|General Adult Disorders
Behavioural Treatment of Generalised Anxiety Disorder
Thomas Borkovec, Penn State University,
Keith Dobson, University of Calgary,
of Social Anxiety in Clinical Practice
Richard G. Heimberg,
Temple University, Philadelphia, USA
Therapy for PTSD and Associated Emotional Responses to Trauma
Deborah Lee and Kerry Young, Traumatic Stress
Clinic & University College London
||The Cognitive-Behavioural Treatment
Stanley J. Rachman, University of British
||Cognitively Delivered Exposure
Treatment for Agoraphobia
Paul Salkovskis, Institute of Psychiatry,
University of Oxford
||Mindfulness-based Cognitive Therapy
Mark Williams, University
of Wales, Bangor
||'I Can't Get it Out
of my Head' Rumination and Preoccupation
Mark Freeston, Newcastle Cognitive and
Behaviour Therapies Centre, Newcastle
||Understanding and Working with
Paul Gilbert, Institute of Behavioural Sciences,
University of Derby
and Commitment Therapy
Steven C. Hayes, University of Nevada, Reno,
|| Cognitive Therapy of Resistance
Robert L. Leahy, American Institute for
Cognitive Therapy and Weill-Cornell Medical School, NY, USA
Therapy and Resilience
Christine A. Padesky and Kathleen A. Mooney,
Center for Cognitive Therapy, California, USA
Management of the Suicidal Patient: Interventions and Safeguards
Corey Newman, Center for Cognitive Therapy,
Behavioural Therapy for Eating Disorders
Terry Wilson, Rutgers University, USA and
Christopher Fairburn, University of Oxford
||Anger Assessment and Treatment
Raymond W. Novaco, University of California,
Behavioural Intervention: Schizophrenia & Co-morbid Substance Misuse
Christine Barrowclough & Gillian Haddock,
University of Manchester
||Formulation Based Cognitive Behavioural
Psychotherapy for Psychosis
David Fowler, University of East Anglia
|| CBT for
Bipolar Affective Disorders
Dominic Lam, Institute of Psychiatry, London
|| Using Stories in CBT with Young
Joanna Grave and Lisa Walton, Community Child
Psychology Services, Birmingham Children's Hospital
|Clinical Applications &
Supervision Skills: A Cognitive Perspective
Gillian Butler, Department of Psychiatry,
University of Oxford
Unexplained Symptoms: Cognitive Behavioural Approaches
Trudie Chalder, Guy's, Kings and St Thomas'
School of Medicine, London
||Coping With Adversity: Cognitive
Therapy In Adverse Life Circumstances
Stirling Moorey, Maudsley Hospital, London
Cognitive Behavioural Treatment of Generalised Anxiety
Disorder with Some Interpersonal and Experiential Psychotherapy Integrations
Thomas Borkovec, Penn State University, Pennsylvania,
Generalised anxiety disorder (GAD) is one of the most common 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 other anxiety disorders. This
clinical presentation will introduce several cognitive behavioural techniques
for GAD that have been empirically supported and developed from our clinical
and experimental experience with the disorder over the past 16 years. These
include: (a) self-monitoring of elements of anxiety process; (b) flexible
deployment of multiple applied relaxation methods (c) in-session rehearsal
of coping responses using flexible adaptations of self-control desensitisation;
and (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.
Finally, new developments in the treatment of GAD that involve the integration
of interpersonal and experiential therapies into the basic cognitive behaviour
package will be presented. Throughout the presentation, empirical information
will be provided to give strong foundation for the particular recommendations
of specific technique applications for GAD. Case material and video-tapes
of therapy sessions will be periodically used to exemplify aspects of these
Learn ways in which to teach clients self-monitoring, multiple relaxation
methods, and imagery rehearsal techniques.
Learn novel cognitive therapy methods specifically adapted to generalised
Understand the empirical basis for the above techniques.
Have an introduction to methods for incorporating interpersonal and
experiential psychotherapy techniques that may be particularly valuable
for GAD clients.
Teaching Methods: Lecture, case material, and
Who is the workshop aimed at: Intermediate to
Dr. Borkovec has been at Penn State University
since 1978, where he is currently a Distinguished Professor of Psychology
and Director of Clinical Training. Dr. Borkovec's research and clinical
practice has focused on adult anxiety disorders. His empirical work has
involved both basic and applied research, and his therapy outcome investigations
on the cognitive behavioural treatment of generalised anxiety disorder have
been continuously funded by NIMH since 1984. In the past, he has served
on NIMH's psychotherapy grant review committee, the DSM-IV Generalised Anxiety
Disorder Subcommittee, and several journal editorial boards. He is currently
a member of the Scientific Advisory Board of the National PTSD Center, co-director
of the Pennsylvania Psychological Associations Practice Research Network,
and a Fellow in APA and APS. His efforts to integrate basic research and
clinical practice were recognised in 1994 by the Pennsylvania Psychological
Association with his reception of the Distinguished Contribution to the
Science and Profession of Psychology Award and in 1998 by the American Psychological
Association (Division 12, Section 3) with the Distinguished Scientist Award.
Bernstein, D.A., Borkovec, T.D., & Hazlett-Stevens, H. (2000). New directions
in progressive relaxation training: A guidebook for helping professionals.
Westport, CT: Praeger Publishers.
Borkovec, T. D., & Newman, M. G. (1999). Worry and generalised anxiety
disorder. In A. S. Bellack & M. Hersen (Series Eds.) & P. Salkovskis
(Vol. Ed.), Comprehensive clinical psychology: Vol. 6. Adults: clinical
formulation and treatment (pp. 439-459). Oxford: Elsevier
Craske, M. G., Barlow, D. H., & O'Leary, T. A. (1992). Mastery of your
anxiety and worry. Albany, NY: Graywind Publications.
Cognitive Therapy for Depression: Planning and Implementing
Effective Change Strategies
Keith Dobson, University of Calgary, Canada
to understand the nature of depression, and in particular its recurrent
to understand the model of cognitive therapy as applied to depression,
to conceptualise and plan cognitive therapy treatment,
to gain an appreciation of both behavioural and a cognitive change
strategies in depression,
to plan for long-term change and relapse prevention.
Who is the workshop aimed at: Intermediate Level:
intended for a medium experienced audience, with some CBT training and practice
Teaching methods: The course will be very practical
in nature, and will include lecture, video, and live role-play as instructional
Keith Dobson, Ph.D. is a Professor of Psychology,
the Director of Clinical Psychology, and Head of Psychology at the University
of Calgary. Dr. Dobson's research is in the area of cognitive aspects
of depression, and cognitive-behavioural therapy. He has been the author/
editor of seven books, including the Handbook of Cognitive-behavioural
Therapies (1988; 2000), and Empirically supported therapies: Best Practice
in Professional Psychology (1998). He has also published over 140 research
articles and chapters, and participated widely in conferences related
to his research. Dr. Dobson has also provided training both in Canada
and abroad, including the United States, Mexico, New Zealand, Australia,
Europe, and Eastern Europe.
Beck, J.S. (1995). Cognitive therapy: Basics and beyond. New York: Guilford
Cognitive-Behavioural Treatment of Social Anxiety
in Clinical Practice
Richard G. Heimberg, Adult Anxiety Clinic, Temple University, Philadelphia,
Social anxiety disorder (also known as social phobia) is the most common
anxiety disorder and one of the most common mental disorders. It afflicts
millions of people, who may experience substantial impairment in functioning,
reduced quality of life, and increased risk for depression, alcoholism,
and substance abuse. It is critically important that clinicians be aware
of the many ways in which social anxiety disorder may present in clinical
practice and become familiar with the best methods for the assessment
and treatment of this disorder. During this workshop, an overview of social
anxiety disorder will be presented, including:
a description of social anxiety disorder and its effects on quality
a biopsychosocial model of social anxiety disorder;
techniques for the assessment of social anxiety disorder;
techniques of cognitive-behavioural treatment (CBT) for social
anxiety disorder, both in individual and group formats
descriptions of socially anxious clients treated with CBT;
empirical support for cognitive-behavioural treatments for social
pharmacological methods for the treatment of social anxiety disorder.
As time allows, discussion will focus on participants' clinical cases.
Describe the symptoms and impairment experienced by persons with
social anxiety disorder
Describe the cognitive-behavioural model of social anxiety disorder
and apply it to the formulation of a specific case
Describe the major approaches to the assessment of social anxiety
Understand the specific components of cognitive-behavioural treatment
for social anxiety disorder and their application to the treatment of
a specific case
Describe difficulties that arise in the cognitive-behavioural treatment
of social anxiety disorder and suggest general strategies for their remediation
Evaluate the pros and cons of individual versus group treatment
for social anxiety disorder
Describe the major classes of drugs used in the treatment of social
Evaluate the relative utility of combining cognitive-behavioural
and pharmacological treatments for social anxiety disorder and the pros
and cons of doing so
Richard G. Heimberg is Professor of Psychology and Director of
the Adult Anxiety Clinic of Temple. He is currently President of the Association
for Advancement of Behaviour Therapy. Dr. Heimberg is well known for his
efforts to develop and evaluate cognitive-behavioural treatments for social
anxiety. More recently, he and his colleagues have initiated a program
for the study and treatment of generalised anxiety disorder. Dr. Heimberg
was recently named one of the four most influential psychological researchers
in anxiety in a survey of members of the Anxiety Disorders Association
of America. He is a founding fellow of the Academy of Cognitive Therapy
and the recipient of the Academy's inaugural Award for Significant and
Enduring Contribution to Cognitive Therapy.
Coles, M.E., Hart, T.A., & Heimberg, R.G. (2001). Cognitive-behavioural
group treatment for social phobia. In Crozier, W.R., & Alden, L.E.
(Eds.), International handbook of social anxiety: Concepts, research and
interventions relating to the self and shyness (pp. 449-469). Chichester,
United Kingdom: John Wiley & Sons, Ltd.
Turk, C.L., Heimberg, R.G., & Hope, D.A. (2001). Social anxiety disorder.
In D.H. Barlow (Ed.), Clinical handbook of psychological disorders: A
step-by-step treatment manual (3rd edition) (pp. 114-153). New York: Guilford
Hope, D. A., Heimberg, R. G., Juster, H., & Turk, C.L. (2000). Managing
social anxiety: A cognitive-behavioural therapy approach (Client Workbook).
San Antonio, TX: The Psychological Corporation.
Turk, C.L., Lerner, J., Heimberg, R.G., & Rapee, R.M. (2001). An integrated
cognitive-behavioural model of social anxiety. In S. G. Hofmann, &
P. M. DiBartolo (Eds.), From social anxiety and social phobia: Multiple
perspectives (pp. 281-303). Needham Heights, MA: Allyn & Bacon.
Cognitive Therapy for PTSD and Associated Emotional
Responses to Trauma
Deborah Lee and Kerry Young, Traumatic Stress Clinic, Camden and Islington
Health Trust & University College London.
The aim of this workshop is to examine recent clinical and theoretical
developments in the treatment of PTSD. The workshop will present recent
models, which aid and inform clinical practice from a cognitive therapy
perspective (Brewin et al., 1996; Ehlers and Clark, 2000; Lee et al, 2002).
The workshop will emphasise the importance of formulating clinical cases,
with reference to not only pre-existing beliefs, but also predominant
peri- and post-traumatic emotional responses (Lee et al., 2002). Recent
evidence has suggested that traditional treatment approaches to PTSD need
to be adapted to incorporate techniques aimed at specifically targeting
key emotional experiences, such as fear, shame, guilt, humiliation and
anger (Lee et al.2002; Grey, Young and Holmes, in press).
The workshop will provide an opportunity to examine and practice cognitive
therapy techniques to deal with these strong emotional responses, by presenting
clinical material, using role play, video and audiotape.
Level: The workshop would be suitable for clinicians of all levels,
but experience of treating PTSD would be advantageous. Familiarity with
cognitive models and techniques will be assumed.
Deborah Lee (Consultant Clinical Psychologist) and Kerry Young
(Clinical Psychologist) have worked in the PTSD field for 10 and 6 years
respectively. Over this time, they have gained extensive clinical experience
and theoretical understanding of PTSD. They have published widely in the
area and regularly present workshops on the treatment of PTSD. The Traumatic
Stress Clinic is a national referral centre for the treatment of psychological
reactions to trauma. It is recognised as a centre of excellence in the
cognitive-behavioural treatment of PTSD.
Ehlers, A. & Clark, D.M. (2000) A cognitive model of posttraumatic
stress disorder. Behaviour Research and Therapy, 38, 319-345
Lee, D.A., Scragg, P. & Turner, S. (2001). The role of shame and guilt
in traumatic events: A clinical model of shame-based and guilt-based PTSD.
British Journal of Medical Psychology, 74, 451-466.
The Cognitive-Behavioural Treatment Of Obsessions
S. Rachman, University of British Columbia, Canada
Who the workshop is aimed at: This workshop is aimed at clinicians
who have at least two years experience of CBT and would like to learn
how to tackle obsessions in complex cases.
Learning Objectives: This workshop aims to introduce participants
to a new, specific treatment for obsessions. By the end of the workshop
participants will have learned the theory behind this specific cognitive-behavioural
intervention and how to apply it to obsessions that are otherwise treatment-resistant.
Teaching methods: The teaching will be a combination of lecturing,
video and live demonstrations. Participants should bring their own cases
Professor S. Rachman is Professor Emeritus at the University of
British Columbia. He is formerly the Professor of Abnormal Psychology
at the Institute of Psychiatry. He has expertise in behaviour therapy,
cognitive therapy and cognitive-behaviour therapy and has worked in the
field of anxiety disorders.
Clark, D.M. & Fairburn, C. G. (1996). The science and practice of
cognitive-behaviour therapy. Oxford University Press.
Rachman, S. (1997). The cognitive-behavioural theory of obsessions. Behaviour
Research and Therapy, 35(9):793-802.
Rachman, S. (2002). The Treatment of Obsessions(2002), Oxford University
Steketee, G. (1993). The treatment of obsessive-compulsive disorder. Guilford
Cognitively Delivered Exposure Treatment for Agoraphobia.
Paul Salkovskis, Institute of Psychiatry and Ann Hackmann, University
This workshop will provide an opportunity to learn "hands on"
cognitive therapy skills for use with more severe cases of agoraphobia
with or without a history of panic disorder. The treatment of panic disorder
with cognitive therapy has proven efficacy, excellent end state functioning
being attained in the majority of cases after only 4 -12 sessions of therapy.
In most published trials larger effect sizes are gained with cognitive
therapy than those obtained with more behavioural interventions. Within
the panic trials mild to moderate agoraphobic avoidance has also been
successfully reduced, using cognitive therapy sessions in the office,
plus homework, with its full complement of behavioural experiments.
The favoured treatment of more severe agoraphobia has been exposure therapy,
delivered individually or in groups, frequently centred round the patient's
home area. It has not been established in a randomised controlled trial
that cognitive therapy adds to the effects of exposure alone. Nevertheless
there have been some promising preliminary studies, on which the method
described in this workshop is based. In an experimental study half of
a group of agoraphobics with moderate or severe avoidance were presented
with the cognitive model of panic, and encouraged to drop their safety
behaviours in feared situations, and thus test their beliefs about possible
catastrophic outcomes. Often predictions tested in treatment were not
only about physical catastrophes, but also about interpersonal situations
which might arise during panic attacks. In the control group patients
were offered standard exposure treatment, in similar situations. The cognitive
method of delivering treatment was shown to greatly enhance the benefits
of exposure to feared situations, both during a single, brief experimental
session, and during a short course of therapy. At the end of the ten day
treatment period there were highly significant differences between the
two groups, on measures of panic, general anxiety and avoidance, in favour
of the cognitive group.
The method described in this workshop, has been described as cognitively
delivered exposure for agoraphobia. It does not involve any exposure with
a habituation rationale, but instead it involves multiple behavioural
experiments within an individualised cognitive conceptualisation of the
problem. It is conducted largely "in the field"- ie in shopping
centres or other avoided places, with extremely good results. Special
reference will be made to difficulties often encountered with this group
which can impede progress. These include behavioural and cognitive avoidance,
reluctance to do behavioural experiments, and co-morbidity. Strategies
for dealing with these difficulties will be discussed. Cognitively Delivered
Exposure Treatment for Agoraphobia.
Who is the workshop aimed at: those with some experience of cognitive
therapy for panic, who wish to know how to apply it quickly and effectively
with more avoidant clients.
To see the way that behavioural experiments integrate the best of cognitive
and behavioural skills, and study how they can be utilised to test assumptions
not only about the causes and physical consequences of symptoms, but also
of their interpersonal significance in agoraphobia.To see how cognitive
therapy can skillfully be taken out of the office into real life, and
to understand the role of the therapist in modelling and testing predictions
in behavioural experiments.
Teaching methods: will include didactic material, video clips,
role plays and opportunities to refine skills in carrying out behavioural
experiments in the field.
Paul Salkoskis is a Professor of Clinical Psychology and Applied
Science at the Institute of Psychiatry, Maudsley Hospital, London. He
has vast experience in cognitive therapy for the anxiety disorders. He
has conducted research trials and experimental work in many areas, and
also runs a clinical service in London, where dissemination studies are
now being conducted
Ann Hackmann has worked with Paul Salkovskis, David Clark and Anke
Ehlers at Oxford and in London, for many years, carrying out research
into the treatment of anxiety disorders. Paul and Ann have worked together
on studies of agoraphobia.
Salkovskis, P.M., & Hackmann, A. (1997). Agoraphobia. In G. C. L.
Davey (Ed.), Phobias A Handbook of Theory, Research and Treatment. (pp.
27-61). Chichester: John Wiley & Sons Ltd.
Salkovskis, P.M., Clark, D.M., Hackmann, A., Wells, A., and Gelder, M.G.
(1999) An experimental investigation into the role of safety-seeking behaviours
in the maintenance of panic disorder with agoraphobia. Behaviour Research
and Therapy, 37, 559-574
Hackmann, A. (1998) Cognitive Therapy with Panic and Agoraphobia: Working
with Complex Cases. In 'Treating Complex Cases', eds. N. Tarrier, A. Wells
and G. Haddock. Wiley, England.
Mindfulness-based Cognitive Therapy for Depression:
A New Approach to Preventing Relapse
Mark Williams, University of Wales, Bangor
Learning Objectives: By the end of the workshop, participants will
the recent evidence on the nature of cognitive risk for relapse
why a mindfulness-based approach may be an appropriate way to address
the preliminary evidence on efficacy
And will have experienced:
some of the MBCT practices used in the 8-week programme
how these are integrated with CBT through dialogue and discussion
of the practice
Who is the workshop aimed at: Health professionals, especially
those who deal with recurrent depression in their patients. It may also
be of more general interest to those interested in applying meditation-based
approaches in other healthcare settings.
Teaching methods: Lecture and dialogue, video, experience of practices
used in MBCT
Mark Williams is Professor of Clinical Psychology at the University
of Wales, Bangor. He has been interested in cognitive models and treatment
of depression for many years, and has recently been collaborating with
John Teasdale and Zindel Segal in developing this mindfulness-based cognitive
therapy to prevent relapse and recurrence in major depression.
Kabat-Zinn, J.(1990) Full catastrophe living. New York: Delacorte.
Segal, Z.V., Williams, J.M.G., & Teasdale, J.D. (2002) Mindfulness-based
Cognitive Therapy for Depression: a new approach to preventing relapse.
New York, Guilford Press.
Teasdale, J.D., Segal, Z.V., Williams, J.M.G., Ridgeway, V., Lau, M.,
& Soulsby, J. (2000) Reducing risk of recurrence of major depression
using Mindfulness-based Cognitive Therapy. Journal of Consulting and Clinical
Psychology, 68, 615-23.
'I Can't Get it Out of My Head' Why Does Rumination
and Preoccupation Persist and What Can Be Done About It?
Mark Freeston, Newcastle Cognitive and Behaviour Therapies Centre,
There are a range of conditions where people are troubled by ruminative
thinking and excessive preoccupation that is often ego-syntonic in nature.
This may be a central feature, such as in GAD and some forms of OCD, or
it may be an associated feature as in some presentations of health anxiety,
eating disorders, body dysmorphic disorder, chronic medical conditions,
etc. The thinking typically reflects a particularly negative and upsetting
content. The content includes overestimations of the likelihood, imminence,
or seriousness of negative outcomes and underestimations of the person's
ability to cope with the situation. Further, the persistence and apparent
uncontrollability of the thinking itself generate further distress. Although
the often obvious distortions in the thinking would appear to be amenable
to common strategies in cognitive therapy, interventions that target the
content do not always bring about reductions in the preoccupation. The
workshop will provide participants with a framework for understanding
why the ruminative thinking persists and will focus on the thinking processes.
Drawing on cognitive models of intrusive and ruminative cognition, participants
will learn how to 1) develop a shared conceptualisation of the persistence
of the rumination or worry, 2) engage clients in testing out this conceptualisation,
3) implement strategies that focus on changing the processes maintaining
the rumination, and 4) become aware of how some common therapeutic strategies
may sometimes inadvertently contribute to the problem. The workshop will
use a range of teaching methods including lecture, case presentation,
role play, etc. Participants are invited to bring suitable case material
to the workshop that may be worked on during the day. The workshop is
addressed to professionals with a sound basis in CBT and experience in
providing therapy to the types of problems listed above.
Professor Mark Freeston has researched and written extensively
on intrusions, obsessions, and worry and has led numerous workshops on
treating OCD, GAD and related disorders. He is currently Director of Research
and Training at the Newcastle Cognitive and Behaviour Therapies Centre
and Course Director for the Newcastle Diploma in Cognitive Therapy.
Freeston, M. H., Léger, E., & Ladouceur (2001). Cognitive therapy
of obsessive thoughts. Cognitive and Behavioural Practice, 8, 61-78.
Freeston, M. H., & Ladouceur, R. (1999). Exposure and response prevention
for obsessional thoughts. Cognitive and Behavioural Practice, 6, 362-383.
Understanding and Working with Shame
Paul Gilbert, Institute of Behavioural Sciences, University of Derby
To offer insight into the differences between internal and external
shame, embarrassment, humiliation and guilt
To consider how some symptoms, key self-other schema, coping styles,
resistances and therapeutic ruptures can be related to shame.
Conceptualising cases and intervening using both simple CBT and
adaptations to basic CBT approaches
Who is the workshop aimed at: Counsellors, psychiatrists, CPN’s
psychologists etc, and those who have some experience of CBT and psychopathology
Teaching Methods: Lecture, case descriptions and video, with a
little personal practice on compassionate imagery
Paul Gilbert is Professor of Clinical Psychology at the University
of Derby and a Fellow of the British Psychological Society, He has written
extensively in the areas of mood disorder and shame (e.g., Gilbert, P.,
 Depression; The Evolution of Powerlessness. New York, Guilford:
Gilbert, P., & Andrews, B.,  Shame: Interpersonal Behaviour,
Psychopathology and Culture. New York: Oxford University Press). He has
run many workshops on shame, depression and personality disorder.
Gilbert, P. (1998a) What is shame? Some core issues and controversies.
In P. Gilbert & B. Andrews (eds). Shame: Interpersonal Behaviour,
Psychopathology and Culture (pp. 3-38): New York: Oxford University Press.
Gilbert, P. (2000c) Social Mentalities: Internal ‘Social’
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 (p.118-150). London: Brunner-Routledge.
Tangney, J.P. (1995) Shame and guilt in interpersonal relationships. In
Tangney, J.P & Fischer, K.W. (Eds). Self-Conscious Emotions: The Psychology
of Shame, Guilt, Embarrassment and Pride. (pp. 114-139) New York: Guilford.
Acceptance and Commitment Therapy: Understanding and
Treating Human Suffering
Steven C. Hayes, University of Nevada, Reno, USA
Acceptance and Commitment Therapy (ACT) is based on the view that most
psychological suffering is caused by experiential avoidance and cognitive
fusion. If so, trying to change difficult thoughts and feelings as a means
of coping may be counter productive. ACT takes another course: alter how
private experiences relate to overt behaviour. The workshop will discuss
and demonstrate techniques designed to accomplish this goal, particularly
acceptance, cognitive defusion, and behavioural commitment strategies.
While the procedures are broadly useful, the workshop will focus in particular
on issues of multi-problem patients dealing with such issues as anxiety,
substance abuse, depression, or even psychotic symptoms. Data supportive
of this approach will be discussed.
Who is the workshop aimed at: Beginning ACT, but assumes general
the data on the psychopathologic impact of experiential avoidance,
and to relate that process to modern research in human language
the major steps in Acceptance and Commitment Therapy and one or
two techniques in each, with particular focus on cognitive defusion: techniques
for reducing the impact of negative thoughts, that might be used in adult
clinical outpatient CBT work, even without adopting an full blown ACT
Steven C. Hayes is Nevada Foundation Professor and Chair of the
Department of Psychology at the University of Nevada. An author of twenty
books and more than 275 scientific articles, his career has focused on
an analysis of the nature of human language and cognition and the application
of this to the understanding and alleviation of human suffering. In 1992
he was listed by the Institute for Scientific Information as the 30th
"highest impact" psychologist in the world during 1986-1990
based on the citation impact of his writings. Dr. Hayes has been President
of Division 25 of the American Psychological Association, of the American
Association of Applied and Preventive Psychology and of the Association
for Advancement of Behaviour Therapy.
Hayes, S. C., Strosahl, K. & Wilson, K. G. (1999). Acceptance and
Commitment Therapy: An experiential approach to behaviour change. New
York: Guilford Press.
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001) (Eds.), Relational
Frame Theory: A Post-Skinnerian account of human language and cognition.
New York: Plenum Press.
Hayes, S. C., Wilson, K. G., Gifford, E. V., Follette, V. M., & Strosahl,
K. (1996). Emotional avoidance and behavioural disorders: A functional
dimensional approach to diagnosis and treatment. Journal of Consulting
and Clinical Psychology, 64, 1152-1168.
Cognitive Therapy of Resistance
Robert L. Leahy, American Institute for Cognitive Therapy and Weill-Cornell
Medical School, New York, USA
Many patients do not readily respond to standard cognitive-behavioural
interventions, confronting the therapist with impasses that are difficult
to resolve. In this workshop a multi-dimensional model of resistance will
be presented. These dimensions include resistance due to validation demands,
emotional processing, self-consistency, schematic processing, moralistic
thinking, victim roles, risk-aversion, and self-handicapping. Validation
resistance involves demands for empathy and agreement that may conflict
with the change-model advocated in cognitive therapy. Emotional processing
problems may occur when the individual either blocks the experience of
an emotion, views emotions as incomprehensible to self or others, rejects
the complexity of emotions, believes that emotions must be controlled,
or misattributes emotions to other causes. Self-consistency needs are
reflected in over-commitment to past decisions-or sunk-costs. Schematic
processing may result in resistance due to the biasing effect of information
search, retrieval and evaluation and to the impermeability of personal
schemas. Moralistic thinking may result in resistance if the individual
endorses overly rigid ideas of obligations for self and others. Victim
roles often result in resistance if the patient believes that he or she
is an innocent victim entitled to sympathy, self-pity, apologies from
others or revenge. Risk-aversion may affect resistance to change if the
patient views himself as needing complete certainty and control, as having
limited current and future resources, and as likely to have a receding
reference point for success and an early stop-out rule. Finally, individuals
may utilise self-handicapping strategies in order to avoid direct evaluations
of the self or perceived exposure to loss.
Teaching methods: A brief theoretical model will be reviewed for
each dimension and case conceptualisations for specific examples of resistance
will be presented.
The participant will learn how:
To evaluate and conceptualise different kinds of resistance in
To utilise a variety of cognitive, behavioural and interpersonal
strategies and techniques in dealing with resistance.
To examine the therapist's response to the patient's resistance
by reviewing counter-transference issues.
To conceptualise in cognitive and behavioural terms rather than
psychoanalytic terms. We will examine how the therapist may use the counter-transference
as a window into the interpersonal world of the patient to modify the
patient's schemas and resistance to change.
Cognitive therapy interventions will be identified to reduce the
negative emotional and therapeutic impact on the therapist of the counter-transference.
Robert Leahy, Ph.D., is the President-Elect of the International
Association of Cognitive Psychotherapy, Director of the American Institute
for Cognitive Therapy in New York City, Clinical Associate Professor in
the Department of Psychiatry at Weill-Cornell Medical School, and author
or editor of numerous books including Cognitive Therapy of Resistance,
Practicing Cognitive Therapy: A Guide to Interventions, Treatment Plans
and Interventions for Depression and Anxiety Disorders (with S. Holland),and
Bipolar Disorder: A Cognitive Therapy Approach (with Newman, Beck, Reilly-Harrington,
and Gyulai, L.).
Leahy, R.L. (2001) Overcoming resistance in cognitive therapy.. New York:
Leahy, R.L. Decision-making and Mania. Journal of cognitive psychotherapy,
1999, 13, 1-23.
Leahy, R.L. Strategic Self-limitation. Journal of cognitive psychotherapy,
1999 13, 275-293
Leahy, R.L. Sunk-costs and resistance to change. Journal of cognitive
psychotherapy, 2000, 14.
Leahy, R.L. (1996) Cognitive Therapy: Basic Principles and Applications.
Northvale, NJ: Jason Aronson. Pp. 191-230.
Leahy, R.L. Emotional schemas and cognitive therapy. Cognitive and Behavioural
Practice, in press.
Cognitive Therapy and Resilience
Christine A. Padesky and Kathleen A. Mooney, Center for Cognitive Therapy,
Identify qualities that contribute to and build resilience in yourself
and your clients Link resilience and emotional health
Compare the usefulness of constructive and deconstructive questions
in guided discovery
Practice methods to evoke client use of symbolic syntheses to enhance
Observe how acceptance can either inhibit and enhance client development
Teaching method: This workshop emphasises experiential learning
exercises followed by group discussion. In addition there will be brief
didactic lectures and clinical demonstrations.
Who is the workshop aimed at: Intermediate and advanced cognitive
therapists interested in fostering resilience in themselves and their
Christine A. Padesky, Ph.D., Co-Founder of the Center for Cognitive
Therapy, Huntington Beach, California, has dedicated her career to innovative
practice and teaching of cognitive therapy. In addition to workshops,
she has developed video/audiotape training programs for professionals
(described on her website www.padesky.com). Her work contributes to our
understanding of Socratic dialogue, schema change processes, levels of
thought, the therapist-client relationship, therapist factors in CT, and
supervision/consultation processes. Dr. Padesky is a Distinguished Founding
Fellow of the Academy for Cognitive Therapy, a former President of the
International Association for Cognitive Psychotherapy and co-author of
four books (Mind Over Mood: Change How You Feel by Changing the Way You
Think, Clinician's Guide to Mind Over Mood, Cognitive Therapy with Couples
and Cognitive Therapy with Personality Disorders).
Kathleen A. Mooney, Ph.D., Co-Founder of the Center for Cognitive
Therapy, Huntington Beach, is a Founding Fellow of the Academy of Cognitive
Therapy. Her clinical specialties include cognitive therapy for anxiety
disorders, psychophysiological problems, personality disorders, relationship
problems, work stress, and lesbian/gay issues. Dr. Mooney has presented
workshops at international meetings in Canada, Denmark, England, Ireland,
Italy, the Netherlands, Northern Ireland, Scotland, and Switzerland. She
is co-producer of cognitive therapy audio and videotape training materials,
and designs and manages www.padesky.com.
Mooney, K.A., & Padesky, C.A. (2000). Applying client creativity to
recurrent problems: Constructing possibilities and tolerating doubt. Journal
of Cognitive Psychotherapy: An International Quarterly, 14(2).
Pretzer, J. L., & Walsh, Chaille, A. (2001). Optimism, pessimism,
and psychotherapy: Implications for clinical practice. In E. C. Chang
(Ed), Optimism and pessimism: Implications for theory, research, and practice
(pp. 321- 346). Washington, D.C.: American Psychological Association.
Scheier, M.F., Carver, C.S., & Bridges, M.W. (2001). Optimism, pessimism,
and psychological well-being. In E. C. Chang (Ed), Optimism and pessimism:
Implications for theory, research, and practice (pp. 189 - 216). Washington,
D.C.: American Psychological Association.
Clinical Management of the Suicidal Patient: Interventions
Corey Newman, Center for Cognitive Therapy, Philadelphia, USA
Who is the workshop aimed at: Some background in cognitive therapy
is desirable, but not necessary.
Learning Objectives:This workshop focuses on helping practitioners
Understand the maladaptive thinking processes characteristic of
Conceptualise the suicidal behaviour of patients.
Devise an array of interventions in order to reduce the patients'
sense of helplessness and hopelessness, and to increase their self-efficacy
and capacity for joy,
Compose anti-suicide "contracts" that will maximise patients'
collaboration in therapy.
Utilise self-help skills to cope with the demands of treating suicidal
patients, and to maintain optimal perspective and judgment during times
Teaching methods: Lecture e.g. overheads. Video including clip
of an actual session with a suicidal patient. Clinical problem-solving
discussions with the audience.
Cory F. Newman, Ph.D., ABPP, is the Director of the Center for
Cognitive Therapy in Philadelphia, Pennsylvania, USA, and an associate
professor of psychology in the Department of Psychiatry at the University
of Pennsylvania. He is extremely active as a therapist, supervisor, author
of dozens of publications, international lecturer (having presented workshops
in 14 countries), and protocol cognitive therapist and cognitive therapy
supervisor in a number of multi-site clinical trials. He is the lead author
of the recently published volume, Bipolar Disorder: A Cognitive Therapy
Approach (2001, American Psychological Association).
Beck, A.T., Brown, G.K., Steer, R.A., Dahlsgaard, K.K., & Grisham,
J.R. (1999). Suicide ideation at its worst point: A predictor of eventual
suicide in psychiatric outpatients. Suicide and Life-Threatening Behaviour,
Bongar, B., Berman, A., Maris, R., Silverman, M., Harris, E., & Packman,
W. (Eds.), Risk Management with Suicidal Patients. New York: Guilford
Ellis, T.E., & Newman, C.F. (1996). Choosing to Live: How to Defeat
Suicide Through Cognitive Therapy. Oakland, CA: New Harbinger Publications.
Cognitive Behavioural Therapy for Eating Disorders
Terry Wilson, Rutgers University,New Jersey, USA and Christopher Fairburn,
University of Oxford
Who is the workshop aimed at: This workshop is aimed at novice
and experienced clinicians interested in using an evidence-based approach
to the treatment of bulimia nervosa and binge-eating disorder.
to summarise manual-based CBT for bulimia nervosa (BN) and Binge
Eating Disorder (BED)
to review specific behavioural and cognitive methods for treating
core features of BN and BED. The focus will be on
strategies that are often implemented effectively.
to describe an expanded range of procedures for addressing body
shape and weight concerns and the role of negative affect in the maintenance
of BN and BED
to describe ways to increase individualisation of treatment within
the framework of manual-based treatment and thereby enhance the efficacy
to evaluate the use of different cost-effective versions of CBT
within a stepped-care framework
Teaching methods: Interactive presentation. The core program will
be presented using a series of integrated slides. Clinical case vignettes
will be presented, and participants are encouraged to present their own
cases for analysis.
Terry Wilson is Director of the Rutgers Eating Disorders Clinic
and a practicing clinical psychologist. He co-adhered or co-edited a number
of books, including Behaviour Therapy: Application and Outcome (with K.
D. O'Leary), The Effects of Psychological Therapy (with S. Rachman), Annual
Review of Behaviour Therapy: Theory and Practice (with C. M. Franks),
and Binge Eating: Nature, Assessment and Treatment (with C.G. Fairburn).
A Past-President of the AABT, he has many academic honors and has served
as a member of the American Psychiatric Associations Eating Disorders
Work Group, which developed the diagnostic criteria for eating disorders
in DSM-IV, and is currently a member of the NIH's Task Force on the Prevention
and Treatment of Obesity.
Professor Christopher Fairburn is Wellcome Principal Research
Fellow and Professor of Psychiatry at the University of Oxford. He specialises
in research on the nature and treatment of eating disorders. He has a
particular interest in the development and evaluation of psychological
treatments and is especially well known for his work evaluating the effectiveness
of CBT, guided self-help and interpersonal psychotherapy in the treatment
of eating disorders. Professor Fairburn has edited five books including
The Science and Practice of Cognitive Behaviour Therapy (with DM Clark,
OUP, (1997) and also written a cognitive behavioural self-help book for
people with binge eating problems (Overcoming Binge Eating, Guilford Press,
New York, 1995).
Fairburn, C. G., Marcus, M.D., & Wilson, G. T. (1993). Cognitive-behavioural
therapy for binge eating and bulimia nervosa: A comprehensive treatment
manual. In C. G. Fairburn & G. T. Wilson (Eds.), Binge eating: Nature,
assessment and treatment, (pp. 361-404). New York: Guilford Press
Wilson, G.T. (1996). Acceptance and change in the treatment of eating
disorders and obesity. Behaviour Therapy, 27, 417-439.
Wilson, G. T., Fairburn, C.G.& Agras, W.S. (1997). Cognitive-behavioural
therapy for bulimia nervosa. In D.M. Garner & P. Garfinkel (Eds.),
Handbook of treatment for eating disorders. (pp. 67-93). New York: Guilford
Anger Assessment and Treatment
Raymond W. Novaco, University of California, Irvine, USA
Providing clinical services for people with recurrent anger problems is
challenging. 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 recognised
as a salient clinical need, while at the same time 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
Learning Objectives: 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 strategy
given. Among the assessment topics covered are assessing anger on intake
at mental health facilities, children exposed to violence in the home,
the relationship between anger and trauma, and the evaluation of treatment
gains. Participants will be shown an interview method for assessing readiness
for anger treatment and given opportunity for practice. Getting treatment
engagement with chronically anger people presents multiple challenges,
especially if they are seriously disordered and historically assaultive,
but also if anger reactivity has become a coping style for dealing with
the challenges of contemporary life and high pressure occupations. High
anger patients are often avoided by clinicians because of their treatment-resistant
characteristics and sometimes because of the safety risks faced by the
clinician in seeking to treat them. Advances in cognitive-behavioural
anger treatment will be presented, having demonstrated efficacy with patients
in secure hospitals, patients with developmental disabilities, and a variety
of community outpatients, including clients having 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 cognitive-behavioural 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
Who is the workshop aimed at: It is an intermediate-level workshop
aimed at mental health professionals with several years of CBT experience.
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.
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. Chicago: University of Chicago
Novaco, R. W. and Chemtob, C. M (1998). Anger and trauma: Conceptualisation,
assessment and treatment. In V. M. Follette, J. I. Ruzek, & F. R.
Abueg (Eds.), Cognitive behavioural therapies for trauma. New York: Guilford.
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
Individual and Family Cognitive Behavioural Intervention
for Clients with Schizophrenia and Co-morbid Substance Misuse
Christine Barrowclough & Gillian Haddock University of Manchester
Many people with schizophrenia have problems with drug and/or alcohol
use. This "dual diagnosis" is a risk factor for many illness
complications and dual diagnosis clients may present many challenges for
services. There has been limited evaluation of psychological treatments,
and most work to date comes from the US.
Over the past 5 years we have been developing treatment approaches for
working with these clients. A recent trial carried out at the University
of Manchester has shown that an integrated family and individual CBT programme
can produce significant clinical benefits for psychotic symptoms and substance
use problems (Barrowclough et al, 2001).
The aim of this workshop is to show how family and individual CBT approaches
can be modified to treat people who have co-existing schizophrenia and
substance use problems.
Teaching methods: Theory and techniques will be illustrated with
the use of video and case examples.
To provide participants with an overview of the current treatment
literature pertaining to "dual diagnosis" clients, including
the Manchester trial
To provide a brief introduction to motivational interviewing techniques
and how these can be used with clients with psychosis.
To describe individual CBT approaches and show how they can integrated
with motivational approaches and used with "dual diagnosis"
To describe how family CBT approaches can be adapted for use with
patients and carers with schizophrenia and co- morbid substance misuse
Who is the workshop aimed at: Participants with all levels of experience
Christine Barrowclough is a Reader in Clinical Psychology, University
of Manchester and Honorary Consultant Clinical Psychologist with Tameside
and Glossop NHS Trust. She has over 20 years clinical and research experience
in psychological treatments for psychosis, with a special interest in
carer response to mental illness. She has published widely, and more recently
has published work on the evaluation of specialised approaches for working
with people with psychosis and co-morbid substance misuse.
Gillian Haddock is a Reader in Clinical Psychology, University
of Manchester and Honorary Consultant Clinical Psychologist with Tameside
and Glossop NHS trust. She has internationally acknowledged expertise
in cognitive behavioural therapy for psychosis and has published widely
and conducted many national and international workshops on this topic.
She has a particular interest in psychosis and co-morbid disorders and
has recently published work describing and evaluating psychological treatment
for schizophrenia and co-morbid drug or alcohol misuse.
Barrowclough, C., Haddock, G., Tarrier, N., Moring, J. and Lewis, S.(2000)
Cognitive behavioural intervention for severely mentally ill clients who
have a substance misuse problem, Psychiatric Rehabilitation Skills, 4,
Barrowclough, C., Haddock, G., Tarrier, N., Lewis, S., Moring, J. et al
(2001) Randomised controlled trial of motivational interviewing, CBT,
and family intervention for patients with co-morbid schizophrenia and
substance use disorders. Am J Psychiatry, 158, 1706-1713
Barrowclough, C and Tarrier, N (1992) Families of schizophrenic patients
: a cognitive behavioural approach. London: Chapman and Hall.
Haddock, G. & Tarrier, N. (1998) Assessment and Formulation in the
cognitive- behavioural treatment of psychosis. In Treating Complex Cases:
The cognitive behavioural therapy approach Eds Tarrier, N., Wells, A.
& Haddock, G. John Wiley & Sons: Chichester
Formulation Based Cognitive Behavioural Psychotherapy
David Fowler, University of East Anglia
Aspects to be covered:
The cognitive model of psychosis
Review of clinical implications of data from outcome studies
Establishment of a therapeutic relationship, therapeutic style
Formulation of psychosis
Overcoming problems in the process of CBT
To focus on the processes of implementing CBT with psychosis
To develop understanding of the application of cognitive formulation
To increase understanding of the critical change processes in CBT
To practice strategies of overcoming problems in the engagement
process and developing
a collaborative relationship with a paranoid person
To practice sharing the formulation with patients
To illustrate therapeutic strategies using video, role play and
Who is the workshop aimed at: People who have worked with a few
psychosis cases using some form of CBT.
Teaching methods: A mixture of didactic and experiential learning
will be used. Participants must be prepared to take an active role in
the workshop and join in discussion and exercises. It must be appreciated
that techniques and strategies can only begin to be demonstrated in this
setting. Therapeutic interventions need to be supported by ongoing supervision
in the long term.
David Fowler is a Senior Lecturer at the University of East Anglia.
He has worked both as a clinician and research clinician in the area of
CBT for psychosis for over 10 years. He has been highly involved in some
of the key clinical trials of CBT for psychosis, and in the development
of a formulation based CBT approach.
Fowler D.G., Garety, P., Kuipers, L. Cognitive behaviour therapy for psychosis:
Theory and Practice. John Wiley and Sons: Chichester. 1995.
Chadwick, P., Birchwood, M. and Trower, P. Cognitive therapy for delusions
and voices. Wiley. 1996.
Birchwood, M., Fowler, D., Jackson, C. (eds.). 2000. Early intervention
in psychosis: A guide to concepts, evidence and intervention. Wiley
Cognitive Behaviour Therapy for Bipolar Affective
Dominic Lam, Institute of Psychiatry, London
to be familiar with the diagnosis and classify bipolar illness
to be able to list briefly the outcome and course of illness and
the effectiveness of prophylactic medication;
to be able to define and elicit common prodromes;
to list and describe the vulnerability issues;
to be able to describe the common CBT techniques for bipolar illness
Teaching Methods: Didactic teaching, discussion, video tapes
Who is the workshop aimed at: Workshop is aimed at professionals
who are familiar with basic CBT techniques
Dominic Lam received his clinical psychology training and his Ph.D
at the Institute of Psychiatry, University of London. He has published
in the psycho-social aspects of mental illness, particularly depression
and manic depression. Currently he is a Senior Lecturer in Clinical Psychology
at the Institute of Psychiatry and an Honorary Consultant Clinical Psychologist
at the Bethlem and Maudsley NHS Trust. His clinical work is based in the
Affective Disorders Unit at the Maudsley Hospital.
Lam, D.H., Jones, S.H., Haywood, P. & Bright J.A. (1999). Cognitive
Therapy for Bipolar Disorder: A therapist=s guide to concepts, methods
and practices. Wiley & Son, London.
Lam, D. H., Bright, J., Jones,
Using Stories In Cognitive Behaviour Therapy with
Joanna Grave and Lisa Walton, Child Psychology Services, Birmingham
The quest to find an effective, developmentally-appropriate cognitive
therapy has become apparent because of considerable evidence from outcome
studies of CBT that children younger than adolescence, and particularly
under 8 years of age do not benefit from therapeutic approaches based
on logical analysis, disputation and abstract thinking (Dush, Hirt &
Shroeder, 1989; Durlak, Fuhrman, & Lampman, 1991; Spence, 1994; Ronen,
1998). However, young children are not as limited in their abilities as
they have been portrayed by traditional developmental theories, but are
the active constructors of their realities based on the knowledge they
have available to them. The leaders of this workshop have found that using
stories is an effective and appealing means of working with younger children.
The stories that children make up in therapy contain elements of their
own experience and are a gateway to understanding children's thoughts
and beliefs about their world as well as a vehicle for enhancing and changing
their cognitions to make them more able to cope with their difficulties.
The task of the cognitive behaviour therapist is to work collaboratively
with the child to understand their story and then together to construct
a new story that contains elements of the old story yet brings new meaning
and new possibilities for coping. Participants in the workshop will have
the opportunity to make up their own stories and then to consider how
best to make sense of them without making interpretations and assumptions.
They will be given strategies and guidelines that have been developed
from clinical and research work done over the last few years. The workshop
will also include a brief overview of therapeutic storytelling from different
theoretical perspectives and an attempt at constructing a cognitive behavioural
account of storytelling.
To gain an overview of the therapeutic use of storytelling from
a psychodynamic; systemic and child-centred play therapy perspective;
To understand the need and rationale for the use of stories as
a tool in CBT with children;
To construct a therapeutic story
To extract meaning from the story
Teaching Methods: Predominantly experiential.
Dr. Joanna Grave is the Head of Child Psychology Services in East
Birmingham. She has a particular interest in early intervention and the
role of community engagement in the shaping and delivery of mental health
services in primary care in the inner city. In her clinical work, Joanna
Grave has developed a model of delivering CBT to young children through
the use of stories, which she has evaluated for her doctoral research
using a single case design. She is currently looking at other applications
for stories as a vehicle for communicating meaning and changing behaviour.
Dr. Lisa Walton is a clinical psychologist working in early intervention
community psychology services, Birmingham Children's Hospital Trust. She
is currently involved in developing partnerships with professionals in
primary care such as health visitors and school nurses, offering training,
consultation and direct work with children with emotional and behavioural
problems. She has particular responsibility for the delivery of a preventative
universal social growth programme in schools. Lisa has a special interest
in the creative use of cognitive therapy with young school-aged children.
Friedberg, R.D. (1994). Storytelling and Cognitive Therapy with Children.
Journal of Cognitive Psychotherapy, 8, 209 - 217.
Russell, R.L. & van den Broek, P. (1988). A Cognitive-Developmental
Account of Storytelling in Child Psychotherapy. In S.R. Shirk (Ed.), Cognitive
Development and Child Psychotherapy (pp. 19-52). New York: Plenum.
Mahoney, M.J. & Nezworski, M.T. (1985). Cognitive-Behavioural Approaches
to Children's Problems. Journal of Abnormal Child Psychology, 13, 467-476.
Improving Supervision Skills: A Cognitive Perspective
Gillian Butler, Department of Psychiatry, University of Oxford
Supervision is an essential element of professional practice, but few
people have had the opportunity to learn about how to provide it, or about
the various ways in which they could work as supervisors to facilitate
the learning and professional development of others. This is a practical
workshop that is intended to help practitioners reflect on their methods
of supervision, and enhance their skills as supervisors. It will draw
on the cognitive model as a starting point for identifying good (and bad)
practices in supervision, and as a theoretical basis for structuring the
work of supervision. It will also provide an opportunity to think about
how to recognise, define and deal with some of the difficulties that arise
The workshop will focus on issues of direct relevance to practising supervisors.
It will make use of a variety of practical exercises, and participants
will be expected to take part in discussions and other exercises including
role-play, so as to think about how to apply what they learn to their
To understand how the cognitive model and the methods used in cognitive
therapy can inform the content and style of supervision.
To identify assumptions about supervision and how they may hinder
as well as help the individual supervisor.
To increase the skill and the confidence of supervisors, so that
they may make best use of their expertise, and be able to deal appropriately
with problems when they arise.
Who is the workshop aimed at: those who already have experience
of supervising as well as for experienced clinicians who wish to start
supervising. It will probably be of most relevance to those who are familiar
with and use a cognitive approach to treatment, but others may also find
Campbell, J. M. 2000. Becoming an effective supervisor: A workbook for
counsellors and psychotherapists. Taylor Francis Groups Books, Hove
Journal of Cognitive Psychotherapy 1998, vol 12. Special issue on supervision.
Medically Unexplained Symptoms: A Generic Model and
Cognitive Behavioural Approaches
Trudie Chalder, Guy's, Kings and St Thomas' School of Medicine, London
The essential features of medically unexplained symptoms are physical
symptoms for which no demonstrable organic findings can be found. The
symptoms are not feigned or intentionally produced. Work, social and private
functioning are usually impaired and the extent of the disability is usually
determined by the degree of belief in the physical nature of the symptoms
and/or fearful cognitions about the consequences of them. Psychologists
and other therapists find these patients particularly difficult to treat.
This workshop will provide clinical insight into how these patients can
be engaged in the therapeutic process. Various treatment techniques will
be discussed. Participants will be expected to role play.
Who the workshop is aimed at: The workshop is aimed at qualified
cognitive behaviour therapists. Some experience of working with this group
of patients may be an advantage.
Learning Objectives: By the end of the session the therapist will
be able to:
describe a cognitive behavioural framework for understanding these
identify three issues than could disrupt the therapeutic relationship
describe three interventions to prevent the above
identify the components of a good rationale
Teaching Methods: Brainstorms, group work, role-play and feedback
Trudie Chalder is Reader in Psychology and Nursing in the Dept.
of Psychological Medicine and Department of Psychiatric Nursing at Guy's,
King's and St Thomas' School of Medicine (GKT) London. She is a cognitive
behavioural psychotherapist and has a MSc in Health Psychology and a PhD
in Psychology. She has worked as a clinician and a researcher in the area
of medically unexplained symptoms and behavioural medicine for about 13
Chalder T. (1999) Somatisation and inappropriate illness behaviour. in:
Mental Health Nursing-An Evidence Based Approach. Edited by Rob Newell
and Kevin Gournay. Churchill Livingstone. 13; 225-242.
Whiting P, Bagnall AM, Sowden AJ, Cornell JE, Mulrow CD, Ramirez G. (2001)
Interventions for the treatment and management of chronic fatigue syndrome.
JAMA. 286, 1360-1368.
Sharpe M, Peveler R, Mayou R (1992). The psychological treatment of patients
with functional somatic symptoms: a practical guide. Journal of Psychosomatic
Research 36: 515-29.
Coping with Adversity: Cognitive Therapy in Adverse
Stirling Moorey, Maudsley Hospital, London
Helping patients who are facing realistically distressing circumstances
presents a challenge for cognitive therapy. This workshop will consider
the cognitive behavioural methods used in the treatment of patients coping
with adversity. The methods covered are applicable to range of situations
including trauma, loss and physical disability. These methods will be
illustrated with particular reference to life threatening physical illness.
Therapists can be daunted by the presence of apparently realistic negative
thoughts in these circumstances.
This workshop will demonstrate the power of the standard cognitive model
as a tool for conceptualising and planning treatment with this group of
patients. Adaptation of treatment for people facing adverse life circumstances
will be described:
Facilitating emotional processing.
Enhancing a sense of personal control to combat helplessness.
Dealing directly and indirectly with realistic negative automatic
Teaching methods: Workshop participants will have the opportunity
to practice conceptualisation and therapy skills in role play and group
discussion. Participants should bring case details of a patient with a
serious physical illness, disability or other relevant life problem.
Dr Moorey is Consultant Psychiatrist in Psychotherapy (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. He is author of the chapter
"When Bad Things Happen to Rational People" in Frontiers of
Cognitive Therapy and is co-author with Dr Steven Greer of "Cognitive
Behaviour Therapy for People with Cancer" to be published by Oxford
University Press in 2002. Dr Moorey regularly teaches on coping with adversity
on the CBT courses at the Institute of Psychiatry, Newcastle, Salford