Pre-Conference Workshops.
Wednesday 8th September

A programme of 20 one-day Workshops will be held on Wednesday 8th September on the day before the Congress. The workshops will begin at 9.30 and finish at 17.00. These workshops, many of them by internationally recognised experts, offer participants an opportunity to develop practical skills in the assessment and treatment of a range of areas. A description of each workshop is given below and you can register online or using the application form included with this programme. The number of places available is limited so early application is advised to avoid disappointment.

 

Masterclass
Workshop M1

The Deadly Triad: Borderline Personality Disorder, Substance Abuse, and Suicidal Behaviour
Aaron Beck,

University of Pennsylvania, USA

Our thanks to Psychological Corporation for their support for Professor A.T. Beck's Masterclass

Adult Disorders

Workshop A1

CBT for Psychological Difficulties in Traumatised Refugees and Asylum Seekers
Nick Grey,
Institute of Psychiatry, London and
Kerry Young,
University College London, UK


Fully booked

Theory and Practice of Mindfulness
Mark Williams,
University of Oxford and
John Teasdale,
MRC Cognition and Brain Sciences Unit, Cambridge, UK


Workshop A3

Cognitive Therapy for Generalised Anxiety Disorder
Adrian Wells,
University of Manchester, UK


Fully booked

Compassionate Mind Training for Shame and Self-Attacking Inner Dialogues
Paul Gilbert,
University of Derby, UK &
Deborah Lee,
Oxford Cognitive Therapy Centre, UK


Workshop A5 Cognitive Behaviour Therapy of Obsessions
Jack Rachman,
University of British Columbia, Vancouver, Canada
Adam Radomsky,
University of Concordia, Canada
Roz Shafran,
Oxford University, UK

Workshop A6 Laboratory Research Bases for CBT/Interpersonal/Experiential Therapy for Worry and Generalized Anxiety Disorder
Tom Borkovec
Penn State University

 

Psychosis

Workshop B1 From Engagement to Intervention: Basic Principles in Cognitive Therapy for Psychosis
Gillian Haddock,
University of Manchester, UK

Workshop B2 Family Interventions for Psychosis
Elizabeth Kuipers, and Juliana Onwumere,
Institute of Psychiatry, London and

Ben Smith,

University College London, UK

 
Child and Adolescents
Workshop C1 Family Cognitive Behavioural Therapy for Anxiety Disorders in Children and Adolescents
Susan Bögels,
University of Maastricht, The Netherlands

Workshop C2 Cognitive Behaviour Therapy for Post Traumatic Stress Disorder in Young People
William Yule, Patrick Smith and Sean Perrin
Institute of Psychiatry, London, UK

Workshop C3 Introduction to Cognitive Behaviour Therapy Skills for Mental Health Professionals/practitioners Working with Children, Young People and Families.
Nicky Dummett and Kath Davies,
Child and Adolescent Services, Yorkshire, UK

 
Intellectual Disabilities
Workshop D1

Assessment and Treatment of Anger in Psychiatric, Forensic and Intellectual Disability Populations
Ray Novaco,
University of California, Irvine, USA

 
Behavioural Medicine
Workshop E1 Cognitive Behaviour Therapy with Chronic Pain
Zoe Clyde and Jannie Van Der Merwe,
INPUT Pain Management Unit, St Thomas Hospital, London, UK

Workshop E2 Cognitive Behaviour Therapy for Neuropsychological Rehabilitation
Jonathon Evans and Fergus Gracey,
Princess of Wales Hospital, Cambridgeshire, UK

Workshop E4 CBT for Life Threatening Illnesses
Stirling Moorey,
South London and Mausley NHS Trust, London, UK

 
Addictive Disorders
Workshop F1 CBT for Anorexia Nervosa - Outpatient and Inpatient Treatment.
Chris Fairburn &
University of Oxford

Riccardo Dalle Grave,

Villa Garda, Verona, Italy.
Workshop F2 Helping Change Addictive Behaviours; An overview of CBT and related treatment approaches
Paul Davies,
University College London, UK

 
Therapeutic and Clinical Applications Issues
Workshop G1 Resolving Roadblocks in Cognitive Behavioural Therapy
Robert Leahy,
American Institute for Cognitive Therapy, NYC and Weill-Cornell Medical School, USA

Workshop G2 Cognitive Therapy and the Self: If I Don’t Know Who I Am, How Can I Know What I Think?
Gillian Butler,
Oxford Cognitive Therapy Centre, UK

Workshop G3 Effective Peer Supervision for Cognitive Therapists
Mark Freeston and Peter Armstrong,
Newcastle Cognitive and Behavioural Therapies Centre, UK

Workshop G4 An ounce of action is worth a pound of words: Integrating effective behavioural experiments into cognitive therapy.
Melanie Fennell, Ann Hackmann, Martina Mueller and James Bennett-Levy,
Oxford Cognitive Therapy Centre.


 

Masterclass M1

The Deadly Triad: Borderline Personality Disorder, Substance Abuse, and Suicidal Behaviour

Aaron Beck,
University of Pennsylvania, USA


The cognitive approach to Borderline Personality Disorder (BPD), Substance Abuse (SA), and attempted suicide (A.S.) is based on the conceptual model, which is tailored to specific characteristics of the individual case. The cognitive model accounts for all of the salient features, such as unstable relationships, fluctuating moods, poor impulse control, craving for relief through self-medication, and finally total demoralization leading to suicide. The cognitive therapy of BPD-SA-AS is based on an adaptation of traditional cognitive therapy using basic cognitive strategies, such as fostering a trusting relationship, collaborative empiricism, and guided discovery. In addition to the standard cognitive therapy techniques, there is a greater emphasis on exploring early childhood traumas activating traumatic past events so the can be re-processed and a focus on exploring patients' core beliefs.

The master class will focus specifically on three areas: A - Reducing patients' hypervulnerability, poor control, overcraving and impulses, and powerful urges to escape via suicide. B - Addressing patients' pain, guilt, and shame. C - Increasing self-confidence and self-control. Through the presentation of case examples and role-plays, I will demonstrate relapse prevention for addictive behaviors and also for attempted suicide.

 

 

Workshop A1

CBT for traumatized refugees and asylum seekers

Nick Grey, Institute of Psychiatry, London, UK and
Kerry Young, University College London, UK

Who the workshop is aimed at: It should be suitable to clinicians of all levels, but some experience of both treating PTSD and working with asylum seekers and refugees would be advantageous. Familiarity of the general cognitive model and basic clinical skills are assumed.

Rationale: Increasingly clinicians are working with asylum seekers and refugees who present with multiple psychological and social problems. Almost invariably these clients have faced one or, more usually, a number of traumatic events both in their country of origin and also the UK. There are relatively few guidelines as to how best to approach treatment and therapists sometimes have unhelpful beliefs of their own about the difficulty of working with such cases. This workshop will outline a possible treatment pathway for clinicians to follow. This includes the role of asylum status, housing, and developing / integrating into social networks. Specific cognitive behavioural strategies to address depressive and posttraumatic stress symptoms will be detailed, including discussion of when and how to best use reliving / exposure techniques. Direct comparisons will be made between using ‘testimony’ and cognitive-behaviour therapy. The workshop will also address the issue of working with interpreters / translators. The main message for clinicians to take away is that they have the basic skills to work with such cases and that with careful thought about the timing and particular application of interventions progress can be made.

Learning objectives: Participants should
• Have a greater understanding of psychological presentations, especially PTSD and Depression, within asylum seeker and refugee populations.
• Be able to plan a coherent treatment approach in difficult cases, including how and when to use reliving / exposure techniques.
• Feel more confident about working with such cases, including the use of interpreters.

Teaching Methods: Use will be made of clinical examples including video and audiotape. Participants are encouraged to bring their own case material for discussion.

Workshop Leaders: Kerry Young, Traumatic Stress Clinic, Camden & Islington NHS Trust, & University College London, and Nick Grey, Centre for Anxiety Disorders and Trauma, Maudsley Hospital, & Institute of Psychiatry. Both presenters have worked for many years in specialist outpatient trauma services for adults including working with asylum seekers and refugees, particularly survivors of torture.

References
1. Basoglu, M. (Ed.) (1992). Torture and its Consequences: Current Treatment Approaches. Cambridge: Cambridge University Press.
2. Ehlers, A. & Clark, D.M. (2000). A cognitive model of posttraumatic stress disorder. Behaviour Research & Therapy, 38, 319-345.
3. Van der Veer, G. (1998). Counselling and Therapy with Refugees and Victims of Trauma: Psychological Problems of Victims of War, Torture and Repression (2nd ed.). Chichester: Wiley.

 

Workshop A2

Mindfulness-Based Cognitive Therapy for Depression

Mark Williams, University of Oxford, UK and
John Teasdale, MRC Cognition and Brain Sciences Unit, Cambridge, UK

Background: Mindfulness-based cognitive therapy (MBCT), like more conventional cognitive therapy (CT), is based on the cognitive model of emotional disorders. In contrast to CT, MBCT seeks to reduce the effects of maladaptive thinking patterns by changing patients' relationship to their thoughts and feelings, and the way that they are processed, rather than by changing belief in thought content. Specifically, MBCT trains patients to enter a mode of intentional (non-automatic) processing in which they are aware of thoughts and feelings as passing events in the mind, rather than as self, or as necessarily valid reflections of reality.

Learning Objectives: The aims of this introductory workshop are:
• to communicate an understanding of mindfulness, both experientially and conceptually
• to illustrate how mindfulness is trained through experiential exercises and video clips of clinical sessions
• to indicate the clinical relevance of mindfulness training
• to describe MBCT, a specific application of mindfulness training to the prevention of relapse in recurrent major depression: its rationale, practical content, and evidence of effectivenesss.

Teaching Methods: Training modalities will include expereiential exercises, video clips, didactic presentation, and interactive communication within each of these modalities.

Workshop Leaders: Mark Williams and John Teasdale are research clinical psychologists who have each worked for more than 20 years on cognitive approaches to understanding and treating depression. Over the last 11 years, they have collaborated with Zindel Segal to develop and evaluate MBCT, a theory-driven integration of mindfulness training and cognitive therapy designed to prevent relapse and recurrence in major depression.

Background Readings:
1. Segal, Z.V., Williams, J.M.G., & Teasdale, J. D. (2002) Mindfulness-based cognitive therapy for depression: A new approach to relapse prevention. New York: Guilford Press.
2. Kabat-Zinn, J. (1990) Full catastrophe living: The program of the stress reduction program at the University of Massachusetts Medical Center. New York: Delta (London: Piatkus, 1996).
3. Teasdale, J.D. et al. (2000). Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Journal of Consulting and Clinical Psychology, 68, 615-623.

 

Workshop A3

Cognitive Therapy for Generalised Anxiety Disorder

Adrian Wells, University of Manchester, UK

Workshop. Generalised Anxiety Disorder (GAD) is characterised by chronic and out of control worry. It has proven to be a difficult disorder to treat with only approximately 50 per cent of patients improving with standard CBT. GAD patients normally present a challenge to therapists. This workshop describes the metacognitive model of GAD (Wells, 1995; 1997) and the treatment based on it. In this model, dysfunctional worry in GAD in maintained by a combination of positive and negative beliefs (metacognitions) about worry, and a range of unhelpful coping strategies that prevent belief change. Treatment based on the model requires therapists to develop a particular framework that focuses on metacognition (i.e. factors that control, monitor, and appraise thinking) rather than challenging primary worry content. Workshop participants will learn case conceptualisation based on the model and a range of specialised treatment techniques. Therapy will be illustrated with videotape material, and a range of assessment instruments will be available.

References:
1. Wells, A. (1995). Meta-cognition and Worry: A cognitive model of Generalised Anxiety Disorder. Behavioural and Cognitive Psychotherapy, 23, 301-320
2. Wells, A. (1997). Cognitive Therapy of Anxiety Disorders. A practise manual and conceptual guide. Chichester, UK: Wiley.
3. Wells, A. (2000). Emotional Disorders and Metacognition: Innovative Cognitive Therapy. Chichester, UK: Wiley.

 

Workshop A4

Compassionate Mind Training for Shame and Self-Attacking Inner Dialogues

Paul Gilbert, University of Derby and
Deborah Lee, University of Oxford

Workshop. Shame and inner self-criticism/attacking is associated with a range of psychological difficulties, particularly those relating to long-standing issues of self-worth. These are often underpinned by shame and self-dialogues that are highly self-critical/condemning. This workshop will use social mentality theory to explore the nature of shame based, negative self-evaluations. It is suggested that self-criticism often takes the form of inner dialogues and operates as an internal hostile-dominant/fearful/subordinate relationship. This workshop will describe how to conduct a functional analysis of self-criticism, exploring self-attacking as a form of safety behaviour. Participants will learn how to work with these inner dialogues using cognitive-emotional and imagery techniques. A care focused social mentality, that is sensitive to well-being, distress and nurturing, can be elicited and fostered as an alternative self-to-self relating style. People can learn to compassionately re-focus, re-evaluate and re-attribute. A powerful aid to the development of inner compassion is via imagery and the generation of compassionate feelings for the self. In this workshop participants will have the opportunity to practice compassionate imagery, including the generation of images of “the perfect nurturer”.

Outcome At the end of the workshop participants will have insight into the complexity and functions of self-attacking, and will be able to formulate the role of safety behaviours and shame in maintaining self-attacking. They will have some experience in using compassionate mind techniques for the development of self-soothing strategies, which help emotional regulation.

Background reading
1. Gilbert, P. (2000) Social mentalities: internal 'socal' conflicts and the role of inner-warmth and compassion in cognitive therapy. In P.Gilbert & K.G. Bailey (Eds). Genes on the Couch: explorations in evolutionary psychotherapy. London: Brunner-Routledge.

2. Gilbert, P. & Irons, C. (In press) Therapies for shame and self-attacking, using cognitive, behavioural, emotional imagery, and compassionate mind training. In P. Gilbert (Ed) Compassion: Conceptualisations research and use in psychotherapy. London: Brunner-Routledge.Lee, D. (In press)

3. The perfect nurturer. A model to develop a compassionate mind within the context of cognitive therapy. In P.Gilbert (Ed). Compassion: Conceptualisations research and use in psychotherapy. London: Brunner-Routledge.

 

 

Workshop A5

Cognitive-behaviour therapy for obsessions.

S. Rachman, University of British Columbia, Vancouver, Canada,
A.S Radomsky, Concordia University, Montreal, Canada, and
R. Shafran, Oxford University, UK

Background: Understanding and treating OCD have been successful, they are more applicable to checking and washing compulsions than to other manifestations of OCD, such as obsessions without compulsions. A new cognitive approach to obsessions (Rachman, 1997, 1998) has produced a promising new treatment which will be the focus of this workshop. Following a review of the theory, treatment strategies for obsessions will be discussed and demonstrated with clinical examples, role play and group exercises. Participants are encouraged to bring clinical examples to the workshop for analysis.

Learning Objectives: You will learn about background empirical and theoretical work that produced the treatment as well as skills relevant to case conceptualization, treatment formulation and specific assessment and intervention strategies related to the cognitive model of obsessions.

Workshop leaders:
Professor Rachman is Professor Emeritus of the Department of Psychology at the University of British Columbia. He is a recognized leader in the research and treatment of OCD and other anxiety disorders and is active in both the research and treatment of OCD.
Dr. Radomsky is an Assistant Professor in the Department of Psychology at Concordia University. He currently directs an anxiety disorders research laboratory as well as a clinical practice, both focusing on the research and treatment of OCD.
Dr. Shafran is a Wellcome Trust Fellow in the Department of Psychiatry at the Oxford University. She is currently involved in the psychological research and treatment of OCD and eating disorders in both adults and children.

Background Reading:
1. Rachman, S. (1997). A cognitive theory of obsessions. Behaviour Research & Therapy, 35, 793-802.
2. Rachman, S. (1998). A cognitive theory of obsessions: Elaborations. Behaviour Research & Therapy, 36, 385-401.

 

Workshop A6

Laboratory Research Bases for CBT/Interpersonal/Experiential Therapy for Worry and Generalized Anxiety Disorder

Tom Borkovec, Penn State University, USA

Generalized anxiety disorder (GAD) is one of the most common of anxiety disorders, both as a principal and as an additional diagnosis. Some have argued that it is the basic anxiety disorder from which the others often emerge. Despite its prevalence and importance, fewer therapeutic developments specific to this disorder have been made relative to most of the other anxiety disorders.

Learning Objectives:This workshop will provide clinical training in several cognitive behavioral techniques for GAD that have been developed from our clinical and experimental experience with the disorder over the past 18 years. These will include: (a) self-monitoring of elements of anxiety process (cognitive, affective, physiological, and behavioral) and the learning of early anxiety cue detection; (b) flexible deployment of multiple applied relaxation methods (paced diaphragmatic breathing, progressive muscular relaxation, guided imagery, meditation, and "letting go"); (c) in-session rehearsal of coping responses using flexible adaptations of self-control desensitization; (d) multiple cognitive techniques designed to facilitate more flexible and adaptive ways of perceiving, the emergence of "expectancy-free" cognitive styles, and more complete processing of present-moment experience.

Training Modalities.Training in these methods will be provided through didactic presentations and session videotapes. Throughout the workshop, empirical information will be provided to give strong foundation for the particular recommendations of specific technique applications for GAD and for possible future developments in its cognitive behavioral treatment. Of particular importance is the significant role-played by early childhood attachment and adult interpersonal styles in the origins and maintenance of GAD and thus in its treatment.

 

Workshop B1

From Engagement to Intervention: Basic principles in Cognitive Therapy for Psychosis

Gillian Haddock, University of Manchester, UK

Background: This workshop will provide an overview of the application of cognitive-behaviour therapy as applied to people with psychosis. The emphasis will be on providing people who have not had a large amount of previous training in CBT for psychosis some basic information and skills for working in this area. The workshop will begin with an overview of the research literature supporting the effectiveness of CBT for psychosis followed by more practical sessions on engagement, assessment, formulation and intervention in psychosis. The main focus of the day will be on working with people with chronic psychosis although some attention will be paid to people with recent onset psychosis. Complex issues such as substance use and aggression in psychosis will also be discussed.

Teaching Methods: The workshop will use case material in the form of case studies and video material to illustrate the approach.

 

Workshop B2

Family intervention in psychosis

Elizabeth Kuipers, Juliana Onwumere, Institute of Psychiatry, London, UK, and
Ben Smith, University College London, UK

Background: The NICE Guidelines for schizophrenia (2003) found strong evidence that family intervention improves outcomes for those living with (or in close contact with) the family.
It thus recommended that FI should be available for such families, that it should be offered for those recently relapsed, or considered at risk of relapse and to those with persisting symptoms. FI should normally be longer than 6 months and include more than 10 sessions.
These kinds of interventions have been developed, based on research evidence, over the last 25 years. They are elaborated in a 2nd Edition of a manual first produced in 1992, Kuipers, Leff & Lam (2002), which will be focussed on here. Other manuals are also available (eg. Falloon 1985, Anderson et al 1986, Barrowclough & Tarrier 1987). The workshop will aim to demonstrate both the issues for carers and the kind of interventions that have been shown to be effective.

Learning Objectives:
• To identify the problems that carers find most difficult – the impact of care
• To describe a model of intervention based on research findings, including the NICE Guidelines (2003).
• To identify the emotional issues such interventions can elicit in therapists, and in co-therapists.
• To practise techniques that will help to structure a family meeting.
• To identify the wide range of emotional responses associated with caring for someone with psychosis.
• To describe techniques for dealing with overtly negative emotions such as anger, loss and criticism.
• To illustrate and practise techniques for encouraging appropriate adult independence – the issue of over involvement.

Teaching Methods: This workshop uses a mixture of didactic and experiential techniques and it is necessary for participants to be prepared to join in order to understand the issues involved and develop the clinical skills required for this particular work. Ongoing clinical supervision will be required to further develop and maintain such skills.

Workshop Leaders: Elizabeth Kuipers is a leading researcher and practitioner in area of family therapy for psychosis. She has written numerous articles and co-written one of the most influential therapy manuals within the discipline. Juliana Onwumere and Ben Smith have worked with Elizabeth Kuipers for the last 2 years as research therapists within a randomised control trial aimed at evaluating the effectiveness of family therapy in reducing relapse rates within psychosis

Background Readings:
1. NICE Guidelines for Psychological Treatment in Schizophrenia. Gaskell Press 2003.
2. Kuipers, L., Leff, J. & Lam, D. (1992) Family work for schizophrenia: a practical guide. Gaskell: London.
3. Kuipers, E., Leff, J. and Lam, D. (2002) 2nd Edition.
4. Falloon, I.R.H. (1985) Family management of schizophrenia. John Hopkins University Press: Baltimore.
5. Anderson, C., Reiss, D., & Hogarty, G.E. (1986) Schizophrenia in the family: a practical guide Guilford Press: New York.
6. Barrowclough, C, & Tarrier, N. (1992) Families of schizophrenic patients. Cognitive Behavioural Interventions. Chapman & Hall: London.

 

Workshop C1

Family Cognitive Behavioural Therapy for anxiety disorders in children and adolescents

Susan Bögels, University of Maastricht, The Netherlands

Who the workshop is aimed at: Experience in cognitive-behavioural treatment of anxiety (in adults and/or children) is needed in order to follow this workshop.

Background: Anxiety disorders run in families; an overlap of 60-80% has been found between parental and child anxiety disorders. Next to genetic factors, “anxiety enhancing” parenting behaviours, like modelling of anxious behaviour, overprotection, and restriction of open expression of opinions and feelings, seem to contribute to this relationship. Family CBT has been found equally effective or more effective in treating child anxiety disorders, and is potentially more cost-effective because more family members are treated at the same time. The goal of family CBT is to decrease child anxiety, parental anxiety, and anxiety-enhancing parenting.
The goal of the family CBT that is outlined in the present workshop consists of three components:
(i) Teaching CBT skills to the anxious child and both parents, the parents being encouraged to use these skills to guide their anxious child and to cope with their own fears (4 sessions).
(ii) Modifying dysfunctional beliefs between parents and child that block the process of change, that is, parental beliefs about their anxious child, parenting, and the safety of their child’s world –often based on their own upbringing or anxiety-, and child’s dysfunctional beliefs about the parents and about the possibility and usefulness of communication with them (4 sessions).
(iii) Improving communication and problem solving, between spouses about their child’s anxiety, and between all family members, including siblings (4 sessions).

Learning Objectives: Participants will acquire the following skills:
1) Conducting a family conversation in order to orient the family towards the treatment goals
2) Coaching parents in guiding their anxious child (e.g. through courageous modelling)
3) Identifying and challenging dysfunctional parental cognitions about the anxiety of their child and their role as a parent
4) Conducting a family discussion on a "hot issue"

Teaching Methods: In this workshop the three components of the treatment will be taught through instruction, modelling, and practice (role-plays).

Workshop Leader: Susan Bögels (clinical psychologist/psychotherapist) works as a researcher and practitioner in the area of child and parental anxiety disorders. One of her major themes of interest is how parents of anxious children influence the anxiety of their child through their own dysfunctional beliefs, their own upbringing, and the interaction between parental and child anxiety. She is currently conducting a Randomised Clinical Trial in 8 centers of child psychiatry in Holland, to compare the effects of family CBT with child CBT for children and adolescents with clinical anxiety disorders.

Background Readings:
1. Barrett, P. M., Dadds, M. R., & Rapee, R. M. (1996). Family treatment of childhood anxiety: a controlled trial. Journal of Consulting and Clinical Psychology, 64, 333-342.
2. Ginsburg, G. S., Silverman, W. K., & Kurtines, W. K. (1995). Family involvement in treating children with phobic and anxiety disorders: A look ahead. Clinical Psychology Review, 15, 457-473.
3. Siqueland, L., & Diamond, G. S. (1998). Engaging parents in cognitive behavioral treatment for children with anxiety disorders. Cognitive and behavioural practice, 5, 81-102.

 

Workshop C2

Cognitive Behaviour Therapy for Post Traumatic Stress Disorder in Young People

William Yule, Patrick Smith and Sean Perrin. Institute of Psychiatry, London, UK

 

 

Workshop C3

Introduction to CBT skills for mental health professionals/practitioners working with children, young people and families.

Nicky Dummett, Kath Davies, Child and Adolescent Services, Yorkshire, UK

Who the workshop is aimed at: Child and adolescent mental health professionals/practitioners with some CBT experience but who have not undergone a formal (e.g. year-long) training course.

Learning objectives:
• For workshop participants to be able to devise a cognitive behavioural formulation for cases they see
• For workshop participants to develop a socratic questioning style to carry out this process and underlie a collaborative therapeutic relationship
• For all involved in the workshop to share together ideas and experience of using CBT with children, young people and families

Teaching Methods: Lecture and experiential techniques (e.g. roll play, modeling, “in-session” behavioural experiments).

Workshop Leaders: Nicky Dummett and Kath Davies have extensive experience of CBT with children and young people and also of teaching fellow professionals and students. We deliver regular CBT training to CAMHS professionals within Yorkshire, including a year-long introductory course in CBT with children, adolescents and families.

Background readings:
1. Ronen, T (1997). Applying Cognitive Techniques to Children, chapter 9 in: Cognitive Developmental Therapy with Children. Pub: Wiley + Sons, Ltd.
2. Greenberger, D and Padesky, C (1995). Understanding Your Problems, chapter 1 in: Mind Over Mood: a Cognitive Therapy Treatment Manual for Clients. Pub: Guilford, New York.
3. Padesky, C (1993). Socratic Questioning: Changing Minds or Guiding Discovery? Keynote address delivered at the European Congress of Behavioural and Cognitive Therapies, London, September 24.
4. Stallard, P (2002). Cognitive Behaviour Therapy with Children and Young People: A Selective Review of Key Issues. Behavioural and Cognitive Psychotherapy, 2002, 30, 297-309.

 

Workshop D1

Assessment and Treatment Of Anger in Psychiatric, Forensic and Intellectual Disability Populations

Ray Novaco, University of California, Irvine, USA

Background: Providing clinical services for people having recurrent anger problems is a challenging clinical enterprise. This turbulent emotion, ubiquitous in everyday life, is a feature of a wide range of clinical disorders. It is commonly observed in various personality, psychosomatic, and conduct disorders, in schizophrenia, in bipolar mood disorders, in organic brain disorders, in impulse control dysfunctions, and in a variety of conditions resulting from trauma. The central problematic characteristic of anger in the context of such clinical conditions is that it is "dysregulated" -- that is, its activation, expression, and experience occur without appropriate controls. Because anger is a common precursor of aggressive behaviour, it may be recognized as a salient clinical need, yet be unsettling for mental health professionals to engage as a treatment focus. Anger assessment itself presents many challenges, because of reactivity to the testing situation and the multi-dimensionality of anger. Effectively targeting anger treatment, as well as ascertaining therapeutic gains hinges on assessment proficiency.

The workshop will present psychometric, interview, and staff-rated methods for assessing anger as a clinical problem. Issues of validity will be delineated, and recommendations for clinical service strategy will be given. Among the assessment topics to be covered are assessing anger on intake at mental health facilities and in conjunction with forensic practice, adaptations for persons with intellectual disabilities, anger and trauma, children exposed to violence in the home, and the evaluation of treatment gains. Participants will also be shown an interview for assessing readiness for anger treatment and given opportunity for practice.

Getting treatment engagement with chronically anger people presents multiple challenges. High anger patients can be worrisome for clinicians because of their treatment-resistant characteristics and because of safety risks faced by the clinician seeking to treat them. Advances in CBT anger treatment will be presented, having demonstrated efficacy with patients in secure hospitals, patients with intellectual disabilities, and a variety of community outpatients, including war veterans with severe posttraumatic stress disorder. Core themes arising in the treatment process and ways of obtaining leverage for change through a “preparatory phase” will be presented. Key components of the stress inoculation approach to severe anger problems will be described, with some demonstration. Extensions from individual anger treatment to group-based anger management will be presented, along with assault risk reduction strategies for clinicians.

Teaching Methods: The format for the workshop will be didactic and experiential. It is an intermediate-level workshop, aimed at mental health professionals with several years of CBT experience.

Workshop Leader: Professor Ray Novaco pioneered the cognitive-behavioural treatment of anger. His ongoing research includes studies being conducted in Scotland and England with patients in secure facilities and with psychotic patients in the community, and also with women and children in domestic violence shelters.

Background Readings:
1. Novaco, R. W. (1994). Anger as a risk factor for violence among the mentally disordered. In J. Monahan & H. Steadman (Eds.), Violence and mental disorder: Developments in risk assessment. University of Chicago Press.
2. Novaco, R. W. and Chemtob, C. M (1998). Anger and trauma: Conceptualization, assessment and treatment. In V. M. Follette, J. I. Ruzek, & F. R. Abueg (Eds.), Cognitive behavioral therapies for trauma. New York: Guilford.
3. Novaco, R. W., Ramm, M., & Black, L. (2000). Anger treatment with offenders. In C. R. Hollin (Ed.), Handbook of offender assessment and treatment. Chichester: John Wiley

 

Workshop E1

Psychological factors in Chronic Pain / Exposing fear of pain

Jannie van der Merwe, A Williams, & Zoe Clyde, INPUT Pain Management Unit, St Thomas’ Hospital, London, UK

Who the workshop is aimed at: those who are interested in the application of CBT in a clinical setting. We will both (i) give an overview of the psychological factors in chronic pain and the latest developments in the field and (ii) explore the rapidly developing area of assessment and treatment of pain-related fears, which are powerful determinants of patients' behaviour. The format will be interactive, involving voluntary discussion of participants’ own experiences and fears and those of the patients they work with. Group work and discussion will be used to explore case material.

Background: We aim to increase your understanding of the psychological factors in chronic pain and pain related fears. This will involve and overview of CBT and chronic pain and the exploration of the connection between fear, cognition and avoidance. The importance of cognitive processes such as catastrophising and the meaning of fear to individual patients will be discussed as will the conceptualisation of pain-related fears in relation to other anxiety disorders.

Assessment of pain-related fears is complex. For example, when a patient says, ‘I physically can’t get on the floor’, the reason for this is not clear. Patients rarely present fear as the reason for stopping activity. It is hard for health professionals to identify whether avoidance of activity is due to a lack of practice and hence confidence in general, or due to a specific pain-related fear. We will introduce assessment tools that are currently in use in chronic pain management settings and discuss the practical implications of their use.

Evidence has shown CBT, which involves graded activity, is effective for chronic pain management (Morley et al.1999). Single case studies have shown graded exposure to be more effective than graded activity in addressing pain-related fears (Vlaeyen et al.2001). The danger of missing pain-related fears and using graded activity rather than graded exposure is that it can lead to the confirmation of the patient’s worst fear and result in further avoidance undermining their success in applying pain management skills

We suggest that pain-related fear is not confined to chronic pain settings. It is hoped that discussion, drawing on participants’ clinical experiences, can lead to the identification of other clinical settings where pain-related fear occurs and where the assessment and treatment methods highlighted can be used.

Learning Objectives:
• An overview of CBT and Chronic Pain
• Introduction to the cognitive model of fear of movement and (re)injury and its implications for managing chronic pain
• The issues surrounding assessment of pain-related fears
• Discussion around the use of graded activity (GA), graded exposure (GE) and behavioural experiments.
• The wider application of these techniques to other clinical settings
• The importance of therapist beliefs

Workshop Leaders: Dr Zoë Clyde has worked clinically at INPUT Pain Management Unit for the last 4 years, and has a special interest in chronic pain and depression. She recently completed a diploma in cognitive therapy at Oxford, which generated interest in use of imagery when applying CT to chronic pain, particularly when working with pain-related fear. Dr Johannes D. van der Merwe is the Clinical Head of the INPUT Pain Management Unit at St Thomas' Hospital, London. He has a special interest in chronic pain and post-traumatic stress disorder. He is a member of the Pain Society of Great Britain and the International Association of the Study of Pain.

Background readings:
1. Crombez, G., Vlaeyen, J.W.S., Heuts, P.H.T.G., Lysens, R. (1999). Fear of pain ismore disabling than pain itself. Evidence of the role of pain-related fear in chronic back pain disability. Pain, 80, 329-339.
2. Morley S.J., Eccleston C., Williams A. CdeC (1999). Systematic review and meta-analysis of randomised controlled trials of cognitive behaviour therapy and behaviour therapy for chronic pain in adults, excluding headache. Pain, 80, 1-13.
3. Vlaeyen J.W.S., Linton S.J. (1999). Fear-avoidance and its consequences in chronic musculoskeletal pain: a state of the art. Pain, 85, 317-332.
4. Vlaeyen, J.W.S., De Jong, J., Geilen, M., Heuts, P.H.T.G., van Breukelen, G. (2001). Graded exposure in vivo in the treatment of pain-related fear: a replicated single-case experimental design in four patients with chronic low back pain. Behav. Res. Ther. 39, 151-166.

 

Workshop E2

The Application of Cognitive Therapy in the Context of Neuro-Rehabilitation

Jonathan Evans and Fergus Gracey, Oliver Zangwill Centre for Neuropsychological Rehabilitation

Background: There is evidence which demonstrates high rates of mood disorder following acquired brain injury (ABI). The impact of mood disorders on psychosocial functioning, functional outcome and rehabilitation following acquired brain injury is also thought to be significant. The aetiology of mood disorders following brain injury is complex, and traditional psychiatric diagnoses may be challenged by the impact of the combination of organic, cognitive and psychosocial consequences of ABI. Traditional psychotropic medications may be inappropriate or contra-indicated. One study suggests that 33% of psychiatric patients report a history of head injury. There is thus a ready need for the development of psychosocial therapies to address the range of distressing and debilitating emotional consequences of brain injury in both neuro-rehab and adult mental health contexts. Suggestions and guidelines for the use of cognitive and behavioural therapies following stroke and head injury have been published. Evidence from case studies suggest that a cognitive-behavioural approach may be effective for treating anxiety disorders and depression. Evidence of efficacy from group based studies is more variable. One case report notes an adverse effect of a cognitive-behavioural intervention which suggests that a more fine-grained understanding of cognition-emotion interactions is required to use CBT with this client group. Other case studies note the beneficial reciprocal relationship between Neuro-rehabilitation and CBT, noting common underpinning principles, features, and aims, and the readiness with which CBT can be adapted to take into account potential barriers such as cognitive impairment. There is thus some evidence for the use of CBT with this client group, in addition to a rationale based on the adaptability of CBT particularly for the needs of this client group. However, caution is warranted and further research is required. CBT may offer potential for adaptation to address the emotional needs of clients who have an acquired brain injury, and the theoretical base of CBT could in turn be developed through systematic case studies demonstrating interactions between cognition and emotion.

Learning Objectives:
• consider the applicability of this approach to the emotional consequences of traumatic brain injury in both adult mental health and neuro-rehab settings
• review the evidence base for the efficacy of CBT with this client group
• learn about the emotional consequences of brain injury and implications for application of CBT
• learn about and develop skills in formulating for this client group through didactic and small group work
• learn about the adaptation of CBT intervention techniques in the context of cognitive impairment and adjustment to adverse circumstances

Teaching methods:a combination of didactic, small group and group discussion will be used.

Workshop leaders: Jon Evans is Associate Director of Research and Consultant Clinical Psychologist at the Oliver Zangwill Centre for Neuropsychological Rehabilitation in Ely, Cambridgeshire. He is also a visiting scientist at the MRC Cognition and Brain Sciences Unit in Cambridge. From October 2003, he will take up the post of Professor of Applied Neuropsychology at the University of Glasgow.
Fergus Gracey is a Clinical Psychologist at the Oliver Zangwill Centre for Neuropsychological Rehabilitation, Ely, and has an honorary contract as a Cognitive Therapist with the Psychological Treatment Service, Cambridge and Peterborough Mental Health Trust, Addenbrookes Hospital.

Background Readings:
1. Williams, W.H. and Evans, J.J. (Eds.) (2003) Biopsychosocial approaches in neurorehabilitation: Assessment and management of neuropsychiatric, mood and behavioural disorders. Hove: Psychology Press.
2. Sohlberg, M and Mateer, C (2001) Management of Depression and Anxiety, in M Sohlberg and C Mateer (Eds) Cognitive Rehabilitation: An Integrative Neuropsychological Approach. London: Guilford Press.
3. Ponsford, J, Sloane, S and Snow, P (1995) Traumatic Brain Injury: Rehabilitation for Everyday Adaptive Living. Hove: Lawrence Erlbaum Associates.

 

Workshop E4

CBT for Life Threatening Illness

Stirling Moorey, South London and Maudsley Trust, London, UK

Background: Potentially fatal illness threatens our sense of ourselves, our relationship with the world and our life plans. Cognitive conceptualisations can help us to understand how our reactions to possible death are shaped by our underlying beliefs and characteristic coping strategies. Developing a formulation can guide us in our choice of cognitive, behavioural and supportive techniques. The changing course of physical illness and the effects of fatigue and disability require a flexible approach in the application of CBT techniques. This workshop will demonstrate the power of the cognitive model as a tool for conceptualising and planning treatment, so that effective interventions can be selected, even if it is not possible to carry out a full course of therapy. People with adjustment difficulties may need assistance in processing the emotional impact of illness, so the therapist must acquire skills in combining emotional-supportive techniques and CBT interventions. The importance of emotional validation and the facilitation of emotional processing will be discussed. Therapists can also be daunted by the presence of apparently realistic negative thoughts in people facing death, and also be overwhelmed by the patients’ own feelings of helplessness and hopelessness. Methods for working with “realistic” negative thoughts will be described and illustrated. In physical illness such as cancer, the approach may differ depending on the stage of illness. In early stage disease with a good prognosis, there is more emphasis on challenging misperceptions about the impact of the illness, while in advanced and terminal illness the emphasis is on coping with the progress of disease and disability. The interplay of fighting, coping and acceptance in working with serious illness will also be considered during the workshop.

Learning Objectives
• Participants will be able to conceptualise cases of life threatening illness using the cognitive model of adjustment to physical illness.
• Participants will be able to discuss the modifications to standard CBT method in life threatening illness, including facilitating emotional processing and working with realistic NAT’s.
• Participants will understand some of their own “countertransference” reactions to life-threatening illness.

Teaching Methods: Training will combine didactic, experiential and demonstration (video and role play) of skills. Workshop participants will have the opportunity to practise conceptualisation and therapy skills in role play and group discussion. They should bring case details of a patient with a serious physical illness to the workshop if possible.

Workshop Leader: Dr Moorey is Consultant Psychiatrist in CBT at the Maudsley Hospital. He has been actively involved with cognitive therapy since 1979 and was co-founder of the Institute of Psychiatry Cognitive Therapy Course. From 1986-1991 he was a CRC research psychiatrist at the Royal Marsden Hospital, and worked with Dr Steven Greer to develop a cognitive based treatment for patients with cancer which has been evaluated in two RCT’s. He is currently researching the efficacy of CBT in palliative care.

Background Reading:
1. Moorey, S. & Greer, S. (2002).Cognitive Behaviour Therapy for People with Cancer. Oxford University Press.
2. Moorey S (1996) When bad things happen to rational people: cognitive therapy in adverse life situations. In Salkovskis P(ed.) Frontiers of Cognitive Therapy. New York:Guilford Press.

 

Workshop F1

CBT for Anorexia Nervosa – Outpatient and Inpatient Treatment

Christopher G Fairburn, University of Oxford, UK and
Riccardo Dalle Grave, Villa Garda, Verona, Italy

Background: There are no empirically supported treatments for adults with anorexia nervosa yet this disorder is associated with substantial physical and psychosocial morbidity. This workshop will open with a brief review of the research on the treatment of anorexia nervosa. Then a new style of cognitive behaviour therapy for anorexia nervosa will be presented. The theoretical background to the treatment will be outlined and its procedures will be described in detail. This will include description of how the treatment is implemented on an outpatient basis and how the treatment can also be delivered within a hospital setting.

Professor Fairburn will provide the theoretical and research background to the new treatment, and will describe how to provide it on an outpatient basis. Dr della Grave will describe how the treatment can be delivered within an inpatient unit.

Learning Objectives:
• To learn about the research on the treatment of anorexia nervosa.
• To learn about the theoretical background to the new cognitive behavioural treatment.
• To learn about how the treatment is provided on an outpatient basis
• To learn about how the treatment is provided on an inpatients basis.

Teaching Methods: Didactic combined with extensive collective discussion of clinical problems.

Workshop Leaders
Christopher G Fairburn is a well-known international authority on eating disorders and their treatment. He has a particular interest in developing and evaluating psychological treatments for eating disorders.
Riccardo della Grave is a leading Italian expert on eating disorders. He is director of a unique unit that specialises in inpatient CBT for patients with severe eating disorders.

Background Readings:
1. Fairburn CG, Harrison PJ. Eating disorders. Lancet 2003, 361: 407-416.
2. Fairburn CG, Shafran R, Cooper Z. A cognitive behavioural theory of anorexia nervosa. Behaviour Research and Therapy 1999; 37: 1-13.
3. Fairburn CG, Cooper Z, Shafran R. Cognitive behaviour therapy for eating disorders: A “transdiagnostic” theory and treatment. Behaviour Research and Therapy 2003; 41: 509-528.

 

Workshop F2

Helping Change Addictive Behaviours; An overview of CBT and related treatment approaches

Paul E Davis, University College, London, UK

Background: Cognitive Behavioural Therapies (CBT) are well established as effective approaches in the treatment of a wide range of addictive behaviours including alcohol, tobacco smoking and drug problems, non-chemical dependencies such as gambling, some patterns of offending behaviour and excessive shopping, as well as other appetitive problems such as in eating disorders. This workshop is intended for both non (addiction) specialist staff who wish to understand CBT approaches as applied in their generic work with substance misusers, problem gamblers etc.; together with specialist staff in addiction services who wish to develop further their CBT understanding and skills. It will combine didactic presentation, small group tasks, video and case vignettes. The topics will include new developments such as Community Reinforcement Approach, CBT techniques and how these are applied to addiction-specific topics, Relapse Prevention programmes, Motivational Interviewing and the use of cognitive therapy to help motivate clients.

The workshop aims to give attendees a knowledge of these addiction-specific techniques and approaches, an understanding of how CBT is used in the treatment of addictive behaviours, and to help develop skills for clinical practice. Attendees are not expected to have specialist expertise in addictions or CBT, but an understanding of the theoretical background to CBT, and some experience or knowledge of how CBT is used with adults, will be assumed.

 

Workshop G1

Resolving Impasses in Cognitive Behavioral Therapy

Robert L. Leahy

Background: Many patients do not adhere to the “rational” and “problem-solving” orientation underlying cognitive-behavioural therapy. In this workshop we will examine six areas relevant to resolving these impasses:
• Procedural impasses--problems in agenda-setting and non-compliance with homework;
• Validation demands-- the patient views change as invalidating and demeaning;
• Emotional processing--emotional avoidance and dysregulation, dysfunctional ideas about the nature of emotion, and over-reliance on rumination and rationality;
• Schematic-personality disorder issues—constraints in self-other representations
• Sunk-cost effects--- commitment to redeeming decisions that have already proven to have failed; and
• Self-handicapping-- attempts to obscure direct evaluation of the self by employing disattribution strategies and hedging.

In addition, we will examine transference and counter-transference issues within a CBT formulation.

Methods for evaluating each dimension and specific intervention strategies are offered. Attempts to argue the patient out of an impasse may increase non-compliance due to validation demands, emotional avoidance strategies and risk-aversion. These impasses in treatment are viewed within a cognitive model of psychopathology utilizing case conceptualization that integrates behavioral experiments, cognitive schemata, interpersonal processes and emotional processing. Participants in the workshop will learn how to identify impasses, balance validation demands with experiments in change, evaluate emotional processing problems and enhance adaptive emotional schemas, reverse sunk-cost effects, and develop interventions for reducing self-handicapping.

Workshop Leader: Robert Leahy is President of the International Association of Cognitive Psychotherapy, Professor of Psychology in the Department of Psychiatry of Weill-Cornell Medical School, Director of the American Institute of Cognitive Therapy, and the author or editor of fourteen books.


Background Readings:
1. Leahy, R.L. (2001) Overcoming Resistance in Cognitive Therapy. New York: Guilford.
2. Leahy (1996) Cognitive Therapy: Basic Principles and Applications. Northvale, NJ: Jason Aronson. Pp. 191-230.
3. Leahy, R.L. (2002). A model of emotional schemas. Cognitive and Behavioral Practice, 9, 177-191.
4. Leahy, R.L. (Ed.) (2003) Resolving Roadblocks in Cognitive Behavioral Therapy. New York: Guilford.

 

Workshop G2

Cognitive Therapy and the Self. If I don't know who I am, how can I know what I think?

Gillian Butler, Warneford Hospital, Oxford and Oxford Cognitive Therapy Centre

Who the workshop is aimed at: Experienced practitioners, familiar with using cognitive therapy in the treatment of complex cases.

Learning Objectives: The main aim of this workshop is to present a collection of ideas and methods for helping people to develop their sense of identity using cognitive therapy. The material presented is the product of clinical observation working with people who have suffered extensive childhood trauma, but potentially has a broad application. It is not, yet, based on research findings. The workshop starts by considering how to understand problems of identity, and three areas of work will then be discussed in more detail: 1. Developing metacognitive awareness, 2. Building a sense of self, and 3. Discovering an identity. Participants will be able to practice some of the skills and techniques relevant for work in each of these areas. The methods presented are understood as a pre-requisite for, or complement to, work on self-esteem and self-confidence. They overlap with it, but not entirely.

Teaching methods: A variety of interactive methods will be used, including discussion between participants, small group exercises and role-play.


Workshop Leader: Gillian Butler works both for the NHS and for The Oxford Cognitive Therapy Centre (OCTC). Through 10 years of clinical research with the University of Oxford, she helped to develop and evaluate cognitive-behavioural treatments for social phobia and for generalised anxiety disorder. She now has special clinical interests in the use of CBT during recovery from traumatic experiences in childhood. She regularly runs training workshops on a wide variety of topics relevant to practitioners of CBT, in this country and overseas. She is particularly interested in making the products of research available to the general public and is co-author of Manage Your Mind: The Mental Fitness Guide and of Psychology: A Very Short Introduction, and the author of Overcoming Social Anxiety and Shyness.

 

Workshop G3

Effective peer supervision for cognitive therapists

Mark Freeston and Peter Armstrong, Newcastle Cognitive and Behavioural Therapies Centre, Newcastle, UK

Who the workshop is aimed at: Established cognitive therapists (e.g. Post qualification training in CT plus experience in CT) either wanting to set up effective peer supervision or those who have already been involved in peer supervision and want to improve the quality of the experience through conceptual grounding and upgrading skills

Background: As many would acknowledge, supervision in cognitive therapy is conceptually and procedurally complex. Most of us learn to supervise by imitation or by trial and error. As a result there is much implicit knowledge, several procedural accounts, but few explicit formulations. In the absence of such formulations our ability to consistently replicate best practice is limited. Since 2001 we have tapped into the implicit knowledge of experienced and less experienced supervisors and developed an explicit conceptual map of CBT supervision. We have used this map to inform supervision practice, establish a conceptual base for training and provide supervision of new supervisors. We recognise that many practitioners are not involved in supervision with a more experienced practitioner, either because none are accessible or available or because they are already experienced practitioners themselves. Although initially developed for master-novice supervision, the Newcastle framework has enabled us to better understand some key features of peer supervision. For example, effective peer supervision requires 1) a clear understanding of the organisational and professional context in which it occurs, 2) explicit consideration of the relationship(s) between the peers, 3) clear structures that ensure that required outputs are achieved through the alternating between the necessary roles and functions. Experience working within this understanding has shown that close but readily achieved attention to these and other factors leads to a clearer understanding of peer supervision, concrete steps to setting it up, ways of understanding any obstacles that may arise, and paths to rectifying any such problems.

Learning Objectives: At the end of the day, participants will 1) have developed an understanding of the key factors influencing the peer supervision process, 2) be able to set up peer supervision in a way that increases the likelihood of effective learning, 3) possess heuristics that identify problem points in peer supervision and address them.

Teaching Methods: Brief didactic presentations, observing and participating in role-plays, reflection on and formulation of the supervisory processes observed, reflection on and integration of personal experience.

Workshop leaders: Mark Freeston is an experienced researcher and trainer in CBT approaches for anxiety disorders. He is currently Course Director of the Newcastle Postgraduate Diploma in Cognitive Therapy and Director of Training and Research at NCBTC. Peter Armstrong is an experience cognitive therapist and supervisor and has a particular interest in interpersonal process in therapy. He is Deputy Course Director for the Newcastle Course. They provide a range of supervision training based on the Newcastle model.

Background reading: Although background reading of the supervision literature would be useful, we would particularly like participants to prepare by reflecting on their recent experience of peer supervision. Specifically, please reflect on those occasions where supervision went particularly well or got noticeably stuck.

 

Workshop G4

An ounce of action is worth a pound of words: Integrating effective behavioural experiments into cognitive therapy.

Melanie Fennell, Ann Hackmann, Martina Mueller and James Bennett-Levy
Department of Pyschiatry, University of Oxford and Oxford Cognitive Therapy Centre

Background: Behavioural experiments have long been recognized as a powerful agent for change in cognitive therapy. This workshop addresses the process by which cognition and behaviour interact to maintain problems and prevent unhelpful perspectives from being updated in the light of experience.

Learning Objectives: Participants will focus on:
• Designing behavioural experiments to target the content and process of cognition, at the level of automatic thoughts, assumptions and core beliefs.
• Maximising opportunities for learning through experience.
• Evaluating the results of the experiments, and reflecting on their implications.

Teaching Methods:The workshop will be interactive, with opportunities for role-play, direct personal experience and discussion. It is aimed at those with a background in cognitive therapy, who wish to hone their skills in designing and implementing behavioural experiments. The workshop will highlight the value of therapist assisted, in-session experiments in opening the door to new learning.

Workshop leaders: The presenters are all experienced practitioners with a reputation for offering high quality training and supervision through OCTC. Melanie Fennell and Ann Hackmann have worked in research groups developing treatment protocols for a variety of disorders, while Martina Mueller has expertise in the treatment of complex PTSD. James Bennett-Levy has a special interest in experiential approaches to cognitive therapy training. All four are editors of the forthcoming Oxford Guide to Behavioural Experiments in Cognitive Therapy.