|In-Conference Workshop Presenters and Topics.
The In-Conference Workshops will take place on Thursday 21 June and Friday22 June 2001. The cost is £20 each for delegates.
Thursday 21st June 14:00 - 16:45
1. What To Do When Difficulties Arise While Treating Victims of Violence With Imagery-Based Cognitive Interventions- Mervin R. Smucker, Medical College of Wisconsin, USA
This workshop is of an Intermediate/Advanced level and will focus on how to trouble-shoot when the therapist encounters problems while attempting to implement imagery-based cognitive-behavioural interventions, especially pertaining to the treatment of PTSD. Problematic case examples will be addressed and explored. Workshop participants are invited to bring difficult case material to the workshop for discussion. The workshop format will include video demonstration, case examples, role-plays, and participant discussion.
Chronic Fatigue Syndrome (CFS) is a debilitating and frustrating condition. Often this group of clients can be seen as difficult to help. We work in a specialist service offering cognitive behaviour therapy to people with CFS. The workshop will offer an overview of our treatment approach. We will aim to share our knowledge of working in a cognitive behavioural way with patients diagnosed as having CFS. We will draw particular attention to working within the context of a formulation based on theory, and we will demonstrate what we do through role play and discussion and the use of video demonstration.
As much as 1-2% of the general population is believed
to be suffering from Body Dysmorphic Disorder, yet few therapists have
much experience with treating it. True numbers, however, are difficult
to assess as the tremendous shame associated with BDD frequently keeps
patients from seeking treatment. Although classified in the DSM-IV as
a somatoform disorder, BDD is believed to be quite similar to obsessive-compulsive
disorder, and is generally included as part of the obsessive-compulsive
spectrum. Characterized by tormenting obsessive thoughts concerning appearance,
and related compulsive behaviors, BDD is often mistaken as vanity, though
clearly can become a very serious psychiatric problem. Those who suffer
from it believe that a part of their physical appearance, such as muscle
tone, eyes, nose, teeth, hair, height, weight, and bone density are deformed
in some way, yet such deformities are barely, if at all, noticeable to
others. Many will, in fact, become delusional at times, and see a deformity
that just doesn't exist. Any part of one's physical appearance may become
the focus of BDD, and people often have more than one body part identified.
BDD sufferers engage in many behaviors to try and cope with the disorder,
though typically these behaviors only worsen it. Examples include checking
behaviors, such as with mirrors or other reflective surfaces, touching
the body part, as well as frequent reassurance seeking. Excessive grooming,
comparing the body part to that of others, and camouflaging the "defect"
through such means as the overuse use of make-up, and wearing baggy clothes,
are also common behaviors associated with the disorder. Other problematic
activity may include seeking unnecessary medical appointments and procedures
in an attempt to correct the "defect", as well as self-destructive
behavior such as skin picking.
4. CBT With Children- What Part Should Parents Play? Peter Fuggle, Camden and Islington NHS Trust & Miranda Wolpert, Bedfordshire and Luton NHS Trust
This workshop draws on our own experience of developing CBT practice with children in generic community child mental health services within the NHS, and the particular issues that we have found this raises for successful implementation of this approach. In particular, we have come to believe that establishing an effective framework of work with the parent(s) is crucial to successful treatment outcome, and that determining how this can best be achieved raises a number of interesting challenges and choices for the clinician that have a major impact on the way the work is conceived and carried out.
CBT is increasingly seen as an effective treatment for a range of difficulties that children present with in child mental health setting. Much of the literature on how to carry out CBT is still very much focused on individual work with a child and does not consider the treatment of the child in the context of his/her family. Our experience indicates that there are important choices that need to be made as to how the therapy will be structured in relation to the parent, and that in making these choices it may be helpful to draw on ideas from narrative and family therapy and also to be sensitive to changes in practice that are likely to be brought about by the application of Human Rights Legislation and an ever increasing emphasis on user involvement.
This workshop will present some preliminary ideas of conceptualising different types of parental contributions to effective practice in the light of these issues. We will outline the existing models of parental involvement implicit in the literature and go on to suggest a framework for making choices about how parents may be thought of in relation to this work. In particular we will argue that a parent can be most usefully conceived of as falling into one of the following categories: patient, customer, assistant therapist, or non-participant. Case examples of parents in each of these roles will be presented and the rationale behind different treatment decisions will be explored. The workshop will provide opportunities for participants to share their own case examples and these will be used to further develop general principles of good practice with respect to collaborative treatment planning and innovative interventions with children and parents.
Children And ADHD, Alternatives To Amphetamines
In memory of Professor Steve Baldwin with contributions from colleagues and friends.
Discussant: Shona Mclntosh, Lothian Primary Care NHS
ADHD is the most frequently diagnosed disorder of childhood (Kazdin 1999), Despite 100 years of clinical investigation and research there are few outright solutions to the problems of hyperactivity and impulsivity in children. Practitioners in the field need a clear direction with the provision of proven effective treatment. This workshop aims to provide practitioners with at least two effective alternatives to amphetamine therapy for children/teenagers with ADHD, Workshop participants are encouraged to plan and provide more ideal solutions to ADHD in their own locality,
The workshop will include reviews of effectiveness of
chemical treatments for ADHD; the MTA study, Patterson's social learning
approach (1971) and Stein's Caregiver Skills Program (1999).
The aim of this workshop is to describe a didactic, cognitive-behavioural group therapy approach to the emotional disorders and to teach how to run such courses. 'Stress Control' is a robust six session 'evening class' designed for either small or large group format - anything between 6 and 60 on each course. It is designed to be flexible to better meet the needs of routine clinical work. The therapy has, as its basic premise, the goal of 'turning individuals into their own therapists'. It differs fundamentally from much therapy in that the role of the therapist becomes that of the teacher while the patient becomes the student. Reconceptualising roles in this way helps the individual to take responsibility for change and to attribute change to the individual's own coping skills rather than to the skill of the therapist. The 'ban' on discussing personal information helps attract those individuals, especially men, who do not want to take part in disclosure group work. It is mainly used as a 'complete' therapy but can be used adjunctively with individual therapy. It is designed for the treatment of heterogeneous anxiety disorders and mixed anxiety/depression and assumes the presence of comorbid problems. CBT strategies are taught for generalised anxiety, panic, depression and insomnia. The course attempts to teach individuals to understand their problems within both a psychological and social context.
The approach is clinically effective and efficient and has been empirically tested with representative patients. It attempts, within a 'scientist-practitioner' framework, to achieve the best compromise between best practice and best value in providing help to a large number of people. It relies heavily on the written material that accompanies the course. Course topics can be varied according to the composition of the group.
No previous experience of group treatment is necessary although some knowledge of CBT would be helpful. This practical workshop will look at such issues as setting up the course, deciding who should attend and how to run each session.
6. Body Image in Children: Development, Distortion, Dissatisfaction, and Deviance - Rick M. Gardner, University of Colorado, Denver, USA
Body image disturbance is part of the core psychopathology of anorexia nervosa and bulimia nervosa. Despite its clinical importance to these and other disorders (such as Body Dysmorphic Disorder), the concept is poorly understood. Part of the reason for this may be the theoretical, conceptual and methodological confusion that has plagued much of the clinical literature.
In recent years, however, detailed studies of the development of normal and abnormal body image in children have helped to improve our understanding of the concept and how to assess it. In this mini-workshop, we will cover several aspects of body image development and disturbance in children and young adolescents. The affective and perceptual components of body image will be discussed. Measurement techniques will be reviewed, including the use of figural stimuli, subjective and attitudinal measures, and perceptual measures. Attendees will receive copies of several contemporary scales used in measuring body size and dissatisfaction in children and adolescents. Important methodological issues in measuring body image will be discussed. Findings from the presenter's research on predictors of eating disorder scores in children aged 6 through 14 will be described. In addition, findings on the role of media influences will be discussed.
7. The nature and treatment of anxiety disorders in children and adolescents - Ronald M. Rapee, Macquarie University, Sydney, Australia.
For some years we have been conducting a treatment program for anxious children and adolescents at Macquarie University. Treatment is conducted over approximately 9 sessions and both parents and children attend all sessions. The treatment components include education, cognitive restructuring, parent management strategies, approach to feared situations, and rewards. Data from this and similar programs indicate a high degree of success with most children showing moderate to marked change and results maintaining for up to 6 years. The workshop is ideal for anyone working clinically with anxious children and adolescents. This includes practising clinical psychologists and other mental health workers, educators, and school counsellors.
· Identify and diagnose anxiety disorders in
children and adolescents
8. Supervision Moving beyond
the mere Transmission of CBT Techniques