Abct 53rd Annual Convention November 21–24, 2019

Examining Suicide Risk Around the World: The Potential Role of Mental Health

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Examining Suicide Risk Around the World: The Potential Role of Mental Health 

Structural Stigma

Christine B. Cha, Ph.D., Teachers College, Columbia University

Jessica D. Ribeiro, Ph.D., Florida State University

Joseph C. Franklin, Ph.D., Florida State University

Eleonora M. Guzmán, B.S., M.S., Teachers College, Columbia University

Help-Seeking and Treatment Experiences of Gender Minority Individuals With 

Eating Disorders

Mary Duffy, B.A., Florida State University

Kristin Henkel, Ph.D., University of Saint Joseph

Valerie Earnshaw, Ph.D., University of Delaware

Thomas Joiner, Ph.D., Florida State University

Mary Duffy, B.A., Florida State University

A More Diverse Field Would Be Better – But How Do We Get There?

Keanan J. Joyner, M.S., Florida State University

11:00 a m  – 1:00 p m 

A703, Atrium Level

Master Clinician 6

Cognitive Behavioral Therapy for Body 

Dysmorphic Disorder

Fugen Neziroglu, Ph.D., ABPP, Bio Behavioral Institute

Earn 2 continuing education credits

Moderate to Advanced level of familiarity with the material

Primary Category: Obsessive Compulsive and Related Disorders, Treatment- CBT

Key Words: Body Dysmorphic Disorder, CBT, Treatment

Body Dysmorphic Disorder (BDD) is classified under obsessive-compulsive spectrum 

disorders due to its many shared similarities with OCD, including preoccupations as-

sociated 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 10 years, BDD is still 

underrecognized and often misdiagnosed. This seminar will begin with a review of the 

theoretical and empirical models of the psychopathology of and treatment for BDD. It will 

continue with discussion of and practical instruction on strategies to mitigate symptoms, 

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such as image re-scripting, attentional training, habit reversal, and exposure and response 

prevention. Through recent and ongoing research, our ability to treat and recognize BDD 

has dramatically improved our ability to alieve a significant amount of the poor quality 

of life and social isolation that many patients with BDD experience. This seminar will 

capitalize on these recent improvements through the emphasis of new cognitive and be-

havioral treatment strategies for this challenging disorder.

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

•  Recognize and diagnose body dysmorphic disorder.

•  Identify cognitive behavioral models of BDD and the factors that maintain symp-


•  Utilize treatment strategies as well as strategies for engagement and change.

Recommended Readings: Allen, A. (2006). Cognitive-behavioral treatment of body dys-

morphic disorder. Primary Psychiatry, 13(7), 70-76. Neziroglu, F., Bonasera, B., & Cur-

cio, D. (2018). An intensive cognitive behavioral treatment for body dysmorphic disorder. 

Clinical Case Studies, 17(4), 195 - 206.Neziroglu, F., Borda, T., Khemlani-Patel, S., & 

Bonasera, B. (2018). Prevalence of bullying in a pediatric sample of body dysmorphic 

disorder. Comprehensive Psychiatry 18, 12-16. Neziroglu, F., & Lippman, N. (2015). A 

review of body dysmorphic disorder after 20 years of research. Australian Clinical Psychol-

ogist, 1(1), 22-29. Wilhelm, S., Phillips, K. A., Fama, J. M., Greenberg, J. L., & Steketee, 

G. (2011). Modular cognitive-behavioral therapy for body dysmorphic disorder. Behavior 

Therapy, 42(4), 624-633.

11:00 a m  – 12:30 p m 

A704, Atrium Level

Symposium 86

Exercise Your Mind and Body: Boosting Physical Activity 

and Cognition in Severe Mental Illness



Abigail C. Wright, Ph.D., Massachusetts General Hospital


Julia Browne, M.A., University of North Carolina at Chapel 




:  Kim Mueser, Ph.D., Boston University

Earn 1 5 continuing education credits

Basic levels of familiarity with the material

Primary Category: Schizophrenia / Psychotic Disorders

Key Words: Schizophrenia, Exercise, Motivation

Mobility as Motivational Output? Smartphone-based Geo-location and 

Motivation in People With and Without Schizophrenia

David Gard, Ph.D., San Francisco State University

Daniel Fulford, Ph.D., Boston University

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Physical Activity Can Enhance Life (PACE-life): Open Trial Results From a Six-

month Walking Intervention for Individuals With Schizophrenia Spectrum 


Claudio Battaglini, Ph.D., University of North Carolina at Chapel Hill

Fred Jarskog, M.D., University of North Carolina at Chapel Hill

Ana M. Abrantes, Ph.D., Brown University

Paschal Sheeran, Ph.D., University of North Carolina at Chapel Hill

Jessica McDermott, B.A., University of North Carolina at Chapel Hill

David Penn, Ph.D., University of North Carolina at Chapel Hill

Julia Browne, M.A., University of North Carolina at Chapel Hill

BeFit: A Pilot of an Integrated Behavioral Management of Healthy Lifestyle 

Group Intervention for Individuals With Recent Onset Psychotic Illness

Hannah Brown, M.D., Boston Medical Center

Kristina Schnitzer, M.D., Massachusetts General Hospital

Katherine Thayer, MSW, LICSW, MBA, Massachusetts General Hospital

Diana Arntz, Ph.D., Massachusetts General Hospital

Vanya Zvonar, B.A., Massachusetts General Hospital

Abigail Donovan, M.D., Massachusetts General Hospital

Julia Browne, M.A., University of North Carolina at Chapel Hill

Exercise Your Way: A Preference-based Physical Activity Intervention in Early 

Psychosis: Feasibility Trial (Preliminary Results)

Eve Dubois, Bsc, University of Montreal Hospital Research Centre

Amal Abdel-Baki, MD, University Hospital of Montreal

Ahmed Jérôme Romain, Ph.D., University of Montreal

Mechanisms of Cognitive Benefits From Combined Exercise and Cognitive 

Remediation in Serious Mental Illness

Susan McGurk, Ph.D., Boston University

Michael W. Otto, Ph.D., Boston University

Kim Mueser, Ph.D., Boston University

Daniel Fulford, Ph.D., Boston University

Snigdha Talluri, M.A., Illinois Institute of technology

Ivy Tran, M.A., Hofstra University

Chitra Khare, M.A., Boston University

Susan McGurk, Ph.D., Boston University

11:30 a m  – 12:30 p m 

International North, Ballroom Level, Hyatt Regency Atlanta

Asian American Issues in Behavior Therapy and 

Research SIG

Please join us to learn about the exciting work our members are doing, and the 

opportunities available to grow our SIG. We offer a professional collegial space for individ-

uals seeking a home within the ABCT. We welcome anyone to our meeting, and warmly 

invite those with an interest in cultural and diversity issues in treatment and research and/

or those who identify with an Asian cultural background.

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11:30 a m  – 1:00 p m 

Embassy A, Embassy Level, Hyatt Regency Atlanta

Tic and Obsessive-Compulsive Related Disorders SIG

In this meeting, two presentations will be given by experts in the field about their 

current SIG-relevant research. Following these presentations, audience members will be 

provided the opportunity to ask the presenters questions. At the end of the meeting, indi-

viduals interested in tic, impulse control, and other obsessive compulsive related disorders 

will be given the opportunity to connect/network with others who are interested in these 


11:30 a m  – 12:30 p m 

Embassy C, Embassy Level, Hyatt Regency Atlanta

Trauma & PTSD SIG

12:00 p m  – 3:00 p m 

A601, Atrium Level

Workshop 13

A Transdiagnostic Approach to Exposure-Based 

Treatment: A Memory-Centric Perspective

Mark Powers, Ph.D., Baylor Scott & White Health

Michael W. Otto, Ph.D., Boston University

Jasper Smits, Ph.D., University of Texas at Austin

Earn 3 continuing education credits

Basic level of familiarity with the material

Primary Category: Adult Anxiety, Treatment- CBT

Key Words: Treatment, Exposure, Anxiety

Exposure-based treatments are often disseminated in the context of manualized pro-

tocols, and these protocols may have the unwitting effect of drawing attention away from 

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the core principles of change that underlie the effect exposure therapy. This workshop 

is designed to provide a personalized and transdiagnostic approach to thinking through 

exposure therapy in a way that integrates the latest research in extinction and memory 

processes. Exposure will be discussed as an active learning process that must be integrated 

into existing (fear) memory structures. Specific strategies for conceptualizing exposure tar-

gets and delivering exposure learning interventions will be emphasized. The goal is to help 

clinicians enact especially individualized exposure treatments that flexibly move between 

specific fear targets and exposure procedures.

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

•  Develop an approach to exposure therapy based on the enactment of core prin-

ciples of therapeutic change rather than protocols/strategies.

•  Plan exposure strategies that can engage the core therapeutic change mechanisms 

across diagnostic subtypes

•  Evaluate the role of contexts in case formulations and exposure planning. Inte-

grate exposure planning with perspectives from cognitive science.

Recommended Readings: Smits, J. A. J., Powers, M. B., & Otto, M. W. (2019). Personal-

ized exposure therapy: A person-centered transdiagnostic approach. New York, NY: Ox-

ford University Press.Kredlow, M. A., Eichenbaum, H., & Otto, M. W. (2018). Memory 

creation and modification: Enhancing the treatment of psychological disorders. American 

Psychologist, 73, 269-285.Carpenter, J. K., Andrews, L. A., Witcraft, S. M., Powers M. B., 

Smits J. A. J., & Hofmann, S. G. Cognitive behavioral therapy for anxiety and related dis-

orders: A meta-analysis of randomized placebo-controlled trials. Depression and Anxiety, 

35, 502-514.

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12:00 p m  – 3:00 p m 

A602, Atrium Level

Workshop 14

Self-Practice and Self-Reflection: Developing 

Personal and Professional Mastery of Acceptance 

and Commitment Therapy Through Self-practice of 

Core ACT Processes

Dennis Tirch, Ph.D., The Center for Compassion Focused Therapy

Laura Silberstein-Tirch, Psy.D., The Center for Compassion Focused Therapy

Joann Wright, Ph.D., ACT One

Martin Brock, MSC, M.A., University of Derby, U.K.

R. Trent Codd III, Ed.S., Cognitive-Behavioral Therapy Center of WNC, P. 


Earn 3 continuing education credits

Basic to Moderate level of familiarity with the material

Primary Category: Treatment - Mindfulness & Acceptance, Workforce Develop-


Key Words: ACT (Acceptance & Commitment Therapy), Training / Training Directors, 

Education and Training

Applying experiential techniques to oneself, as a process of learning ACT, has always 

been an essential and valued component of ACT training. The culture of deeply personal 

and emotional work in workshop and supervision settings is deeply valued in the ACT 

community. Despite this, therapists’ self-practice and self-reflection (SP/SR) has rarely 

been explored and elaborated upon in a systematic way. The presenters will draw upon the 

significant and growing literature on therapists’ self-reflection and self-practice established 

by James Bennett Levy and colleagues in the context of cognitive-behavioral training and 

will provide an introduction to an organized and user-friendly approach to developing 

self-practice in ACT. Participants will learn and directly experience a new way of furthering 

their mastery of ACT and the psychological flexibility model, through cultivating a rigor-

ous and evidence-based personal practice.

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

•  Explain and apply an ACT-consistent program for therapists’ personal and pro-

fessional development through self-practice of ACT and self-reflection.

•  Summarize at least three key findings from the literature on self-practice and 

self-reflection in psychotherapy training.

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•  Apply ACT methods to their own personal issues, enhancing their psychological 

flexibility and self-care through deliberate and systematic ACT work with them-

selves as the therapeutic instrument and object of intervention.

Recommended Readings: Tirch, D.T., Silberstein-Tirch, L. R., Codd, III, R.T., Brock, M. 

J. & Wright, M.J. (2019). Experiencing ACT from the Inside Out: A Self-Practice/Self-Re-

flection Workbook for Therapists (Self-Practice/Self-Reflection Guides for Psychothera-

pists). The Guilford Press.Bennett-Levy, J., Turner, F., Beaty, T., Smith, M., Paterson, B., 

& Farmer, S. (2001). The value of self-practice of cognitive therapy techniques and self-re-

flection in the training of cognitive therapists. Behavioural and Cognitive Psychotherapy, 

29(2), 203-220.Bennett-Levy, J., & Lee, N. K. (2014). Self-practice and self-reflection in 

cognitive behaviour therapy training: what factors influence trainees’ engagement and 

experience of benefit?. Behavioural and Cognitive Psychotherapy, 42(1), 48-64.

12:00 p m  – 3:00 p m 

A706, Atrium Level

Workshop 15

Means Safety Counseling for Suicide Prevention

Craig J. Bryan, ABPP, Psy.D., National Center for Veterans Studies

Earn 3 continuing education credits

Basic level of familiarity with the material

Primary Category: Suicide and Self-Injury

Key Words: Suicide, Aggression / Disruptive Behavior / Conduct Problems, Clinical Utility

Means safety counseling, also referred to as means restriction counseling, entails as-

sessing whether an individual at risk for suicide has access to a firearm or other lethal 

means for suicide, and working with the individual and their support system to limit their 

access to these means until suicide risk has declined. Of the many interventions and strat-

egies developed to prevent suicide, means restriction has garnered the most empirical sup-

port and is one of the only intervention that has consistently led to reductions in suicide 

across diverse samples and populations. Although means safety has long been considered 

an important component of clinical work with suicidal patients, clear guidance and rec-

ommendations for discussing means safety with patients has only recently emerged. This 

presentation will provide an overview of the means safety counseling approach used in 

brief cognitive behavioral therapy for suicide prevention (BCBT), with a particular focus 

on firearm safety. This workshop provides practical suggestions and tips for navigating 

conversations about firearm safety with high-risk patients, and includes skills training with 


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

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•  Identify the key assumptions that underlie means safety counseling.

•  Describe the evidence supporting means restriction for suicide prevention.

•  Identify the three core assumptions of means safety counseling.

•  Identify common barriers to means safety counseling.

•  Use effective clinical strategies to increase an individual’s willingness to enact 

firearm safety procedures.

Recommended Readings: Britton, P. C., Bryan, C. J. , & Valenstein, M. (2016). Moti-

vational interviewing for means restriction counseling with patients at risk for suicide. 

Cognitive and Behavioral Practice, 23(1), 51-61. Bryan, C. J. , Stone, S. L. , & Rudd, M. D. 

(2011). A practical, evidence-based approach for means-restriction counseling with suicidal 

patients. Professional Psychology: Research and Practice, 42(5), 339.Rudd, M. D. , Bryan, 

C. J. , Wertenberger, E. G. . , Peterson, A. L. , Young-McCaughan, S. , Mintz, J. , Williams, 

S. R. , Arne, K. A. , Breitbach, J. , Delano, K. , Wilkinson, E. , & Bruce, T. O. (2015). 

Brief cognitive behavioral therapy effects on post-treatment suicide attempts in a military 

sample: results of a 2-year randomized clinical trial. American Journal of Psychiatry, 172, 

441-449.Berman, A. L. (2006). Risk management with suicidal patients. Journal of Clini-

cal Psychology, 62, 171-184.Khazem, L. R., Houtsma, C., Gratz, K. L., Tull, M. T., Green, 

B. A., & Anestis, M. D. (2015). Firearms matter: The moderating role of firearm storage in 

the association between current suicidal ideation and likelihood of future suicide attempts 

among United States military personnel. Military Psychology, 28(1), 25-33.

12:00 p m  – 3:00 p m 

A707, Atrium Level

Workshop 16

Case Formulation and Treatment Planning in 

Dialectical Behavior Therapy

Shireen L. Rizvi, Ph.D., ABPP, Rutgers University

Jennifer Sayrs, Ph.D., Evidence Based Treatment Centers of Seattle

Earn 3 continuing education credits

Moderate level of familiarity with the material

Primary Category: Treatment - CBT

Key Words: DBT (Dialectical Behavior Therapy), Adherence, Borderline Personality 


Dialectical Behavior Therapy (DBT) is a complex cognitive-behavioral treatment de-

signed for a population with multiple problematic and high-risk behaviors. As with any 

behavioral treatment, the role of assessment in DBT is critical. Although there is a signifi-

cant body of research supporting the efficacy of DBT, there is a relative dearth of practical 

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and principle-based information that help therapists formulate cases and treatment from 

a DBT perspective. In this workshop, we will provide a step-by-step guide for creating an 

assessment-driven DBT case formulation. We will focus on identifying stage of treatment, 

determining goals, identifying the target hierarchy, assessing and treating the primary tar-

get behavior, and tracking outcomes. We will highlight the few rules that inform DBT 

assessment and practice, note and correct several common misconceptions, and demon-

strate how the use of thorough assessment can result in a more nuanced case formulation 

and ultimately, a more effective treatment. Experiential exercises and case examples will be 

utilized to bring the principles to life. This workshop is designed for clinicians with some 

direct clinical experience conducting DBT; basic DBT principles will not be reviewed.

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

•  Identify the key principles that inform case formulation in DBT.

•  Describe a seven-step process of generating a DBT case formulation and treat-

ment plan.

•  Assess key variables in order to create an idiographic case formulation.

Recommended Readings: Linehan, M.M. (1993). Cognitive behavioral treatment of bor-

derline personality disorder. New York: Guilford Press.Koerner, K. (2012). Doing dialec-

tical behavior therapy: A practical guide. New York: Guilford Press.Rizvi, S.L., & Sayrs, 

J.H.R. (in press). Assessment-driven case formulation in Dialectical Behavior Therapy: 

Using principles to guide effective treatment. Cognitive and Behavioral Practice.

12:00 p m  – 2:00 p m 

A705, Atrium Level


“Please join us for Shabbat. All are welcome.”

12:30 p m  – 1:30 p m 

L504-L505, Lobby Level

Annual Meeting of Members

All ABCT members are encouraged to attend this meeting. Learn about the Associ-

ation’s progress on our Strategic Plan and our priorities for 2020. Meet the newest mem-

bers of the ABCT governance and help thank your colleagues who have contributed so 

much to ABCT’s success over the past year. And don’t forget to vote and get your sticker!

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