the webinar with a clear understanding of the major role stress and anxiety interventionists and researchers in reducing Black maternal and infant mortality.

Learning Objectives

1. Understand the role of racism as a stressor in Black maternal and infant mortality disparities
2. Advocate for emotional health as the four pillar in addressing Black maternal and infant mortality disparities
3. Identify barriers to effective stress and anxiety intervention with expectant and post-partum Black mothers
4. Articulate a culturally-competent approach for assessing and addressing stress and anxiety among Black expectant mothers

Dr. Carter is an Assistant Professor in clinical and community psychology at Georgia State University. Her research focuses on racial health disparities and investigating how psychosocial and contextual stressors can affect both mental and physical health outcomes for underrepresented and marginalized populations across the life course. She has had a long-standing interest in the ways that health disparities in Black American populations arise and are maintained by psychological, physiological, and contextual processes. A common theme throughout much of her work has been examining how racial discrimination, as an acute and chronic stressor, effects development and exacerbation of chronic illnesses and stress-related disorders across the life course. Her research aims to aid in improved identification of mechanisms that can be targeted in prevention and treatment efforts to reduce racial health disparities.

Webinar Description

The United States holds a historical legacy of oppression as well as a current sociopolitical climate of unrest due to the systemic perpetuation of injustice. Although there is a growing body of research literature on traditional conceptualizations of trauma in marginalized populations, there remains limited research that focuses on the confluence of racism and trauma in the lived experiences of these populations.

Research has demonstrated that racial discrimination is a significant and impactful contributing factor in accounting for racial disparities in mental and physical health across the life course. Within the racial discrimination literature, researchers have theorized about the extent to which experiences of racial discrimination can be viewed within the conceptualization of trauma as well as influence trauma symptoms (Bryant-Davis & Ocampo, 2005; Carter, 2007). Researchers further recognize the traumatic nature of experiences of racial discrimination and have demonstrated that these experiences can be associated with posttraumatic stress symptom reactions (Sibrava et al., 2019).

This webinar provides an overview of the ways in which racial discrimination impacts the health and well-being of Black Americans, a marginalized population that disproportionately experiences racial health disparities influenced by race-related stress. This webinar also further elucidate the importance of examining racial discrimination in the conceptualization of trauma experiences and treatments.

Learning Objectives

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

1. Have an increased awareness of historical consciousness of racism-related experiences (e.g., interpersonal, systemic/structural, & vicarious) and historical unjust legacies than can exacerbate current health disparities for Black Americans.

2. Understand the unique challenges and clinical issues present in experiences of race-based stress and trauma among Black Americans.

3. Identify potential avenues that can promote health equity and address the influence of racial discrimination on systems of engagement  (e.g., the justice system & hospitals/healthcare).

Resisting Myths and Reducing Shame: Understanding the Impact of Rape Culture on the Prevalence of Sexual Assault within the African American Community.

Featuring: Carmel Browne, LCSW  

Carmel Browne,LCSW is a long term resident of Chicago but is a native of The Bahamas.  She came to Chicago to attend graduate school at The University of Chicago in the School of Social Service Administration, fell in love with the City and its people and has remained.  In addition to her Master’s in Social Service Administration, Carmel also has a BSW from Oakwood University in Huntsville, Alabama.  She has completed four years post graduate studies at the University of Illinois at Chicago, has completed an Advanced Psychodynamic Clinical Practice Fellowship Program at The University of Chicago and has extensive training in Nonprofit Management from Axelson Center at North Park University.  She is a Certified Instructor for The Crisis Prevention Institute; trained in the principles of Motivational Interviewing (MI) and its fidelity measures – MITI 3.0l. Carmel has over 20 years of progressively responsible management experience and has provided training and in-service opportunities on a local and national level. She is a certified Forensic Interviewer and is the Director of MDT Coordination at the Chicago Children’s Advocacy Center.

Webinar Description 

One of the biggest barriers faced by African American female survivors who choose to disclose their abuse is a hostile environment and a tendency towards justification, particularly when the alleged offender happens to be a man of influence.  This workshop will explore those barriers and provide strategies for service providers.  

This training will focus on Rape Myths and how they support and perpetuate rape culture.  Rape Myths are those theories and ideas that are created to explain, and thus erroneously provide comfort to individuals, on how and why rape and sexual assaults occur to a certain class or type of individual as opposed to others.  Rape Myths provide a view of the world that is safe, orderly and explainable by allowing the blame for sexual assault to lie, primarily, with the victim and not with the offender.  Rape Myths therefore make it difficult to hold individuals who offend accountable for their actions. This training will explore several of the most prevalent rape myths and discuss how their continued prevalence in American culture leads to the high levels of child sexual abuse, sexual assault and rape in this United States, particularly among people of color. 

Learning Objectives:

• Understand how rape myths support and perpetuate rape culture and therefore make it difficult to hold individuals who offend accountable for their actions; Understand the role that a history of slavery, racism and prejudice has had on African American victims and their disclosure rates;  
• Understand that sexual violence and abuse occurs as a pattern of coercive and controlling behavior by the offender and Identify strategies for recognizing when consent is given freely in a healthy relationship (i.e., neither party was under the influence, parity between partners);    
• Describe the role men have in promoting a community that is safe from sexual violence and abuse. To explore how rape myth acceptance might negatively impact on the work participants engage in with clients. To give participants an opportunity to identify and challenge their own rape myths. To provide a basic working model of trauma and survival reactions and to who show how those rape trauma reactions might feed into rape myths. To enable participants to understand how their reactions may have the negative effect of further shaming clients who have been abused.  

CE Credit Information for recorded Webinars: Approved by the American Psychological Association, NBCC (ACEP No. 6872), and the New York State Education Department's State Board for Social Work for 1 continuing education contact hour. CE credit is not available for the webinars recorded prio to October 2016. ADAA is not approved for CE credits by NASW at this time. ADAA is solely responsible for all aspects of the programs.

Sex & Anxiety: A Roundtable Discussion
featuring: Andrew Rosen, PhD, ABPP, FAACP, Chamin Ajjan, LCSW, A-CBT, CST, Larry Cohen, LICSW, A-CBT, and Debra Mollen, PhD

Learning Objectives:

1. Identify the connections between anxiety and sexual dysfunction.
2. Describe how and why to adapt and apply evidence-based treatments to help clients overcome their sexual dysfunction.
3. Discuss the ethical implications and importance of ingratiating sexuality and sexual health discussions in clinical practice and training.

Six Strategies for Establishing a Successful Practice

Starting a private practice can be overwhelming and anxiety provoking. This webinar seeks to take the mystery out of starting your own practice and provides you the details you need to create a successful practice. What information is necessary to be compliant with health care laws? How do I manage my time between family and clients? Is there a way to get paid quickly?  These and other questions will be answered in this information packed webinar.

Scott H Waltman, PsyD, ABPP, is a clinician, international trainer, and practice-based researcher. His interests include evidence-based psychotherapy practice, training, and implementation in systems that provide care to underserved populations. He is certified as a qualified Cognitive Therapist and Trainer/Consultant by the Academy of Cognitive & Behavioral Therapies. He also is board certified in Behavioral and Cognitive Psychology from the American Board of Professional Psychology. More recently, Dr. Waltman, worked as a CBT trainer for one of Dr. Aaron Beck’s CBT implementation teams in the Philadelphia public mental health system. Currently, he works as a clinical psychologist in private practice and a managed care system, where he is a frontline clinician and practice-based researcher. Clinically, Dr. Waltman strives to flexibly and compassionately apply cognitive and behavioral interventions to help people overcome the barriers in their lives, to facilitate building meaningful lives that are guided by passion and values.

Webinar Description

Socratic questioning is a transtheoretical omnipresent psychotherapeutic process. Effective use of Socratic questioning in session is predictive of symptoms change; this relationship holds even after controlling for the relationship. However, there is some evidence that learning to artfully and competently use Socratic strategies in session is among the hardest skills for a psychotherapist to learn. Of course, Socrates was not a therapist and a pure application of the Socratic Method with a perfect fidelity would not be therapeutic. This webinar presents a more empathic and collaborative approach to using Socratic strategies in a clinical context; Socratic strategies are integrated with good clinical practices in a manner that is consistent with the evidence-base of what constitutes effective therapy. This webinar presents a framework for teaching clients and therapists how to use Socratic cognitive and behavior change strategies. This framework is based on methods that have proven effective training several thousand frontline public mental health therapists in how to deliver high quality cognitive behavior therapy. Participants will be taught how to use a four-step framework for Socratic questioning. Collaborative empiricism appropriately describes this process of using collaborative strategies to join with the client in applying scientific curiosity to their thought processes. Participants will learn how to use Socratic questioning strategies both within a single session and consistently across a number of sessions to bring about change in patient schema (i.e., core beliefs). Webinar will focus on applied examples and demonstrations.

Learning Objectives:

Based on the content of this workshop, participants will be able to:

1. Identify key cognitions and behaviors that are optimal targets of Socratic change strategies

2. Use validation and perspective taking strategies to develop a better understanding of the target cognition and behavior

3. Use collaborative empiricism and curiosity to create fuller and more balanced perspective

4. Summarize and synthesize the Socratic dialogue to consolidate learning and create a focus on behavior change

Spirituality & Mental Health: What Clinicians Need to Know 

featuring David Rosmarin, PhD, ABPP

Even in this secular age, more than eight in ten people worldwide identify with a religious group (Pew Research Center, 2010), and more than nine in ten Americans profess belief in God or a higher power (Gallup Poll, 2011). Furthermore, consistent research highlights that spirituality/religion can have both positive and negative effects on mental health, and that it is very common for individuals to turn to this domain in coping with distress (Pargament, Koenig & Perez, 2000). For these and other reasons, the statistical majority of psychotherapy patients profess a desire to discuss spirituality with their clinicians (Rose, Westefeld, & Ansley, 2001). However, due to a lack of training most clinicians lack core competencies in how to address spiritual issues in treatment. As a result, this important aspect of patient diversity is often ignored in clinical practice, creating unnecessary barriers to accessing evidence-based treatment.

This webinar discusses the basics what clinicians need to know about spirituality as it pertains to mental health treatment. Attendees will learn how to conceptualize the clinical relevance of spiritual life based on current research. Attendees will also emerge with concrete skills in how to conduct a brief evidence-based assessment of this domain in the context of treatment for anxiety, depression, and other presenting problems.

Learning Objectives

At the end of this webinar, participants will be able to…

1) Describe positive and negative effects of spirituality on mental health
2) How to formulate spiritual aspects of patients lives in clinically meaningful terms
3) How to conduct a brief evidence-based assessment of patient spirituality in the context of treatment

Registration includes access to the webinar recording.

For questions, please contact webinars@adaa.org.

Recorded:December 13, 2018

This webinar will focus on how to develop personal statements that help you stand out as a candidate for your next steps as an early career professional (ECP).

This is the second part of the webinar series Preparing Yourself to be a Competitive Applicant: The Ins and Outs of Curriculum Vitae, Personal Statements and Cover Letters presented by the Early Career Professionals and Students Special Interest Group (SIG). 

The transition from a graduate student to establishing oneself as an early career professional (ECP) is an exciting time. ECPs in the field of mental health are the diverse in regard to demographics, as well as skill sets. ECPs are graduating from increasing integrated training programs, and developing a wide-range of skills and engaging in activities spanning clinical work, research, statistical analysis, teaching, and supervision. However, knowing how to market these skills and experiences for the next stages of one’s career can be a difficult task. Each career path within the mental health field places varying degrees of emphasis on an individual’s graduate school experiences, making it difficult to determine which aspects of your application material to highlight.

The Early Career SIG has developed a webinar series to provide guidance to help prepare ECPs to be competitive applicants for the job force whether that be a position as a clinician, researcher, academic, or some combination of each. We will be hosting three separate webinars related to developing a professional curriculum vitae, personal statement, and cover letters to reflect ECPs current skills sets and current stage of development as emerging clinicians, scientists, and mentors. Each webinar will consist of multiple panelists, comprising individuals with research, clinical, and teaching backgrounds, who will share their knowledge and expertise on developing and marketing your application materials as an ECP with the goal of helping ECPs become competitive applicants for the next stage of their career.

Learning Objectives

1. Participants will be able to describe important aspects of a curriculum vitae for various career trajectories as ECPs including clinical work, research, and academia.

2. Develop a curriculum vitae/biosketch that reflects their individual strengths and experiences as emerging ECPs.

3. Develop the ability to maximize their CV and biosketch based on individual needs and circumstances.

This webinar is not available for CE.

State of the Science: Interventions for Anxiety in Older Adults

Recorded on November 7th | 12pm ET

Featuring: Dr. Julie Wetherell

Julie Wetherell, Ph.D., ABPP, is an internationally recognized expert on behavioral interventions for geriatric anxiety. She is a board-certified geropsychologist at the VA San Diego Healthcare System, where she directs behavioral medicine services as a member of the Home-Based Primary Care team, and Professor of Psychiatry at the University of California, San Diego, where she conducts research on geriatric mental health and teaches and supervises graduate and medical students, postdoctoral psychology and psychiatry fellows, and psychiatry residents in research and clinical work. She earned a B.A. at Yale and a Ph.D. in Clinical Psychology with specialization in aging at the University of Southern California. After a geropsychology internship at the Veterans Affairs Palo Alto Health Care System, she completed a postdoctoral fellowship at the University of California, San Diego’s Advanced Center for Interventions and Services Research in Geriatric Mental Health. Her research has been funded by the Veterans Health Administration and the National Institutes of Health since 1997. She has published over 100 peer-reviewed research articles and 25 book chapters on the topic of mental health and aging, and she is an Associate Editor of the 2015 edition of the American Psychological Association Handbook of Clinical Geropsychology. She is a past winner of the APA Division 12 (Clinical Psychology) David Shakow Early Career Award and a Fellow of the Behavioral and Social Sciences Section of the Gerontological Society of America for her contributions to the field of aging. 

Webinar Description

Anxiety disorders are the most prevalent class of mental health condition among older adults, and they are associated with adverse consequences for physical and cognitive health. Unfortunately, although cognitive-behavioral therapy is more effective than no treatment or treatment as usual among older people with anxiety disorders and related conditions, it may be less effective than in younger and middle-aged individuals. Other behavioral interventions, such as supportive therapy and relaxation training, may be as effective as CBT for many anxiety-related conditions in later life, and medications, particularly SSRIs, may be more effective. This presentation will review the evidence for psychological interventions, particularly CBT, relaxation training, and mindfulness-based approaches, for anxiety disorders and related conditions (PTSD, Hoarding Disorder, disproportionate fear of falling) in elderly people. Both traditional in person and alternative modes of delivery will be described. The presentation will also briefly discuss the role of pharmacotherapy in treating this population. Finally, we will discuss a case that illustrates some features of working with an anxious older individual: the difficulty of distinguishing anxiety from depression and cognitive impairment, the limits of psychotherapy, and the benefit of multidisciplinary treatment, including environmental modifications. 

Strategies for Delivering AFFIRMative Cognitive Behavior Therapy to LGBTQ+ Youth
Ashley Austin, PhD, LCSW and Shelley L. Craig, PhD, LCSW
Recorded on May 10, 2017

While there is growing support in contemporary society for lesbian, gay, bisexual, transgender and queer (LGBQ+) identities, LGBTQ+ youth continue to experience disproportionate risk for myriad mental and behavioral health outcomes.  Disparate health risk among LGBTQ+ youth is linked to stressors associated with their sexual and/or gender minority identities.  As a result, successfully navigating adolescence can be challenging and painful process for many LGBTQ+ youth.  Mental health professionals can play a key role in supporting LGBTQ+ client health and well-being through the use of affirmative practice approaches. LGBTQ+ affirmative practice acknowledges the multidimensional spectrum sexual and gender identities as equally healthy and valuable, validating the identities, strengths and experiences of LGBTQ+ youth.  Affirmative practitioners provide a clinical context which counters oppressive and unethical reparative approaches, challenging social and cultural factors that contribute to minority stress and oppression in the lives of LGBTQ+ youth. 

This webinar will focus on AFFIRM, a LGBTQ+ youth-specific version of Cognitive Behavior Therapy that has been adapted to ensure (a) an affirming stance toward LGBTQ+ identities, (b) recognition and awareness of LGBTQ+-specific sources of stress, and (c) the delivery of CBT content within an affirming, developmentally relevant and trauma-informed framework.  AFFIRM helps clients to identify and challenge internalized stigma and negative core beliefs in a safe and supportive clinical context. Participants will be introduced to the skills associated with several core components of AFFIRM including Case Conceptualization, Psychoeducation, Modifying Thinking, and Behavioral Activation, LGBTQ+  youth learn to counter stress, develop support, and engage in healthy coping.  

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

1. Assess the role and impact of homo/transphobic stigma, bullying, and discrimination on LGBTQ+ youths’ presenting mental health concerns.
2. Articulate an affirmative stance toward LGBTQ+ diversity among youth
3. Develop skills associated with effectively implementing CBT strategies within an affirmative context which challenges external and internal stigma, and attends to LGBTQ+ youths’ specific needs.

Audience: Intermediate/Advanced

Webinar Description:

This webinar will discuss legal and ethical issues in suicide studies including the ongoing loneliness crisis, the suicide “pandemic,” clinical implications of suicide liability, the debates surrounding rational suicide (including for those with mental illness), recent developments in the field of family suicide-homicides, and the burgeoning issue of substituted judgment in suicidal patients.

Learning Objectives:

1)  Participants  understand the clinical implications of suicide liability and the argument that favor suicide liability reform.

2)  Participants will understand the debate surrounding rational suicide abroad and its implications for clinical care.

3)   Participants will understand the debate related to substituted judgement for medical decisions in patients with suicidal thinking

Suicide Credit: This Course Qualifies for Suicide Credit.

Jacob M. Appel is currently an Associate Professor of Psychiatry and Medical Education at Mount Sinai’s Icahn School of Medicine, where he is Director of Ethics Education in Psychiatry.  He is also the author of four literary novels including Millard Salter's Last Day, ten short story collections, an essay collection, a cozy mystery, a thriller, a volume of poems and a compendium of medical dilemmas.  Prior to joining the faculty at Mount Sinai, Jacob taught most recently at Brown University in Providence, Rhode Island and at Yeshiva College, where he was the writer-in-residence.   He is co-chair of the Group for the Advancement of Psychiatry's Committee on Psychiatry & the Law and a judge for the National Book Critics Circle Awards.   More at www.jacobmappel.com

However, many young people find an emotional connection in fictional characters, such as Batman, Wonder Woman, Harry Potter, and Avengers. For some, these fictional characters might become surrogate friends or support groups. This talk focuses on how we can help clients learn to manage their feelings of loneliness and cultivate meaningful interpersonal connections, using fiction and narrative writing exercises as vehicles for fostering connection and posttraumatic growth. No prior experience with superheroes necessary.

Learning Objectives

1. Explain the concept of Superhero Therapy and demonstrate how to incorporate pop culture examples into treatment.
2. Demonstrate how to help clients to find a sense of purpose.
3. Review research related to parasocial (pop-culture) relationships.

Rachel Busman, Psy.D., ABPP is the senior director of the Anxiety Disorders Center and director of the Selective Mutism Service at the Child Mind Institute. She leads a team of clinicians providing evaluation and innovative treatment to children with selective mutism. Dr. Busman is Past President of the Selective Mutism Association, the nation’s largest network of professionals, families, and individuals with selective mutism. 

Jami Furr, Ph.D. is a Clinical Assistant Professor and Senior Psychologist in the Mental Health Interventions and Technology (MINT) Program, and the Selective Mutism Program at the Center for Children and Families at Florida International University (FIU). She is the President of the Selective Mutism Association, a nonprofit organization promoting awareness and resources regarding selective mutism to professionals, educators, and families. 

Webinar Description

Prior to COVID-19, telehealth was often used as an alternative to in-person care, to maintain continuity of care, or in combination.  Given the current climate of COVID-19 and the rapidly changing landscape of treatment implementation, telehealth has become the go-to method of delivery for mental health services. Telehealth has become useful for providing cognitive behavioral therapy to young children to adults, and in various formats (i.e., individual, group, intensive). This quick demand for telehealth need has also placed pressure on improving regulations and laws related to telehealth within and across state lines. This webinar will describe examples of how telehealth can be used to provide evidence-based care in clinical and research settings for a variety of disorders and presentations. Examples of cases using telehealth with evidence-based treatments will be presented. Ethical considerations when using telehealth such as consenting, privacy, HIPAA compliance, interjurisdictional practice, and appropriateness of clients for telehealth services, particularly the changes that may have occurred regarding COVID-19.

Dena DeFazio is an associate in Barclay Damon LLP'd Health Care & Human Services and Health Care Controversies practice areas. She focuses her practice on both regulatory and compliance issues in the health care industry, as well as health care-related litigation and administrative proceedings. Dena received her JD summa cum laude from Albany Law School and her MSW from the University of Buffalo. 

Webinar Description

This webinar will provide the basic information that mental health providers should know regarding the changes to telemental health during the COVID-19 pandemic, including brief overviews of a variety of federal and New York State policies and guidance.

Learning Objectives

1. Identify basic changes to federal policies and rules regarding telemental health
2. Identify basic changes to New York State policies and rules regarding telemental health
3. Identify considerations to be made regarding providing telemental health services

In this session, three OCD specialists who have the disorder themselves will discuss their experiences, including considerations in whether to self-disclose, how much to tell, the positive experiences they’ve had from their decision (as well as any negative feedback or comments), and things they didn't think to consider before self-disclosing. The goal of this session isn't to convince professionals with OCD to be open or silent about their diagnosis, but simply to have a conversation about the ethical realities of the experience and what to consider if therapists want to be public about their status.

Learning Objectives:

1. Recognize the ethical challenges associated with self-disclosure
2. Evaluate if self-disclosure about one's past or present lived experiences with OCD might be beneficial or harmful in specific clinical and/or professional situations
3. Describe three strategies to repair the therapeutic relationship and process if self-disclosure has negative impacts

Speakers:

Participants are encouraged to consider their organizational demands and expectations of trainees and to think about ways to reduce demands on trainees while providing sustained excellent patient care.

Learning Objectives:

1. Delineate the work load demands and expectations of clinical trainees at their institution.
2. Describe the importance of work-life balance and self-care in professional psychology and the risks to both practitioners and patients when self-care is compromised.
3. Identify systemic barriers to self-care in clinical psychology trainees.
4. List specific steps that can be taken to reduce systemic barriers to self-care and to provide sustained excellent patient care.

Webinar Description

This presentation provides an overview of intensive/residential treatment (I/RT) programs for OCD and related disorders. The format of I/RT is described, focusing understanding the differences between various levels of care and how treatment elements may mirror or differ from traditional outpatient treatments. Important considerations when determining if a higher level of care is appropriate for your client and how to help prepare them for intensive treatments will be discussed. Additionally, focus is given to strategies for preparing your client's for I/RT, including the importance of motivation and willingness. 

Learning Objectives:

Webinar Description:

Cultural/diversity issues play a significant role in therapy. Reported experiences of microaggressions in the therapeutic setting are common among patients seeking mental health treatment (Davis et al., 2016) and among mental health providers (deMayo, 1997). Microaggressions have been associated with lack of treatment engagement (Crawford, 2011) and poor working alliance (Owen et al., 2010). As such, mental health providers need to be prepared to address these issues in clinical settings. Patients’ perception of therapists’ cultural humility has been found to be associated with stronger working alliance and treatment improvement (Hook et al., 2013). The process of learning cultural humility and gaining awareness of one’s own stereotypes and biases can assist mental health providers to better address these issues in treatment. The current workshop will provide didactic and experiential training on cultural humility to help mental health providers be better prepared to examine these issues with their patients.

Learning Objectives

1)      Recognize one’s privilege and the role of privilege in systems of oppression and effectively use one’s privilege to advocate.

2)     Recognize one’s biases and stereotypes and ways in which they impact one’s actions/reactions to microaggressions and cultural issues in the therapeutic context

3)     Practice cultural humility in one's approach to cultural/diversity issues and microaggressions in clinical settings.

Presenters:

Dr. Nguyen has served on a number of diversity and multicultural committees in both the Department of Veterans Affairs (VA) and university settings, including the National VA Multicultural Diversity Training Committee, where she helped develop diversity training curriculum to be disseminated to directors of training in the VA nationwide. Dr. Nguyen has also led workshops on diversity and multicultural issues to clinical psychology graduate students, psychologists and psychiatrists in independent/group practices, and interdisciplinary treatment teams (e.g., social work, psychology, nursing, and psychiatry). Dr. Nguyen's interest in issues involving diversity, equity, and inclusion is prominent in her clinical practice. She has worked abroad with refugees in Thailand to provide HIV/AIDS and sexual violence education, education for migrant workers on legal rights, and group therapy for caretakers of survivors of violence. In the U.S., she has worked with refugees and immigrants in the department of Multicultural Services at Compass Health Community Center and has collaborated with the Northwest Immigrant Rights Project to provide psychological assessments for incarcerated individuals seeking asylum. Dr. Nguyen is currently a staff psychologist at the VA Palo Alto Health Care System, where she provides culturally informed, evidence-based care to veterans in the Trauma Recovery Services. Finally, Dr. Nguyen's passion and knowledge on diversity and multicultural issues are informed by her own experiences as a first generation, Vietnamese immigrant and Asian American woman.

Dr. Lizzie Sauber received her degree from the University of Maryland's Counseling Psychology Program. She completed her internship and fellowship at the VA Palo Alto Health Care System, where she now works as a staff psychologist in Trauma Recovery and Services. As a researcher and clinician, her work has focused on the intersections of trauma, grief and loss, and identity. She is especially passionate about integrating social justice and advocacy across all of her roles as a psychologist.Dr. Lizzie Sauber received her degree from the University of Maryland's Counseling Psychology Program. She completed her internship and fellowship at the VA Palo Alto Health Care System, where she now works as a staff psychologist in Trauma Recovery and Services. As a researcher and clinician, her work has focused on the intersections of trauma, grief and loss, and identity. She is especially passionate about integrating social justice and advocacy across all of her roles as a psychologist.

Eli R. Lebowitz, PhD

Professor Lebowitz studies and treats childhood and adolescent anxiety at the Yale School of Medicine, Child Study Center. His research focuses on the development, neurobiology, and treatment of anxiety and related disorders, with special emphasis on family dynamics and the role of parents in these disorders. Dr. Lebowitz is the lead investigator on multiple funded research projects, and is the author of research papers, books and chapters on childhood and adolescent anxiety. Dr. Lebowitz’ work has been recognized by private and public organizations including the Brain and Behavior Foundation, the National Institute of Mental Health and The National Center for Advancing Translational Science. He is also the father of three great boys.

Yaara Shimshoni, PhD

Yaara Shimshoni is a clinical psychologist and an associate research scientist at the Yale School of Medicine, Child Study Center. As a member of the Anxiety and Moods Disorders Program, directed by Profs. Wendy Silverman and Eli Lebowitz, Dr. Shimshoni conducts research and provides clinical care for anxious children and their parents. She is currently the lead investigator on a pilot study examining the feasibility of a parent-based treatment she developed for child avoidant and restrictive eating (ARFID). Dr. Shimshon’ research focuses on the development and treatment of anxiety and related disorders, with special emphasis on parent-child relationships and cross-generational influences. 

Webinar Description

In recent years, there has been rapidly increasing interest in the construct of family accommodation in anxiety disorders, generating data on the underlying theoretical mechanisms, associations with anxiety disorders, and intervention research. Today, family accommodation is considered a key factor impacting child anxiety. Family accommodation of child's anxiety refers to changes that parents make in their own behavior to help their child avoid or alleviate distress related to the anxiety disorder. Although it is intended to reduce anxiety in the short-term, family accommodation is associated with greater symptom severity and impairment.

Supporting these theoretical understandings and empirical findings, novel parent-based interventions of child anxiety have shown much promise. The SPACE Program (Supportive Parenting for Anxious Childhood Emotions) is a theory-driven intervention informed by research into parental entanglement in the symptoms of childhood anxiety and by the biology of mammalian parental behavior. SPACE teaches parents to recognize their accommodating behaviors, and to implement specific plans for reducing the accommodation while maintaining an empathic and supportive attitude towards the child. The treatment also includes tools for: Increasing parents' ability to work cooperatively together; Coping with responses to the reduced accommodation, including anger and distress; And for enlisting the support of family and friends in what can sometimes be a difficult process.

This webinar will present attendees with an overview of family accommodation and its associations with child anxiety and provide an introduction to the SPACE Program. Clinical trials in anxiety and OCD support the ability of SPACE to reduce family accommodation children's symptoms. Results of a recently completed funded randomized clinical trial of SPACE will be presented and discussed.

Learning Objectives:

1. Attendees will understand the concept of family accommodation and the role it plays in child anxiety.

2. Attendees will gain a basic understanding of the theoretical background underlying SPACE.

3. Attendees will gain an overview of the therapeutic process and learn to apply practical tools.   

Transdiagnostic Treatment of Depression: Targeting Mechanisms for Lasting Change

Individuals seeking therapy for depression often present with features of multiple problems—e.g., bipolar disorder, PTSD, borderline personality—making it difficult for clinicians to determine which treatment protocol is best suited for their depressed patients. Increasing interest in and support for transdiagnostic approaches underscores the importance of targeting underlying psychological mechanisms: vulnerabilities and patterns of responses that are believed to trigger and maintain cognitive, behavioral, emotional, and physiological symptoms across diagnostic categories. Despite this growing trend, therapists have very little guidance for determining which mechanisms to target for their specific patients and how to plan effective treatment plans around them.

This webinar presents a clinical roadmap that provides a clear step-wise process of identifying client-specific transdiagnostic mechanisms (TDMs) with clients and directly targeting TDMs using interventions from evidence-based treatments such as CBT, ACT, and DBT. Rather than a prescribed protocol, this practical tool helps therapists navigate assessment and treatment planning on a case-by-case basis using depression-linked TDMs (e.g., negative schemas, rumination, information processing biases) as their guidepost to best meet the individualized needs of depressed patients and help them achieve therapy and life goals.

Recorded on Thursday, December 7, 2017 | noon to 1 pm EST (part 1)

Featuring: Dr. Kenneth Towbin, MD & Dr. Mary Karapetian Alvord, PhD 

Dr. Kenneth E. Towbin, M.D., is a Clinical Professor of Psychiatry and Behavioral Science at the George Washington University School of Medicine and is the Chief of Clinical Child and Adolescent Psychiatry in the Emotion and Development Branch in the Intramural Research Program at NIMH. Dr. Towbin has been with NIMH for 17 years.

Dr. Towbin has extensive and diverse experience in child and adolescent psychiatry. ‪ He has authored on the diagnosis and treatment of a variety of psychiatric disorders of children and his work at NIMH now focuses on pediatric mood and anxiety disorders.  He is a past member of the Editorial Board Member of the Journal of the American Academy of Child and Adolescent Psychiatry. He has also worked in an advisory capacity to the US Food and Drug Administration.

Dr. Towbin is a Diplomat of the American Board of Psychiatry and Neurology, in both General Psychiatry and in Child and Adolescent Psychiatry.

Dr. Mary Karapetian Alvord, PhD, is a psychologist with more than 35 years of clinical experience and is director of Alvord, Baker & Associates. She specializes in treating children, adolescents, and adults using cognitive behavior therapies. A central focus is building resilience in children and teens with depression, anxiety disorders, ADHD and other emotional and behavioral regulation problems. She is adjunct associate professor of psychiatry and behavioral sciences at The George Washington University School of Medicine and Health Sciences. Fellow of both the American Psychological Association and of the Association for Behavioral and Cognitive Therapies, she is also a Clinical Fellow of the Anxiety and Depression Association of America. She is co-author of Conquer Negative Thinking for Teens, Resilience-Builder Program, and audio recordings, Relaxation and Self-Regulation Techniques for Children and Teens and Relaxation and Wellness Techniques (for adults).

Webinar Description

This two-part webinar series will focus on the transdiagnostic understanding and treatments for youth and conquering negative thinking and behavior including the relevance of neural circuitry.

There is a complex inter-relationship between the “primary” anxiety disorders (social anxiety, Generalized Anxiety, Separation Anxiety), irritability, and Major Depression.  Negative thinking is a transdiagnostic vulnerability that is represented across all of these mental health disorders. Habitual negative thinking is associated with anxiety and depression symptoms in longitudinal and cross-sectional studies.

The onset of these two internalizing conditions—depression and anxiety—typically occurs in adolescence, which strongly points to a developmental contribution. This makes evidence-based treatment a compelling priority in adolescents. Furthermore, depression or anxiety in adolescence substantially increases the risk for impairment in adulthood.  These conditions may be two sides of the same coin. 

During Part 1 of this pragmatic webinar, we discuss the multifaceted relationship between co-occurring disorders are discussed focusing on depression and anxiety.  Various distorted thinking habits are explored using tailored, developmentally appropriate content for adolescents. Through case examples, we will cover specific strategies to encourage adolescents to recognize maladaptive thinking and ways to change their thoughts and behavior habits.  Specific strategies will be demonstrated that include cognitive restructuring and multiple challenge questions, behavioral activation and mindfulness.

Learning Objectives

1. Describe the immediate and long-term risks of anxiety and depression in adolescents.

     3. Demonstrate two strategies to assist youth in developing healthier, alternative thoughts and actions using a cognitive behavior approach. 

Learning Level

Introductory to Advanced

Survivors of domestic sex trafficking, both adult and minor children, experience complex trauma symptoms as a result of sexual abuse and exploitation, which may manifest in both psychological and somatic symptoms. Utilizing a trauma informed yoga framework for intervention with this population, clinicians can learn to engage and support this vulnerable population in a comprehensive way which addresses physical manifestations of trauma, as well as psychological.

Trauma-informed yoga incorporates elements of hatha yoga postures and movements with an emphasis on autonomy of the participant (i.e. using phrases such as “when you are ready to move” or limiting hands-on-adjustments as requested) as well as the internal experience of the individual through guided focus and attention given to the body during this designated time. During this presentation, participants will learn about the empirical foundations of trauma-informed yoga with trafficking survivors including the implications for individual and group clinical practice. Hands-on practice will be done during this workshop, including a demonstration of a trauma-informed group therapy session in small group breakout sessions. Providers will learn how to apply this intervention in clinical settings to various populations who have diagnosed C-PTSD or PTSD, as well as those with other experiences of trauma.

Dr. Lauren P. Wadsworth’s clinical practice and research primarily focus on transdiagnostic features of anxiety disorders, with additional specialties treating anxiety in LGBTQ+ populations and providing ERP for OCD.

Dr. Wadsworth’s clinical interests include providing evidenced based treatments (primarily CBT, ERP, and Acceptance-based strategies) to individuals with anxiety and depressive disorders in outpatient settings. Dr. Wadsworth’s clinical and research work are both largely informed by a commitment to continuously striving to increase her cultural humility as a clinician and researcher.

Webinar Description

Gender diverse children, teens, and adults are becoming increasingly comfortable coming out and expressing their gender identities. As clinicians we need to meet this social change with an increase in our cultural humility and competency working with individuals who identify as gender minorities/gender diverse/rising gender identities. We must become more practiced with the vocabulary surrounding gender identity and increase our comfort discussing the social impacts of expressing a stigmatized identity. Gender diverse individuals face unique stressors, paired with increased risk for developing anxiety and depression. This webinar will discuss population specific components of anxiety and depression development (e.g. role of stigma, coming out), and will provide tangible ways to provide more accurate and affirming research, and/or more culturally informed therapy.

Learning Objectives

At the end of this session, participants will be able to…                                                              1.      Describe adjustments to demographic/intake forms used in their research/ clinical work that would make forms more affirming and accurate for sexual and gender minorities

2.      Create more culturally informed case conceptualizations for sexual and gender minority patients

3.      Summarize how to aid patients in identifying and managing stigma using cognitive restructuring 

Featuring: Jami Socha, PhD, Laura Lokers, LMSW

Recorded Thursday, February 01, 2018 12 pm - 1 pm

Jami Socha, PhD is a licensed clinical psychologist at the Anxiety and OCD Treatment Center of Ann Arbor where she specializes in the treatment of anxiety disorders, OCD and obsessive-compulsive spectrum disorders.   Dr. Socha received her doctorate in clinical psychology from Rosalind Franklin University of Medicine and Science, and completed her internship and postdoctoral fellowship at the University of Michigan.  Dr. Socha has extensive experience and training in a variety of empirically supported treatments for anxiety and mood disorders, including Cognitive Behavioral Therapy (CBT) and Exposure and Response Prevention (ERP).  She works with individuals across the lifespan, having specialized training in treating anxiety in both pediatric and adult populations. Dr. Socha is also a clinical supervisor at the University of Michigan's Mary A. Rackham Institute. Dr. Socha was a 2016 recipient of ADAA's Career Development Leadership Program Award and has been an ADAA member since 2010.The webinar is aimed at helping clinicians identify and address family accommodation as it relates to OCD. Case examples – representing both adult and child cases – will be used to illustrate the challenges and successes of addressing accommodation.

Laura Lokers, LMSW is a licensed clinical social worker and worked in the University of Michigan's Department of Psychiatry, Anxiety Disorders Program for 10 years before co-founding the Anxiety and OCD Treatment Center of Ann Arbor. Ms. Lokers received her Master's degree from the University of Michigan School of Social Work in 2005 and has specialized training in Cognitive Behavioral Therapy for a variety of anxiety, mood disorders and OCD. Ms. Lokers has had advanced training and experience working with Obsessive Compulsive Disorder, including intensive outpatient exposure and response prevention for aggressive OCD symptoms.  In addition to clinical treatment and clinical training, Ms. Lokers has also been involved in clinical research, primarily in the area of Obsessive Compulsive Disorder and OC spectrum disorders. She is an adjunct professor at the University of Michigan School of Social Work and has been an ADAA member since 2010.

Webinar Description

Family accommodation is generally defined as any way in which family member(s) play a role in the maintenance of obsessions and compulsions through taking part in rituals, permitting avoidance of anxiety-provoking stimuli, or modifying routines to accommodate OCD behaviors.

Addressing family accommodation is therefore an important component in treating OCD, and neglecting the role of family members can undermine Exposure and Response Prevention (ERP).

However, family accommodation can be a challenging issue for clinicians to tackle for a variety of reasons, including: difficulty recognizing the multitude of ways accommodation can occur, dealing with low motivation in family members to modify their behavior, family members' lack of information or misunderstanding regarding ERP, or reluctance of family members to disengage from accommodating behaviors for fear doing so will be too harsh/unsupportive to their loved one.

Strategies for working with parents will be discussed, including ways to engage parents who may struggle to refrain from accommodating behaviors for fear of hurting or upsetting their child. In addition, the presenter will offer attendees language and visuals/illustrations to use with reluctant and/or misinformed family members that can be useful in increasing their engagement treatment-supporting behaviors.

Learning Objectives

At the end of this webinar, attendees will be able to:

1. Define and describe family accommodation as it pertains to OCD
2. Recognize signs (“red flags”) of family accommodation when working with OCD patients
3. Identify useful language to use with family members to address family accommodation of anxiety symptoms

Learning Level: 

Intermediate / Advanced

This webinar is not eligible for 1 CE / CE Hour.

Treatment of Adults with Bipolar Disorder (June 10, 2015), presented by Andrew A. Nierenberg, MD

Treatments for bipolar disorder have benefits and risks that should be discussed by patients and their clinicians in the spirit of shared decision-making. This presentation discusses medications and psychotherapy for acute manic and hypomanic episodes, acute depressive episodes, and long-term treatment to prevent mood episodes. Mood stabilizers, second and third generation antipsychotics, as well as the mixed evidence for antidepressants are discussed. Evidence-based psychotherapies for bipolar disorder include cognitive behavioral therapy and mindfulness based CBT as well as lifestyle interventions.

Treatment Planning for Hoarding

Dr. Bell begins the presentation by providing a brief overview of hoarding to highlight the issues to address in treatment. She then focuses on goal-setting and establishing a contract. In addition, she provides clear instructions on how to declutter and offer clinical, in-office exercises to conduct with clients

Webinar Description:

CBT has demonstrated to be effective for the prevention and treatment of depression in youth. However, CBT can differ in content with different presence and duration of treatment components. In order to improve the effects of CBT and to find out WHAT works best, it is important to identify (non-)effective components of CBT programs. By investigating the differential effectiveness of CBT treatment components, and how they interact, we may provide recommendations on how to further develop interventions in clinical practice for optimal use and cost-effectiveness.

The first presentation focuses on a taxonomy tool that was developed to code various treatment manuals in order to map the presence of CBT components (e.g. activation, cognitive restructuring, problem solving, relaxation, etc.), the contextual factors (e.g. target group, goal, theoretical background) and the structural factors (e.g. group or individual, number of sessions). The data is currently being analyzed, and results are summarized providing insight on the differences and similarities of CBT programs worldwide. Also conclusions and clinical implications are presented.

The second presenter discusses the differential effectiveness of four most commonly used CBT-components at preventing depression among adolescents (i.e., activation, cognitive restructuring, problem solving and relaxation) and four different sequences of these elements. A cluster randomized prevention microtrial was used with multiple assessments. The sample consists of adolescents aged 12-18 reporting subclinical levels of depressive symptoms. The data is currently being analyzed and is presented.

In the third presentation, a brief behavioral activation intervention for depressive symptoms for young people aged 11-18 is discussed (Brief BA). The presentation outlines how engagement was made central to the Brief BA approach using the framework of reinforcement. Initial feasibility data will be presented, along with clinical implications and directions for future research.

The symposium ends with a discussion, focused on the clinical implications of the results presented.

Learning Objectives

1. Distinguish different CBT-components within current protocols.
2. Know the state of art research knowledge on the effectiveness of commonly used CBT-components.
3. Apply some CBT-techniques in a new and creative way.

Using Behavioral Activation Treatment to Treat Perinatal Mood Disorders

Featuring: Dr. Jackie K. Gollan, PhD

Dr. Jackie Gollan is an Associate Professor in the Departments of Psychiatry and Behavioral Sciences and Obstetrics and Gynecology at Northwestern University's Feinberg School of Medicine in Chicago. She earned her Ph.D. in Clinical Psychology at The University of Washington in Seattle in 1999, her clinical internship at Brown University Medical School in Providence Rhode Island in 2000, and her postdoctoral training at Massachusetts General Hospital in Boston MA in 2001. Between 2001 and 2006, she worked as a faculty member in the Department of Psychiatry at The University of Chicago, and then in 2006, she transferred to Northwestern. She is a clinical researcher and a licensed clinical psychologist. Her clinical expertise focus on the delivery of evidence-based psychotherapies for depression and anxiety, with a focus on behavioral activation and cognitive behavioral therapy. Her clinical research focused on identifying mechanisms of treatment response uses multiple methods (e.g., neuroimaging, computer tasks, biological challenges) towards the goal of developing an effective treatment for depression.

Webinar Description

This webinar will describe the structure and techniques of an effective behavioral intervention for perinatal depression.

The presentation is based on current research findings on the biological and psychological changes that are experienced in pregnancy and postpartum and their links with anxiety and depression. Specific treatment techniques are described with a focus on gender-sensitive psychotherapy treatment for effectively addressing depression across the perinatal phase.  Supported by earlier studies on depression, Behavioral Activation (BA) treatment has been shown to be an effective treatment option for perinatal depression. The Behavioral Activation model suggests that depression is experienced in a measurable manner when pregnant and postpartum women face aversive situations, lose or disrupt their routines, and have less opportunity to regenerate positive activities.

 This webinar will shows clinicians how to teach their patients how to override avoidance and misery through an increase experiences and sources that positively reinforce non-depressed behavior; replace disrupted routines with routines of enjoyment and mastery; and acquire skills to reduce avoidance.

 Come and join this exciting new webinar to learn more about how to address depression in perinatal women through the effective Behavioral Activation Model!

Learning Objectives

1.  Describe the Behavioral Activation model of illness and treatment.

2.  Summarize common clinical challenges in perinatal depression;

3.  Describe specific treatment techniques;

4.  Outline how to measure mechanisms of productive therapeutic change;

5.  Guide you on next steps towards achieving competency and adherence in BA.

Learning Level

Intermediate

This webinar is not eligible for CE / credit hour.

featuring Dr. Carmen McLean, PhD 

Although several evidence-based psychotherapies (EBPs) for posttraumatic stress disorder (PTSD) exist, logistical and stigma-related barriers often deter individuals with PTSD from accessing these treatments. Even when care is sought, PTSD patients rarely receive EBPs, because organizational and attitudinal barriers deter PTSD providers from using EBPs. Thus, improved accessibility of EBPs for individuals with PTSD is urgently needed to meet the demand for timely care.  E-Health treatments represent an innovative way to greatly increase the reach of EBPs for PTSD. The efficacy of eHealth treatments for PTSD is promising, though many important questions remain, including: Can face-to-face EBPs be delivered effectively online? How much human support is needed to ensure engagement? For whom are eHealth interventions best suited?

This webinar addresses these questions in the context of Dr. McLean’s research on eHealth for PTSD. Specifically, Dr. McLean will describe two recent studies evaluating the efficacy of a web-version of Prolonged Exposure (PE), “Web-PE,” among active-duty military personnel and veterans with PTSD. The first study was a small randomized controlled trial of Web-PE compared to face-to-face present centered therapy at Fort Hood, TX, and the second was an open trial of Web-PE, where participants were recruited nationally. The preliminary results of these studies, including both quantitative and qualitative data, as well as the lessons learned, will be presented. Current and future research, including studies examining a web-version of written exposure therapy and a self-guided exposure therapy mobile app will also be described.

Learning Objectives:

1. Describe at least two advantages to eHealth interventions over traditional face-to-face care. 
2. Explain how Web-PE differs from prior eHealth interventions for PTSD.                                                                                                     
3. List at least one reason why the efficacy of Web-PE likely differed across the two trials.

This webinar is eligible for CE. Read more information on CE/CME here: https://adaa.org/education/ce-credits

Using Mindfulness in the Treatment of Anxiety

This webinar focuses on mindfulness-based strategies in the treatment of GAD and comorbid disorders.  Principles and strategies from mindfulness and acceptance-based behavioral therapies have been adapted to develop an acceptance-based behavior therapy for GAD. This approach has demonstrated efficacy in reducing GAD, as well as worry, depressive symptoms, and comorbid diagnoses, while also increasing quality of life. It is grounded in behavioral principles and draws on traditional cognitive behavioral, as well as acceptance-based, strategies.

Patricia E. Zurita Ona, Psy.D., Dr. Z. is a clinical psychologist who specializes in working with children, adolescents, and adults struggling with OCD, anxiety, and emotion regulation problems. Dr. Z is the founder of East Bay Behavior Therapy Center, a boutique therapy practice, where she runs an intensive outpatient program integrating Acceptance and Commitment Therapy and Exposure Response Prevention. Dr. Z is the creator of the online class “ACT beyond OCD,” an online resource for people that want to augment their ACT and ERP skills. 

Webinar Description

This webinar will go  into the nuts and bolts of how to conduct an ACT consistent exposure session, starting with a contextual-functional assessment of OCD symptoms, organizing a values-based exposure menu, increasing clients’ willingness to get out from their fear-based zone and move into values-based exposures, and troubleshooting when getting stuck in an exposure session (e.g. clients have a high degree of believability on thought – action – fusion, client’s continue to have hopes for obsessions to go away, clients’ exposures turn into rituals, etc). 

In addition, the Choice Point, a behavioral intervention derived from ACT will be presented as an additional case formulation and treatment intervention to augment the impact of ERP sessions for pediatric OCD. And experiential exercise will be facilitated to see the choice point in action when working with OCD and help participants to (1) identify client’s hooks and helpers, (2) clarify client’s values, and (3) discriminate values-based behaviors from OCD -driven behaviors.

Presented by Elizabeth McMahon, PhD. 

Learning Objectives

1. Explain the research support and rationale for using virtual reality for exposure with phobias.
2. Outline a hierarchy of virtual reality exposures as part of specific phobia treatment.
3. Describe two ways to evaluate client response to virtual reality exposure therapy.

Recorded on November 5, 2020
Featuring: Debra Kissen, PhD, MHSA and Paul Greene, PhD

Intrusive thoughts can create intense anxiety and lead to rumination for those who suffer from them. ADAA members Drs. Debra Kissen and Paul Greene discuss how to recognize intrusive thoughts, how they differ from other anxiety symptoms, and will provide participants with tools and techniques to move past them in this live webinar. There will be an opportunity for questions and answers after the presentation.  

Please note that registration is required and that there is a $10.00 fee for this event to help ADAA continue to offer this type of educational content.

Dr. Kissen often serves as a media psychologist and is available for press inquiries and strives to further the dissemination of empirically supported treatment (EST) information by offering user friendly quotes and simple to understand, practical tips and solutions to help mental health consumers move past stress and anxiety.

Dr. Paul Greene  is the director of the  Manhattan Center for Cognitive-Behavioral Therapy  in New York City. He received his doctorate in clinical psychology from Boston University and completed postdoctoral training at Memorial Sloan-Kettering Cancer Center and the Mount Sinai School of Medicine. Dr. Greene served as an assistant professor at the Mount Sinai School of Medicine for six years. He is an expert in the treatment of anxiety and related disorders, and the application of mindfulness in cognitive-behavioral clinical interventions.

What Mental Health Providers Need to Know About Primary Care – Behavioral Health Integration
Risa Weisberg, PhD
Recorded on February 15, 2017

This webinar will provide participants with an overview of the key principals of helping our patients via collaborating with and consulting to primary care providers. While this is essential knowledge for anyone hoping to work in a primary care-behavioral health setting, the information presented should also be of value to specialty mental health providers who intend to continue to practice in mental health settings, but hope to increase their referrals from and collaborations with primary care providers. 

At the end of this session, participants will be able to

1. Summarize the benefits to collaborating with primary care providers in treating patients with common mental/behavioral health problems.
2. Describe at least four ways in which the role of a primary care-behavioral health consultant differs from that of a specialty mental health provider.
3. Write intake reports and progress notes that are more likely to be read and viewed as helpful by primary care providers.

Presentation level: Introductory

ADAA is approved by the American Psychological Association to sponsor continuing education for psychologists. ADAA maintains responsibility for this program and its content.

Who Should I Treat? Specialization vs. Generalization in Clinical Practice

Recorded on Thursday April 26, 2018 noon to 1pm EST

Featuring: Andrea G. Batton, LCPC, Denise Egan Stack, LMHC, and Jon Hershfield, MFT 

Andrea G. Batton, LCPC is a licensed therapist and supervisor in Maryland and director of The Maryland Anxiety Center. She is active on the board of Mid Atlantic OCD, the regional affiliate of the International OCD Foundation.

Denise Egan Stack, LMHC is a home-based behavioral therapist in Massachusetts. She was involved with the development and launch of the OCD Institute at McLean and served as president of the International OCD Foundation for more than a decade.

Jon Hershfield, MFT is a psychotherapist in private practice licensed in Maryland, Virginia, and California, and director of The OCD and Anxiety Center of Greater Baltimore.

Webinar Description

 Finishing graduate school and gaining licensure as a new therapist can be an exciting yet scary and overwhelming experience. New clinicians are often flooded with questions about the next step in their careers. Where can I get hired and also be supervised? What types of patients do I want to work with? Is there a setting I'd prefer to be in? Unlike doctorate programs, most masters programs in counseling, psychology and social work do not offer students specific mentors to assist with guidance in a professional direction.

As a result, new clinicians may consider themselves willing to treat any available clients, in an effort to gain experience and hours for independent licensure.

In this webinar, three expert clinicians will provide professional guidance by discussing the importance of specializing as a therapist and what steps to take in order to achieve competence to best help their clients. 

Learning Objectives 

1. Be able to differentiate between a generalist who treats anxiety and depression and a clinician who specializes in treating anxiety, depression and related disorders 

2. Be able to identify the benefits to clients when therapists specialize in the treatment of specific disorders and patient populations 

3. Be able to describe potential steps to take in order to gain expertise, and name several training opportunities available to graduate students and new clinicians looking to specialize in treating anxiety, depression and related disorders 

Learning Level

Introductory 

This professional webinar does not provide CE.

Webinar Description:

This webinar prsents Written Exposure Therapy (WET), a 5 session treatment for PTSD. Background research examining the necessary and sufficient components of successful PTSD treatment led to the development of WET and this work is described in the webinar. In addition, empirical evidence supporting the efficacy of the treatment is presented. There will also be a discussion regarding when WET should and should not be used. Discussion of using the treatment with complex cases is also included.

Learning Objectives

1. Identify critical elements of written exposure therapy.

2. Describe the efficacy data for written exposure therapy.

3. Describe situations when it is appropriate to use written exposure therapy.

Denise M. Sloan, PhD earned her PhD in clinical psychology from Case Western Reserve University. She is the Associate Director of the Behavioral Science Division, National Center for PTSD and a Professor of Psychiatry at Boston University School of Medicine. She is an expert on psychosocial interventions for traumatic stress disorders and has a specific interest in efficient treatments for PTSD.  Dr. Sloan conducted a long line of studies that led to the development of Written Exposure Therapy. Since developing the treatment, she has conducted several studies examining its efficacy. This work has been funded by the National Institute of Mental Health. Dr. Sloan has published over 100 journal articles and has co-edited two books. She serves as Editor-in-Chief of Behavior Therapy and is a consulting editor for six scientific journals.