Abct 53rd Annual Convention November 21–24, 2019

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Recommended Readings: Danielson, C. K., McCart, M., Walsh, K., de Arellano, M. A., 

White, D., & Resnick, H. S. (2012). Reducing substance use risk and mental health prob-

lems among sexually assaulted adolescents: A pilot randomized controlled trial. Journal of 

Family Psychology, 26, 628-635.Dorsey, S., McLaughlin, K. A., Kerns, S. E., Harrison, J. 

P., Lambert, H. K., Briggs, E. C., ... & Amaya-Jackson, L. (2017). Evidence base update for 

psychosocial treatments for children and adolescents exposed to traumatic events. Journal 

of Clinical Child & Adolescent Psychology, 46(3), 303-330.Hogue, A., Henderson, C. 

E., Ozechowski, T. J., & Robbins, M. S. (2014). Evidence base on outpatient behavioral 

treatments for adolescent substance use: Updates and recommendations 2007–2013. Jour-

nal of Clinical Child & Adolescent Psychology, 43(5), 695-720.Suárez, L., Belcher, H., 

Briggs-King, E., & Titus, J. (2012). Supporting the Need for an Integrated System of Care 

for Youth with Co-occurring Traumatic Stress and Substance Abuse Problems. American 

Journal of Community Psychology, 49, 430-440.Adams, Z. A., McCauley, J. L., Back, S. 

E., Flanagan, J. C., Hanson, R. F., Killeen, T. K., & Danielson, C. K. (2016). Clinician 

Perspectives on Treating Adolescents with Comorbid Posttraumatic Stress Disorder, Sub-

stance Use, and Other Problems. Journal of Child & Adolescent Substance Abuse, 25, 


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8:30 a m  – 11:30 a m 

A707, Atrium Level

Workshop 2

How to Apply Cognitive Behavioral Principles 

to Transgender Care: An Evidence-based 

Transdiagnostic Framework

Danielle S. Berke, Ph.D., Hunter College, City University of New York 

(CUNY) & The CUNY Graduate Center

Colleen A. Sloan, Ph.D., VA Boston Healthcare System & Boston University 

School of Medicine

Earn 3 continuing education credits

Basic level of familiarity with the material

Primary Category: LGBQT+

Key Words: LGBTQ+, Transdiagnostic, Case Conceptualization / Formulation

Transgender individuals are disproportionately burdened by pervasive discrimina-

tion, marginalization, and other oppressive social forces (e.g., transphobia). These stressors 

contribute to well-documented mental health disparities including elevated rates of sui-

cide, anxiety, and depression. While many mental health professionals and ABCT attend-

ees alike are motivated to use the tools of cognitive-behavioral science to address these dis-

parities, far fewer feel prepared to effectively treat clinical distress in transgender people in 

a culturally affirming, tailored, and evidence-based manner. This gap maintains disparities 

for this marginalized group and limits the social impact and reach of cognitive-behavioral 

science and practice. This workshop is designed to provide basic knowledge of clinical 

distress in transgender populations along with strategies to conceptualize and intervene 

in presenting problems, utilizing cognitive-behavioral and minority stress (Meyer, 2003) 

frameworks. Presenters will demonstrate how to effectively apply cognitive-behavioral 

treatment strategies to directly address presenting problems and symptoms of transgen-

der clients. The workshop aims to develop and/or enhance application of basic cognitive 

behavioral strategies (e.g., cognitive restructuring, behavioral activation) and third-wave 

CBT principles (e.g., mindfulness, compassion, acceptance) to the needs of a marginalized 

community. The workshop is intended for audiences who have some to little knowledge 

regarding transgender health. In order to enhance participants’ engagement and learn-

ing, case vignettes, experiential exercises and role-plays, will be embedded throughout 

this workshop, and will be offered in an affirming, non-judgmental, and supportive envi-

ronment. The broader implications and social impact of addressing transgender mental 

health disparities will be emphasized.

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

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•  Develop case conceptualizations of clinical distress associated with transgen-

der-specific stressors using cognitive-behavioral and minority stress frameworks.

•  Apply specific cognitive (e.g., cognitive restructuring) and behavioral strategies 

(e.g., exposure) to address clinical distress in transgender individuals.

•  Apply third-wave CBT strategies to both the conceptualization and treatment of 

clinical distress in transgender clients.

Recommended Readings: Austin, A., & Craig, S. L. (2015). Transgender affirmative cog-

nitive behavioral therapy: Clinical considerations and applications. Professional Psycholo-

gy: Research and Practice, 46(1), 21.Hendricks, M. L., & Testa, R. J. (2012). A conceptual 

framework for clinical work with transgender and gender nonconforming clients: An ad-

aptation of the Minority Stress Model. Professional Psychology: Research and Practice, 

43(5), 460.Sloan, C. A., Berke, D. S., & Shipherd, J. C. (2017). Utilizing a dialectical 

framework to inform conceptualization and treatment of clinical distress in transgender 

individuals. Professional Psychology: Research and Practice, 48(5), 301.

9:00 a m  – 10:30 a m 

Atrium Ballroom B&C, Atrium Level

Invited Panel 1

Increasing Impact of Cognitive Behavioral Therapies: 

Why Public Health?

Sonja Schoenwald, Ph.D., Medical University of South Carolina

Ileana Arias, Ph.D., Centers for Disease Control and Prevention

Craig Thomas, Ph.D., Centers for Disease Control and Prevention

Richard Puddy, Ph.D., M.P.H., Centers for Disease Control and Prevention

Earn 1 continuing education credit

Key Words: Public Health, Implementation, Public Policy

This invited session explores the intersection of public health principles and essen-

tial services with the conference theme of extending the social impact of cognitive be-

havioral science. Sonja Schoenwald facilitates a guided discussion among a panel from 

Atlanta-based, US Centers for Disease Control and Prevention that includes, Ileana Arias, 

PhD, Craig Thomas, PhD, and Richard Puddy, PhD, MPH. Topics addressed include: 

public health foundational concepts, the benefits of adopting a public health perspec-

tive; what’s needed (and limitations) for interventions to work on the ground in a wide 

variety of potentially diverse and challenging contexts; and illustrations of comprehensive 

public health strategies that span the continuum from individual to population health. 

Success stories and battle scars will be highlighted from across a range of strategies that 

impact health (from individual behavioral science interventions to wide scale policy in-

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terventions) all the while taking into account implementation factors. Come experience 

how ABCT as an organization and as a collection of individuals can gain a public health 

perspective on scaling solutions to increase the impact of cognitive behavioral science.

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

•  Describe the CDC conceptual framework for population health and prevention 

and implications for increasing the impact of cognitive behavioral science.

•  Discuss strategies to scale up and scale out effective prevention and intervention 

approaches to maximize their public health impact.

•  Illustrate successes and challenges of implementations and implications for in-

creasing the reach and sustainability of effective practices.

Recommended Readings: Auerbach, J. (2016). The 3 Buckets of Prevention. Jour-

nal of Public Health Management and Practice, 22(3), 215–218. doi:10.1097/

PHH.0000000000000381. OR https://www., G.A., Sklar, M., Mustanski, B., 

Benbow, N., & Brown, C.H. (2017). “Scaling out” evidence-based interventions to new 

populations or new health care delivery systems. Implementation Science (2017) 12:111 

DOI 10.1186/s13012-017-0640-6. Kazdin, A.E. (2019). Annual research review: Expand-

ing mental health services through novel models of intervention delivery. The Journal of 

Child Psychology and Psychiatry, 60:4, pp. 455-472. doi:10.1111/jcpp.12937

9:00 a m  – 11:00 a m 

A703, Atrium Level

Master Clinician 1

You Are Not Supposed to Feel That Way: Making 

Room for Difficult Emotions

Robert Leahy, Ph.D., American Institute for Cognitive Therapy

Earn 2 continuing education credits

Basic to Moderate level of familiarity with the material

Primary Category: Adult Anxiety

Key Words: Emotion Regulation, Rumination, Transdiagnostic

Many clients have been told that there are certain emotions that they should not 

have-envy, jealousy, ambivalence, boredom, resentment, regret, sadness, anger, and anx-

iety. They have been told, “You shouldn’t feel that way”; “Get over it”; or “Stop crying.” 

But a life worth living often involves experiencing unpleasant emotions that are often 

complex and apparently “conflicting.” Just as people with OCD struggle with unwanted 

intrusive thoughts or people who ruminate look for “The Answer,” we often struggle 

to rid ourselves of unwanted feelings. A new form of CBT-Emotional Schema Therapy, 

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which draws on ACT, DBT, cognitive therapy and metacognitive therapy-emphasizes that 

all emotions evolved because they were adaptive-including emotions that we are often told 

we should not have. We will review beliefs in emotional perfectionism and existential 

perfectionism-that is, the belief that we should feel good and that our lives should follow 

certain expectations that we have. But real life is filled with disappointments, loss, un-

fairness, and even betrayal. I describe a model of emotional inclusiveness, containment 

of unpleasant emotions, normalization of “the abnormal,” expansion and differentiation 

of emotions, and the use of these emotions to differentiate the values and meanings that 

we have. We will review how clients have learned problematic views of emotions, emotion 

regulation, and emotion expression and how these beliefs currently impede acceptance 

and tolerance of feelings. We will review these problematic beliefs about fear of emotions, 

such as the belief in Pure Mind, the need for “clarity” as opposed to openness and fluidity 

of emotion, beliefs in the durability and need for control of “negative” emotions, shame 

and guilt about emotions, and intolerance of “conflicting” emotions. We will examine 

how clients can overcome their fear of crying and in sharing painful feelings, while helping 

clients also pursue a range of other emotions. A wide range of techniques will be described 

and experiential participation will be encouraged to assist in deepening meaning without 

avoiding the unpleasant emotions often associated with finding meaning.

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

•  Identify problematic beliefs and strategies about “unwanted” emotion.

•  Implement techniques, metaphors, and experiential exercises to increase integra-

tion and use of unpleasant emotions.

•  Identify beliefs in Emotional Perfectionism, Existential Perfectionism, and Pure 


Recommended Readings: Leahy, R. L. (2015). Emotional schema therapy. New York: 

Guilford Press.Thoma, N., & McKay, D. (Eds.). (2014). Working with emotion in cogni-

tive behavioral therapy: Techniques for clinical practice. New York: Guilford Press.Her-

bert, J., & Forman, E. (Eds.). (2010). Acceptance and mindfulness in cognitive behavior 

ther-apy: Understanding and applying the new therapies. New York: Wiley.

9:00 a m  – 11:00 a m 

A708, Atrium Level

Special Session

Become an American Board of Professional Psychology 

(ABPP) Board Certified Specialist in Behavioral and 

Cognitive Psychology

Robert Klepac, Ph.D., ABPP, University of Texas Health Science Center at 

San Antonio

Linda C. Sobell, Ph.D. ABPP, Nova Southeastern University

This workshop will focus on how to become a Board Certified Specialist in Behavior-

al and Cognitive Psychology. Certification by ABPP demonstrates psychologists have met 

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their specialty’s standards and competencies. Board Certification is valuable for several 

reasons: (a) it is increasingly becoming an expectation in our profession; (b) it enhances 

practitioner credibility for patients; (c) it distinguishes you from other psychologists; (d) 

there are potential salary increases by the VA, hospitals, the military, and other health care 

facilities; (e) it enhances qualifications as an expert witness; (f) it facilitates inter-jurisdic-

tional licensing and practice mobility; and (g) it streamlines the credentialing process for li-

censing boards, and insurance companies. The application process for regular, early entry 

(graduate students, interns, and residents), and senior option candidates will be reviewed.

9:00 a m  – 10:00 a m 

Embassy F, Embassy Level, Hyatt Regency Atlanta

Couples Research & Treatment SIG

At this meeting we will welcome new members; announce graduate student research 

award recipients; discuss content of future newsletters; elect new officers; obtain dues 

payments; provide briefs on activities of subcommittees; discuss the SIG’s role in the larger 

ABCT organization; and discuss salient, novel couples research and intervention issues 

related to theory, methodology, statistics, grant funding, and public policy.

9:00 a m  – 10:00 a m 

Embassy D, Embassy Level, Hyatt Regency Atlanta

Student SIG

At the 2019 Student SIG meeting we will present the Best Poster Award, elect the 

incoming Co-President, update all membership rosters, and hold a panel for individuals 

who are interested in applying for and attending graduate school.

10:00 a m  – 11:00 a m 

Imperial Ballroom A, Marquis Level

Special Session

Internship Meet and Greet



:  Jeanette Hsu, Ph.D., VA Palo Alto Health Care System


Crystal S. Lim, Ph.D., University of Mississippi Medical Center 

For description please see “Internship Training Site Overview” on page 28 at 8:30 


66 • Friday




10:15 a m  – 11:45 a m 

Embassy C, Embassy Level, Hyatt Regency Atlanta

Psychosis and Schizophrenia Spectrum SIG

The first part of the meeting will be a discussion of the board’s efforts to serve our 

membership in the past year, a vote on a new name for the SIG, election of officers, and 

SIG goals for the coming year (e.g., continuing to expand membership size and engage-

ment, next year’s preconvention community forum). The second part of the meeting will 

include an invited research presentation on psychosis and/or the schizophrenia spectrum.

10:30 a m  – 12:00 p m 

M102, Marquis Level

Mini Workshop 3

Overcoming Challenges in the Therapeutic Relationship

Judith S. Beck, Ph.D., Beck Institute For Cognitive Behavior Therapy

Earn 1 5 continuing education credits

Moderate to Advanced level of familiarity with the material

Primary Category: Treatment - CBT

Key Words: CBT, Therapeutic Relationship, Personality Disorders

A good working relationship with clients is essential if clients are to make progress 

in therapy. Why do some clients easily form an adaptive relationship with their therapist 

while others do not? It’s usually related to clients’ maladaptive core beliefs about them-

selves and other people. If they believe they are vulnerable and other people are likely to 

hurt them, they tend to believe that their therapist may hurt them, too. Ruptures may 

occur even with the most expert of therapists. There are a number of strategies therapists 

can employ to avoid ruptures but when they do occur, a great deal of learning can take 

place. Strategies to repair ruptures include eliciting clients’ automatic thoughts when ther-

apists notice an affect shift in session, responding effectively to clients’ concerns regarding 

the relationship, modeling apologizing and problem solving when clients’ concerns are 

valid, and helping clients test their view of the therapist when their concerns are not 

valid. When these kinds of techniques are insufficient, therapists need to conceptualize 

why a particular problem has arisen so they can choose advanced strategies to improve 

the relationship. Having worked through a therapeutic relationship problem with clients, 

therapists can help clients generalize what they have learned to relevant relationships out-

side of therapy. Therapists may also need to use a variety of techniques to modify their 

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own beliefs and coping strategies that interfere with the alliance, especially developing 

realistic expectations for clients and for themselves. They may also need to increase their 

competence and engage in self-care activities. Experiential exercises will help participants 

apply what they’ve learned to their own clients.

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

•  Identify dysfunctional beliefs associated with therapeutic relationship problems.

•  List techniques to repair ruptures.

•  Use strategies to prevent problems in the therapeutic relationship.

Recommended Readings: Beck, J.S. (2005). Cognitive therapy for challenging problems: 

What to do when the basics don’t work. New York: Guilford.Kazantzis, N., Dattilio, F. 

M., & Dobson, K. S. (2017). The therapeutic relationship in cognitive-behavioral therapy: 

A clinician’s guide. Guilford Publications.Safran, J. D., Muran, J. C., Samstag, L. W., & 

Stevens, C. (2001). Repairing alliance ruptures. Psychotherapy: Theory, Research, Practice, 

Training, 38(4), 406.

10:30 a m  – 12:00 p m 

M103, Marquis Level

Mini Workshop 4

Strategic Pressure for OCD: When All Else Fails

Jonathan B. Grayson, Ph.D., The Grayson LA Treatment Center for Anxiety 


Earn 1 5 continuing education credits

Moderate level of familiarity with the material

Primary Category: Obsessive Compulsive and Related Disorders

Key Words: OCD (Obsessive Compulsive Disorder), Parenting, Adherence

Although research and clinical practice has found that OCD can be overcome 

through the treatment using of exposure and response prevention, families and parents 

often find themselves struggling with a sufferer who refuses treatment. The results of 

this are devastating upon everyone. Sufferers with the potential for fulfilling lives may 

become housebound for countless years. Families, desperate to help, but helpless because 

they don’t know how, often become prisoners of sufferers’ obsessions. Too often these 

sufferers are told treatment won’t be possible until they are ready. Unfortunately, these 

people have given up on their lives and there often seems to be no “rock bottom” that 

wakes them up. Strategic Pressure is an intervention developed by Lee Fitzgibbons and me 

to help treatment refusers and their families. Through the use of family pressure and a 

series of hierarchical forced choices, treatment refusers can make progress and can make 

the transition to active treatment participants. As with many techniques, this seemingly 

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simple approach is complicated to successfully implement. The presentation will focus 

on: 1) the mechanics and rationale underlying strategic pressure; 2) strategic pressure’s 

strengths and limitations; 3) advantages and disadvantages of strategic pressure compared 

to other approaches, (e.g., intensive OCD inpatient programs); 4) ethical considerations; 

and 5) illustrative case presentations and their outcomes.

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

•  Understand the rationale for using Strategic Pressure and how to determine 

when it is appropriate to institute Strategic Pressure.

•  Explain how to motivate and educate families about their role in strategic pres-


•  Recognize how to create therapeutic forced choices and how to transform the 

treatment refusing patient into a collaborator in his/her own program.

Recommended Readings: VanDyke, M. M. & Pollard, C. A. (2005). Special Series: 

Adapting CBT For Recalcitrant Populations Treatment of refractory obsessive-compulsive 

disorder: The St. Louis model. Cognitive and Behavioral Practice,12, pgs 30-39.VanDyke, 

M. M., Pollard, C. A., Harper, J., & Conlon, K. E. (2015). Brief Consultation to Families 

of Treatment Refusers with Symptoms of Obsessive Compulsive Disorder: Does It Impact 

Family Accommodation and Quality of Life? Psychology, 6, 1553-1561. http://dx.doi.

org/10.4236/psych.2015.612152Neziroglu, Fugen; Mancusi, Lauren (2014). Treatment 

Resistant OCD: Conceptualization and Treatment. Current Psychiatry Reviews, Volume 

10, Number 4, November 2014, pp. 289-295(7)

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