|Thursday 18th, Friday 19th
and Saturday 20th July
Delegates attending the BABCP Annual Conference will be able to attend one or more of the half-day workshops (2-3 hours) scheduled in the programme. There is a small extra charge of £20 for each of these workshops and you can use the form at the back of this programme (or on the web site) to make a booking in advance. Alternatively you can register when you arrive at the Workshop desk near to the conference registration in the Mead Gallery, Arts Centre. Places will be limited for each workshop and will be allocated on a first come first served basis.
|Thursday 18th July
9.30 - 12.00
|Workshop 1||Bipolar Disorder:
A Cognitive Therapy Approach
Cory F. Newman, Director of the Center for Cognitive Therapy,
Philadelphia, Pennsylvania, USA and University of Pennsylvania
|Workshop 2||Collaborative Conceptualisation:
Learning from Older Clients
Georgina Charlesworth, University College London & North East London
Mental Health Trust and Ian James, Centre for the Health of the Elderly,
Newcastle General Hospital
Thursday 18th July
|Workshop 3||Cognitive Therapy for Persistent
Richard Moore, Addenbrooke's Hospital, Cambridge
|Workshop 4||Applicable Research Methods for
Chris Barker and Nancy Pistrang, University College London
|Workshop 5||The Assessment and Management
of High Risk or Dangerous Behaviour in Young People.
Patrick Kennedy, Northern Forensic Mental Health Service, Newcastle
|Workshop 6||Family Focused Cognitive Behavioural
Treatment of Chronic Fatigue Syndrome and Distress in Adolescents
Trudie Chalder, Guy's King's and St Thomas' School of Medicine, London
Friday 19th July
|Workshop 7||Cognitive Therapy in Adolescents
with Anorexia Nervosa: An Integrated Approach
Anne Stewart, Highfield Family and Adolescent Unit, Oxford
|Workshop 8||CBT for Depression in Older Children
Chrissie Verduyn, The Children's Hospital, Manchester UK
|Workshop 9||Cognitive Behaviour Therapy for
Pauline Calcott, Cognitive Therapy Department, and
Douglas Turkington, Department of Psychiatry, Newcastle.
|Workshop 10||Cognitive Behaviour Therapy for
Body Dysmorphic Disorder
Fugen Neziroglu, Hofstra University, New York, USA and David Veale, Grovelands Hospital & Royal Free School of Medicine, London
Friday 19th July
|Workshop 11||CBT for Traumatized Refugees
and Asylum Seekers
Kerry Young, Traumatic Stress Clinic & UC, and Nick Grey, Centre for Anxiety Disorders and Trauma, Maudsley Hospital, London
|Workshop 12||Cognitive Behaviour Therapy for
Veira Bailey, Maudsley Hospital & Linda Langdon, Teacher-in-Charge of the Day Unit, Hounslow CAMHS, London
|Workshop 13||Cognitive Behaviour
Therapy with Traumatised Adolescents
David Trickey, Child Psychologist, Traumatic Stress Clinic, London
|Workshop 14||Cognitive Therapy for Bulimia
Myra Cooper, Isis Education Centre, Warneford Hospital, Oxford &
Gillian Todd, University of Cambridge.
|Workshop 15||The Dissemination of Family Approaches
Grainne Fadden, University of Birmingham.
|Saturday 20th July
9.30 - 12.00
|Workshop 16||Teen Triple P for Parents of
Teenagers: A Transition to High School Early Intervention
Alan Ralph, University of Queensland, Queensland, Australia
|Workshop 17||Exposing Fear of Pain: Tackling
Avoidance in Clinical Settings
Zoë Clyde, Rachel Harman, and Annie Moreland,
INPUT Pain Management Unit, St Thomas' Hospital, London
Course participants will learn to
Cory F. Newman 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).
A key characteristic of the Beckian cognitive approach is collaboration with the client. Students of cognitive therapy are expected to set goals, and to plan and implement interventions in a collaborative way, yet the action plan for therapy is often based upon a therapist devised formulation originated outside the therapy sessions (perhaps in conjunction with their supervisor). Cognitive therapy texts generally encourage therapists to 'present' their formulation to the client and ask for feedback. Unless clients have been pre-selected for 'compatibility with the cognitive rationale' (as in some research trials) there is no particular reason why they should identify with a cognitive formulation of their difficulties. In addition, the complexity of a developmental cognitive formulation can present too great a cognitive load for the therapist and client alike. Trying to summarise decades of life experience can lead to interesting challenges in formulation diagrams, especially when combined with the multiplicity of current difficulties that are not uncommon for older clients. The aims of this mini-workshop are to introduce methods designed to increase the utility, and decrease the complexity of cognitive formulations, and to encourage a collaborative approach to conceptualisation. Participants will be encouraged to consider their clients' own explanations for their presenting problems, and to compare and contrast these with these with the cognitive rationale. Opportunities will be given to practice devising and using 'mini-formulations' based on the two-element and cognitive triad techniques for current difficulties, in addition to developing cause-and-effect diagrams and non-pathological formulations.
Numerous published studies have demonstrated the effectiveness of a range of pharmacological and psychological treatments for depression. Despite this, a sizeable minority of patients fail to respond adequately to first-line treatments. The workshop will assist participants in adapting standard cognitive therapy to the particular difficulties presented by patients with such persistent depressive symptoms. The workshop is aimed at therapists with basic training in cognitive therapy who are familiar with its application in acute depression
Richard Moore works as a clinical psychologist in the Psychological Treatments Service at Addenbrooke's Hospital in Cambridge. He has worked as therapist on outcome studies of cognitive therapy for recurrent and residual depression and is interested in the mechanisms of action of cognitive therapy for depression. His primary concern is the effective application of cognitive approaches within NHS settings.
Practitioners often feel daunted by the prospect of conducting research
in a working service setting. The potential barriers are many: lack of
funding, time pressures, the complexity of standard research methods,
the perceived exclusivity of the academic research community, the current
emphasis on randomised controlled trials, and so on. However, in the last
ten years or so, some new approaches to research have appeared that may
be more congenial for working clinicians. This workshop will examine the
issues involved in conducting research in clinical settings, and present
some of these new approaches, especially those that involve small sample
sizes, such as qualitative approaches; systematic case studies; and quasi-experimental
The workshop aims to give participants a good sense of the currently available methods for doing research in service settings and hopefully more confidence about combining research with clinical practice.
Chris Barker and Nancy Pistrang are both Senior Lecturers in Clinical Psychology at UCL (and Honorary Clinical Psychologists in Camden & Islington Mental Health Trust). They have a joint research program focussing on psychological helping processes in clinical and non-professional contexts. They are currently researching the process and outcome of mutual support for a variety of psychological problems. They have co-authored (with Robert Elliott) a widely used clinical research methods text, a second edition of which is due out this summer. They also have an interest in virtual reality applications to clinical psychology.
Young people commit more crime per head of the population than any other
age group. This phenomenon, although widely acknowledged, is often sidelined
by a belief that the crimes committed by young people are petty property
related crimes. Regrettably this is far from the truth. Criminal statistic
trends over the years profile young people aged under 21 years, as committing
approximately 1/5 of all murders, and manslaughter's, 1/3 of wounding
endangering life, robberies and 1/3 of all sexual offences against children.
The workshop aims to:
Case studies will be used to illustrate key points and opportunities for professionals to inform the Criminal Justice System and other professionals in the management of high-risk behaviours in young people. It is anticipated that the workshop presentation, case studies and attendees personal perspectives will assist and provide colleagues with an insight into the current 'hot' issues and approaches to risk assessment and intervention / management in young people.
Patrick John Kennedy is employed by the Northern Forensic Mental Health Service for Young People, in Newcastle upon Tyne. Over the last 3 years he has provided clinical and forensic psychology services to HM Young Offender Institutions, regional Youth Offending Teams and secure units in the North East including health, social care and learning disability establishments. His principal clinical and forensic research interests are in adolescent sexual and violent offending, the investigation of facial recognition and the development of personality and psychopathy, and risk management. He is a visiting postgraduate lecturer at the University of Northumbria at Newcastle.
Fatigue as a symptom is rarely reported in children under 14 but the
prevalence rises during adolescence when increasing numbers of children
with marked fatigue are being referred to secondary care.
The workshop is aimed at qualified cognitive
behaviour therapists. Some experience of working with adolescents may
be an advantage.
Trudie Chalder is Reader of 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 worked as a clinician and a researcher in the area of chronic fatigue syndrome for about 14 years and set up the clinic for adolescents 5 years ago.
This workshop will focus on the use of cognitive therapy for adolescents
with anorexia nervosa. The research background on the use of CBT with
eating disorders and the role of family therapy with adolescent eating
disorders will be reviewed. In this workshop an approach will be presented
which combines family therapy with individual cognitive therapy.
Anne Stewart is an adolescent psychiatrist
working within the adolescent outpatient and inpatient mental health service
in Oxford. Her special interests include eating disorders and chronic
fatigue in young people and the use of cognitive-behaviour therapy in
this age group. She has developed an integrated approach to the treatment
of eating disorders that combines individual CBT with a family approach.
Clinical applications of CBT to adolescents with depressive disorders
will be reviewed in the light of recent outcome studies. Developmental
and contextual consideration often necessitate modifications of techniques
of cognitive therapy used with adults. In the real world adolescents rarely
present with depression as their only problem. Depression is often not
the major problem identified by referrers. Engagement into therapy may
be very difficult if goals are adult-determined. Families and schools
may require parallel interventions which involve working within the same
model. Strategies in the flexible use of CBT in work with adolescents
will be discussed including working with families, schools and carers
in social service settings.
Chrissie Verduyn works as a clinical psychologist with children, adolescents and their families in Manchester and Salford. She has had a longstanding interest in CBT with depressed young people both in clinical service provision and research trials. She has had experience of training child mental health professionals in CBT nationally and internationally.
Level aimed at: experience of CBT use in psychosis
and knowledge of models of CBT action in PTSD would be beneficial.
Body Dysmorphic Disorder (BDD) is defined as a preoccupation with an "imagined" defect in one's appearance or where there is a slight physical anomaly, the person's concern is markedly excessive. Most individuals are preoccupied by multiple concerns around their face but any part of the body may become the focus. They may spend several hours a day checking in mirrors or comparing themselves to others. They often have needless dermatological treatment or cosmetic surgery or may perform "D.I.Y" surgery. They have a poor quality of life, are socially isolated, depressed and are at high risk of committing suicide.
These goals will be accomplished via lecture, videotapes and role-playing.
Participants are encouraged to bring their own cases to role-play treatment.
Who the workshop is aimed at (inc level of
previous CBT experience required):
The learning objectives:
By the end of the workshop participants should:
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.
School refusal occurs in approximately 50% of clinic referrals and in 1% of all school age children. There is major conflict and distress in the family; the child frequently becomes disadvantaged educationally and socially; and is at risk of disabling social phobia and agoraphobia in adult life.
The Hounslow School Return Programme involves the use of CBT in a group setting for school refusing children and adolescents. This programme is a structured rapid return to school in which behavioural rewards are used to reinforce success and cognitive strategies are taught within a group setting to help the child or adolescent cope with anxiety. Work is done simultaneously with parents teaching contingency management skills and challenging maladaptive cognitions, combined with intensive school liaison.
Retrospective outcome data will be presented indicating 100% success in an uncontrolled series of 38 school refusers defined according to Berg's criteria.
The workshop will include both didactic input and an opportunity for participation in role-play of techniques.
The Ehlers and Clark (2000) paper will be presented as a framework for applying CBT to traumatised individuals. This will then be explored in relation to working with adolescents. The difficulties of engaging adolescents will be examined and potential solutions will be generated. Systemic influences on this client group will be discussed and methods for intervening at various level of the system in which adolescents find themselves will be presented.
The workshop will use a variety of training methods including:
David Trickey worked for the Clinical Psychology Service for Children and Families in South Lincolnshire for 6 years before joining the Traumatic Stress Clinic Child and Family Service where he has been part of the small multi-disciplinary team for two years. His current research interests include concentration problems of traumatised children, sleep problems in traumatised families and outcome measurement.
BN is a distressing, common and disabling disorder that can be very difficult
to treat successfully. This workshop will present new developments in
cognitive therapy (and theory) for bulimia nervosa (see Cooper, Todd &
Wells, 2000). It is designed for practitioners of all levels who want
an introduction to recent advances in the treatment of the disorder. Primarily
skills based, it will teach participants how to develop a detailed conceptualisation
of binge eating - taking into account different types of automatic thought
(e.g. permissive thoughts, thoughts of no control, positive and negative
thoughts about eating), feelings and behaviour. Techniques to identify
and challenge these thoughts will then be explained. This will include
behavioural experiments and specially designed thought records. The role
of behaviours in maintaining the disorder will be covered, and how to
tackle these will also be explained. Participants will also learn how
to develop a detailed conceptualisation of factors that may be important
in the development of the disorder. This will take into account underlying
assumptions, core (negative self) beliefs, and early experience. Techniques
to identify and challenge these beliefs will be presented and explained.
This will include the application of "state of the art" core
belief strategies such as historical tests of beliefs and cognitive continua
to bulimia nervosa.
Myra Cooper is Research Tutor on the Oxford
Doctoral Course in Clinical Psychology. She is an experienced cognitive
therapist and supervisor, with a special interest in eating disorders.
She is also an experienced researcher.
Psychoeducational family approaches based on cognitive behavioural principles are evidence-based, and their efficacy has been demonstrated over the past two decades. However, their implementation in practice is not widespread in clinical services. There are several reasons for this linked with historical issues, models of pathology, which are widely accepted, and issues in service systems, which impede change.
The author has extensive experience in implementing family work in clinical service and the obstacles encountered and lessons learned in doing this have wide applicability to all areas of cognitive and behavioural approaches. This half-day workshop will outline the key obstacles that impede widespread dissemination of psychosocial or cognitive-behavioural approaches. These include the professional training of staff, attitudes of workers, reluctance to change to new ways of working and the core obstacle that these approaches are not seen as 'core business' but rather as 'optional extras'.
The author will then describe strategic interventions in services to enable the more widespread use of these approaches. These include ways of working with management to facilitate change and effective methods of training staff. Participants will have the opportunity to work on examples from their own services.
A multi-level cognitive-behavioural family intervention for parents of young teenagers. Participants will be introduced to the content and rationale of the Group Teen Triple P (Positive Parenting Program) as it relates to parents of teenage children. This will include early detection and management of teenage behaviour problems; risk and protective factors operating within families; core principles of positive parenting and behaviour change; advanced assessment of child and family functioning; application of key parenting strategies to a broad range of target behaviour; strategies for promoting generalisation and maintenance of behaviour change; and the identification of indicators suggesting the presence of additional risk factors within families.
Alan Ralph took up a position as Associate Professor of Clinical Psychology at the University of Queensland in July 2001. He has spent much of the last 12 years training Clinical Psychologists to work effectively with children, adolescents, their parents, and their teachers, while maintaining a small clinical practice.
This workshop is aimed at those who are interested in the application of CBT in a clinical setting. We will 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 fears and those of the patients they work with. Group work and discussion will be used to explore case material.
We aim to increase your understanding of pain-related fear, and its implications for daily functioning. This will involve exploring 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.
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.