Abct 53rd Annual Convention November 21–24, 2019


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Recommended Readings: Miller, W.R., & Rollnick, S. (2013). Motivational Interview-

ing: Helping people change (3rd ed.). New York: Guilford Press. Naar, S., & Safren, S.A. 

(2017). Motivational interviewing and CBT: Combining strategies for maximum effec-

tiveness. New York: Guilford Press. Naar-King, S., Earnshaw, P., & Breckon, J. (2013). 

Toward a universal maintenance intervention: Integrating cognitive-behavioral treatment 

with motivational interviewing for maintenance of behavior change. Journal of Cognitive 

Psychotherapy, 27(2), 126-137. DOI: 10.1891/0889-8391.27.2.

2:00 p m  – 3:30 p m 

International North, Ballroom Level, Hyatt Regency Atlanta

Native American Issues in Behavioral Therapy and 

Research SIG

The SIG will meet to discuss ongoing efforts to bring awareness to ongoing topics, 

initiatives, projects, clinical interests, and research relevant to Native American, Pacific 

Islander, and First Nations. Opportunities to develop collaborations, engage in leadership 

roles, and increase the involvement in the SIG will also be discussed.

2:00 p m  – 3:30 p m 

Embassy A, Embassy Level, Hyatt Regency Atlanta

Sexual and Gender Minority SIG

Review SGM-specific content at the annual convention, plan content for the up-

coming convention, elicit feedback from members about ongoing initiatives, announce a 

student award, and provide networking opportunities.



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2:00 p m  – 3:30 p m 



Embassy C, Embassy Level, Hyatt Regency Atlanta

Technology & Behavior Change SIG

The Technology and Behavior Change SIG meeting will discuss SIG business and 

will have members share research and clinical work relevant to the SIG focus. Members 

will have the opportunity to give brief presentations in a modified Ignite presentation 

format (5 minutes) to showcase their work using varying technologies to facilitate behavior 

change. Presentations can be about formal research projects or findings, work in progress, 

new ideas, and innovative uses of technology in clinical practice. All ABCT members are 

welcome to join this meeting, and we encourage all individuals with shared interest in 

technology and behavior change to attend and consider joining our SIG.

2:00 p m  – 3:30 p m 

Embassy D, Embassy Level, Hyatt Regency Atlanta

Child & Adolescent Anxiety SIG

The Child and Adolescent Anxiety Special Interest Group (SIG) was formed to facil-

itate advancements in the field of child and adolescent anxiety disorders. To this end, the 

SIG aims to: i) provide an arena for members to discuss current controversies, limitations 

of research and directions for future research; ii) foster collaboration amongst researchers 

and clinicians; and iii) provide an avenue for members to network with colleagues sharing 

a common interest in child anxiety.


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2:30 p m  – 4:00 p m 



A701, Atrium Level

Clinical Roundtable 11

Foundations and Flexible Applications of Behavioral 

Activation in Clinical Context

m

oderators



Katherine Crowe, Ph.D., NYU Langone Health

 

Carolyn Spiro-Levitt, Ph.D., NYU Langone Health

P

anelists





R. Eric Lewandowski, Ph.D., NYU Langone Health

 

Jessica Jenness, Ph.D., University of Washington

 

Kathryn DeLonga, Psy.D., Mood Brain & Development Unit, 

National Institute of Mental Health



 

Christopher R. Martell, ABPP, Ph.D., University of 

Massachusetts-Amherst



 

Elizabeth McCauley, Ph.D., University of Washington

Earn 1 5 continuing education credits

Primary Category: Child / Adolescent - Depression

Key Words: Depression, Behavioral Activation, Adolescents

Recent meta-analytic research suggests that psychotherapy treatment of depression in 

teens is less effective than previously recognized, with effect sizes among the lowest for all 

psychiatric conditions in youth. Further, depression in teens is increasingly understood 

to be a heterogeneous condition requiring flexible and personalized psychotherapy treat-

ments. In light of these challenges, Behavioral Activation (BA) has emerged as a promising 

additional strategy for supporting youth to overcome depression. In this clinical roundta-

ble, panelists representing outpatient child psychiatry clinics and inpatient and outpatient 

research groups will review considerations in the flexible application of BA treatment with 

heterogeneous and complicated presentations of depression in teens. Panelists will review 

the BA model, highlighting the central role of behavioral avoidance in the onset and 

maintenance of depression, as well as research on the neurobiology of reward functioning 

in depressed teens that supports renewed interest in this approach. Case examples will 

illustrate how BA principles can be applied to conceptualize and guide treatment in com-

plex presentations with comorbidities and challenging contextual factors. Panelists will 

also review approaches under study to optimally engage parents and support treatment 

with challenging populations including teens with depression and comorbid conditions. 

Discussion will focus on strategies to maximize the impact of treatment through in-vivo ac-

tivation activities. Panelists will also discuss challenges of assessing and maintaining fidel-

ity while applying this model flexibly according to principles rather than to a set protocol.



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2:30 p m  – 4:00 p m 



A708, Atrium Level

Clinical Roundtable 12

Exposures Gone Awry: Rallying and Recuperating from 

Unforeseen, Unanticipated, and Uncommon Blunders!

m

oderator



:  Simon A. Rego, ABPP, Psy.D., Montefiore Medical Center/

Albert Einstein College of Medicine

P

anelists




Anne Marie Albano, ABPP, Ph.D., Columbia University 

Medical Center



 

Martin E. Franklin, Ph.D., Perelman School of Medicine at the 

University of Pennsylvania



 

Maureen L. Whittal, ABPP, Ph.D., Vancouver CBT Centre/

University of British Columbia



 

Michael Southam-Gerow, Ph.D., Virginia Commonwealth 

University



Earn 1 5 continuing education credits

Primary Category: Treatment - CBT

Key Words: Exposure, Anxiety, Treatment

Exposure therapy is defined as any treatment that encourages the systematic confron-

tation of feared stimuli, which can be external (e.g., feared objects, activities, situations) or 

internal (e.g., feared thoughts, physical sensations) in order to reduce the person’s fearful 

reaction to the stimulus (Kaplan & Tolin, 2011). At this time, expert consensus guidelines 

consider exposure therapy to be the most effective treatment for anxiety disorders, with 

60% to 90% of treatment completers having either no remaining symptoms or sub-clinical 

symptoms. As a long considered “first-line” treatment, exposure therapy has been taught 

in training programs and workshops for years and, as a result, has been adopted in all of 

its various forms (e.g., in vivo, imaginal, interoceptive, virtual reality, etc.) into the clinical 

repertoire of cognitive behavioral therapists throughout the world. While our protocols 

and textbooks typically describe how to implement exposure therapy in a seemingly simple 

and straightforward manner, as many exposure therapists know firsthand, what happens 

in the real world is often unpredictable. Thus, fears of this unpredictability, along with 

concerns about crossing ethical lines and buying into the myths of exposure lead many 

novice therapists to be reluctant to utilize exposure therapy and, as a result, patients re-

ceive a modified version of exposure (if at all) that ironically may limit progress in therapy 

and also discourage patients from trying a proper course of treatment with a bona-fide 

exposure therapist. How often does exposure therapy not go exactly as planned? What 

should the therapist do in these instances or when an unanticipated issue emerges during 

an exposure exercise? Are there predictable challenges in conducting exposure therapy 

that can be prophylactically addressed? Is there an ethical line that should not be crossed 

when engaging in exposure? Is there any validity to some of the myths about exposure? 


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These questions, along with any other questions the audience members may have, will be 



answered by four master clinicians (Anne Marie Albano, Marty Franklin, Michael South-

am-Gerow, and Maureen Whittal) with decades of experience in conducting exposure 

therapy with children, adolescents, and adults.

2:30 p m  – 4:00 p m 

Imperial Salon B, Marquis Level

Clinical Roundtable 13

Psychologists in Pediatric Medical Settings: Extending 

the Reach of Evidence-Based Treatment

m

oderators



Corinne Catarozoli, Ph.D., Weill Cornell Medicine, New York 

Presbyterian Hospital



 

Rebecca Lois, Ph.D., New York University School of Medicine

P

anelists





Lara Brodzinsky, Psy.D., Hassenfeld Children’s Hospital at 

NYU Langone



 

Laura Reigada, Ph.D., City University of New York, Brooklyn 

College and the Graduate Center



 

Christopher Smith, Ph.D., Samaritan Family Medicine

 

Joslyn Kenowitz, Ph.D., Nemours/A.I DuPont Hospital for 

Children


Earn 1 5 continuing education credits

Primary Category: Health Psychology / Behavioral Medicine - Child

Key Words: Behavioral Medicine, Health Psychology, Integrated Care

This clinical round table aims to both illustrate the benefits of psychologists provid-

ing evidence-based treatment in pediatric medical settings, as well as discuss realistic im-

plementation of these positions. A significant research base has demonstrated the value of 

extending psychological services within the medical setting as a means to improve health 

outcomes, reduce unnecessary healthcare utilization, and improve patient experience. As 

a result, healthcare systems are increasingly employing psychologists, in turn increasing 

access to care for individuals with a wide range of health problems across diverse pop-

ulations. The shift to this more comprehensive behavioral health model requires multi-

disciplinary collaboration. Accordingly, the role of psychologist in these settings expands 

beyond providing direct service as a clinician to include consultant, educator, supervisor, 

and trainer. Oftentimes, pediatric psychologists are the first mental health provider with 

which families interface and can offer important education on the role of non-pharma-

cological treatment of various medical issues (i.e., pain). Operating from this behavioral 

health framework offers an integrative and individualized approach to healthcare, as it 

conceptualizes and addresses mental and physical aspects to health, two domains that 

have historically been separated. The panelists in this clinical round table represent a wide 


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range of pediatric medical settings including outpatient, inpatient consultation-liaison, 



primary care, and specific medical divisions of pediatric gastroenterology and endocri-

nology. Several frameworks of how psychologists are integrated and practice in medical 

settings will be presented and panelists will discuss optimal models (consultation, co-lo-

cation, integrated care) for various behavioral health problems. This panel will heavily 

focus on implementation and coordinated care among a multidisciplinary team, including 

discussion on facilitating communication between medical and psychiatric providers, as 

well as issues including funding, insurance, and billing. Presenters will offer pragmatic 

guidance on overcoming operational challenges and areas for future direction.



2:30 p m  – 4:00 p m 

Marquis Salon C, Marquis Level

Mini Workshop 16

Using Digital Tools to Facilitate Cognitive-Behavioral 

Therapy for Insomnia Treatment With Veterans

Carolyn J. Greene, Ph.D., VA

Christi S. Ulmer, Ph.D., VA Center of Innovation; Duke University School 

of Medicine



Katherine E. Miller, Ph.D., Department of Veterans Affairs

Pearl A. McGee-Vincent, Psy.D., National Center for PTSD, VA Palo Alto 

Health Care System



Earn 1 5 continuing education credits

All levels of familiarity with the material

Primary Category: Technology

Key Words: Sleep, Technology / Mobile Health, Veterans

The Society of Behavioral Sleep Medicine, the American Academy of Sleep Medi-

cine, the American College of Physicians, and the National Institutes of Health recom-

mend Cognitive Behavioral Therapy for Insomnia (CBT-I) as the standard treatment for 

chronic insomnia2-5. CBT-I is highly effective in reducing not only insomnia severity, but 

also depression and suicidal ideation. This workshop will describe and demonstrate digital 

tools developed by the Department of Veterans Affairs (VA) to facilitate CBT-I delivery 

and access and will provide pragmatic clinical implementation strategies and resources. 

Although these tools were developed with Veterans in mind, they are publicly available 

and can be used with any adult population. CBT-i Coach6 is a free mobile app that facili-

tates delivery of CBT-I for those engaged in face to face treatment with a trained provider. 

The app provides users with a convenient and easy-to-use sleep diary, customizable re-

minders, educational content, and additional tools like relaxation exercises. CBT-I trained 



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clinicians have reported favorable impressions of its impact on homework adherence and 



outcomes. 7 Research has shown that CBT-I can be effectively delivered by self-help work-

books, computers, and/or mobile apps.8-10 The VA developed Path to Better Sleep11, a 

free online program that contains all the components of CBT-I, to help reach the many 

Veterans who would benefit from CBT-I. Path to Better Sleep can be used independently 

as a self-help tool, or in conjunction with clinician support. Presenters will provide par-

ticipants with skills and resources to integrate CBT-I Coach and Path to Better Sleep into 

clinical practice. The workshop will include demonstration, lecture, and discussion of clin-

ical considerations, including privacy and risk issues. Presenters will assume a knowledge 

of CBT techniques. We anticipate that this workshop will be relevant to a broad audience 

of clinicians whose patients struggle with insomnia.

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

•  Describe how free digital CBT-I resources such as Path to Better Sleep or CBT-i 

Coach meet an important public health need.

•  Describe how these resources can be used with Veterans, either as adjuncts to 

treatment or as recommendations for self-care.

•  Identify three client-centered considerations to take into account when integrat-

ing technology into clinical care.

Recommended Readings: Kuhn, E., Weiss, B. J., Taylor, K. L., Hoffman, J. E., Ramsey, 

K. M., Manber, R., ... & Trockel, M. (2016). CBT-I coach: a description and clinician per-

ceptions of a mobile app for cognitive behavioral therapy for insomnia. Journal of clinical 

sleep medicine, 12(04), 597-606.Ulmer CS, Farrell-Carnahan L, Hughes JM, Manber R, 

Leggett MK, Tatum J, Swinkels C, Beckham JC, and the Mid-Atlantic (VISN 6) Mental 

Illness Research, Education and Clinical Center (MIRECC). (2016). Improve your Sleep: 

A Self-Guided Approach for Veterans with Insomnia (Clinician Manual). Weingardt, K.R. 

& Greene, C.J. (2015). New Electronic Tools for Veterans. North Carolina Medical Jour-

nal. 76 (5): 332-334.


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2:30 p m  – 4:00 p m 



L504-L505, Lobby Level

Panel Discussion 4

So You Want to Train People From Different Professions 

in CBT… Now What?

m

oderator



:  Barbara Kamholz, ABPP, Ph.D., VA Boston HCS & BU School 

of Medicine

P

anelists




Pooja Dave, N/A, Ph.D., CHA/Harvard Medical School

 

Cory F. Newman, ABPP, Ph.D., Perelman School of Medicine 

at the University of Pennsylvania

 

Gail Steketee, Ph.D., Boston University

 

Shona N. Vas, Ph.D., The University of Chicago

Earn 1 5 continuing education credits

Primary Category: Treatment - CBT

Key Words: Education and Training, CBT, Supervision

The importance of disseminating cognitive-behavioral therapies (CBT) is widely ac-

knowledged (e.g., Becker & Wiltsey-Stirman, 2011; Chorpita et al., 2011), with a portion 

of that attention focused on traditional clinical education and training (e.g., Kamholz 

et al., 2014).  If CBT is going to permeate the healthcare field, training must go beyond 

psychology programs to meaningfully include social work, psychiatry, and primary care, 

among others. It is therefore unsurprising that major CBT-oriented organizations, such as 

ABCT, ADAA, and ISTSS note the importance of interprofessional CBT education (e.g., 

Kamholz et al., 2014), and aim to attract mental health (and other healthcare) profession-

als from a broad range of backgrounds and disciplines to their membership and meetings.  

Unfortunately, CBT experts typically do not have formal guidance in interprofessional 

training and may struggle to translate psychology-centric education to a broader range of 

learners. Furthermore, the American Psychological Association, Accreditation Council 

for Graduate Medical Education, and Council on Social Work Education offer little spe-

cific direction to inform these issues. Panelists include CBT educators with decades of ex-

perience training a range of students and professionals in evidence-based psychotherapies. 

They will discuss (1) the ways in which background education and philosophy of training 

affects CBT training, (2) considerations for “must have” topics for CBT curriculum devel-

opment and clinical training (across basic and more advanced experiences), (3) strengths/

challenges of different professions for CBT training and how to have/set appropriate ex-

pectations for training, and (4) assessment of competencies.


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2:30 p m  – 4:00 p m 



Atrium Ballroom A, Atrium Level

Panel Discussion 18

Successful Career Paths For the Scientist-Practitioner: A 

“Branching Pipeline” Approach to Retaining Women in 

Clinical Psychology

m

oderator



:  Jennifer W. Malatras, Ph.D., University at Albany, State 

University of New York

P

anelists




Julia M. Hormes, Ph.D., University at Albany, State University 

of New York

 

Ilana R. Luft, Ph.D., St. Louis Children’s Hospital, 

Washington University School of Medicine

 

Julie N. Morison, Ph.D., HPA/LiveWell

 

Julie L. Ryan, Ph.D., William James College

 

C. Alix Timko, Ph.D., University of Pennsylvania

Earn 1 5 continuing education credits

Primary Category: Professional/ Interprofessional Issues

Key Words: Professional Issues, Professional Development, Women’s Issues

Receiving a doctorate in Clinical Psychology prepares the Scientist-Practitioner for 

diverse roles, responsibilities, and career paths, yet the predominant culture of the field is 

to dichotomize the pipeline of career development (e.g., academic vs. clinical). Moreover, 

while there has been significant progress toward equal representation of women in the 

workplace, gender disparities persist, contributing to pipeline leakage. One related system-

ic barrier to pipeline progression is the relative dearth of systemic training, mentorship, 

and knowledge about the variety of career options both available and emerging and how to 

successfully navigate career transitions (Kaslow et al., 2018). These barriers may be partic-

ularly salient for women who remain underrepresented in more traditional pathways and 

who may be underprepared to explore alternative routes.

In line with this year’s conference theme, Extending the Social Impact of Cognitive Be-



havioral Science, this panel will take a step to shift the culture of career development, em-

bracing the concept of a branching pipeline to successfully retain more women in the 

field. Specifically, the panel seeks to legitimize and provide knowledge about multiple 

professional pathways in the field of clinical psychology by bringing together early- and 

mid-career women psychologists from a variety of career paths for a discussion of career 

options and trajectories. Collectively, the panelists have experience as cognitive-behavioral 

psychologists in a range of settings, including tenure- and non-tenure track doctoral pro-

gram faculty, university-based clinical faculty, hospital-based clinical and research faculty, 

and private practice. Panelists will discuss how and why each have made different career 


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choices, how they integrate science and practice, and how they strive to achieve work-life 



balance in each career setting. Audience participation and questions are encouraged.


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