Finally, CE Trainings You Can Stay Awake Through!

Therapy CEs is an approved sponsor by the American Psychological Association (APA). Therapy CEs maintains responsibility for all programming and content**

APA approved CEs are also accepted by the California Board of Behavioral Sciences.

Recorded Webinars

1. Register and watch the webinar

2. Take the CE Test

3. Download Your Certificate

The 4-Biggest Mistakes in Diagnosing PTSD (FREE 1 CE)

FREE Training: Register for the training [HERE]

PTSD is one of trickiest disorders to diagnose correctly. There are more judgments and criteria in PTSD than other disorders. Frequently, therapists fail to fully assess this disorder. An improper diagnosis can cause all kinds of problems because PTSD frequently comes up in disability claims, workman’s comp, and legal venues.

In this 1 CE training, I’ll show you how to avoid the 4 biggest mistakes in diagnosing PTSD and give you a framework to diagnose PTSD more accurately. 

FREE Training: Register for the training [HERE]

This short training is designed to highlight key problems in the assessment of PTSD. It is designed for an introductory audience with experience in diagnosis but less knowledge of PTSD assessment. Although most clinicians will have at least some familiarity with how to diagnose PTSD, there are many challenges in assessing PTSD not evident when assessing other disorders. This training will help you to avoid these common mistakes and accurately diagnose this common condition.

Objective 1 will teach you the diagnostic criteria for PTSD (APA, 2013).

Objective 2 will help you address one of the most ambiguous parts of PTSD diagnosis: assessing criterion A traumas. This is where most clinicians make mistakes. You’ll see examples of qualifying and non-qualifying criterion A traumas. You’ll also learn how to use one of the most popular and helpful client-report measures of PTSD symptoms: the PTSD Checklist-5 (Blevins, Weathers, Davis, Witte, & Domino, 2015).

Objective 3 will help you to understand why it is important and how to take a pre-trauma history when diagnosing PTSD. You’ll learn about research on PTSD symptoms in criterion A and non-criterion A traumas (Anders, Frazier, & Frankfurt, 2011).

Objective 4 will teach you to differentially diagnose PTSD. You learn about research on symptom overlap between PTSD, depression, and generalized anxiety (Price & van Stolk-Cooke, 2015).

References
American Psychiatric Association, APA. (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-V: Washington, DC: American Psychiatric Pub.

Anders, S. L., Frazier, P. A., & Frankfurt, S. B. (2011). Variations in Criterion A and PTSD rates in a community sample of women. Journal of Anxiety Disorders, 25(2), 176-184. https://doi.org/10.1016/j.janxdis.2010.08.018.

Blevins, C. A., Weathers, F. W., Davis, M. T., Witte, T. K., & Domino, J. L. (2015). The Posttraumatic Stress Disorder Checklist for DSM-5 (PCL-5): Development and initial psychometric evaluation. Journal of Traumatic Stress, 28, 489-498. doi:10.1002/jts.22059

Price, M., & van Stolk-Cooke, K. (2015). Examination of the interrelations between the factors of PTSD, major depression, and generalized anxiety disorder in a heterogeneous trauma-exposed sample using DSM 5 criteria. Journal of affective disorders, 186, 149-155. https://doi.org/10.1016/j.jad.2015.06.012

Jason Drwal, Ph. D. is a clinical psychologist in the VA Healthcare System. He has treated thousands of veterans with PTSD and trained many professionals in the assessment and treatment of trauma. He specializes in the use of cognitive-behavioral and mindfulness interventions for the treatment of panic attacks, PTSD, and other conditions. When he is not doing therapy, he is an avid reader of self-help books, proud parent of two beautiful children, self-described coffee addict (who refuses to get treatment), and amateur anthropologist.

  1. Learn how to establish a clear criterion A trauma for PTSD diagnosis
  2. Be able to give two examples of traumas that do not fit criterion A for PTSD
  3. Provide two reasons why it is important to take a pre-trauma history when diagnosing PTSD
  4. Identify two disorders from which PTSD should be differentially diagnosed

Jason Drwal is the owner of therapyces.com and earns revenue from this website.

If you need special accommodations due to a disability, are not fully satisfied, have concerns or suggestions regarding the training, please let us know by email, [email protected].

We will contact you within one week to discuss your concerns further. We offer a full refund for any paid training you are not satisfied with.

The Mindful Way Through Panic (3 CEs)

Register for the training [HERE] to receive 3 CEs.

In this 3 CE training, I’ll show you how to use mindfulness to help your clients who are struggling with panic. These techniques can be taught to clients suffering from panic – not just those with panic disorder. In fact, panic occurs in a large number of disorders (social anxiety, depression, PTSD, substance use . . .). I’ll explain the theory and you’ll practice techniques you can start using immediately with your clients. You’ll also receive several free assessments to guide treatment and help your clients gain insight into their panic.  The presentation is also filled with fun and interactive demonstrations you can do with your clients.

This is an introductory presentation to the use of mindfulness techniques to treat panic in a variety of disorders. You will learn theories and techniques based on a mindful approach to treating panic. No previous experience in mindfulness is necessary. Below is the detail description of this program and evidence supporting it.

The program presents a theory of the onset and maintenance of panic, teaches mindfulness techniques for use with panic survivors (regardless of their diagnosis), and discusses the use of mindfulness to enhance Exposure Therapy. This program is intended for beginning to intermediate audiences who have some experience treating clients with panic attacks but who are unfamiliar with mindfulness as a clinical intervention.

1. The first objective of the training is to provide a model that can explain the development of panic. There are many theories of panic but one of the most well-supported is the Anxiety Sensitivity Theory. In this theory, the development of panic attack is best explained as an individual difference variable characterized by a vulnerability called anxiety sensitivity. Anxiety sensitivity is the fear of one’s anxiety-related symptoms (McNally, 1994) and meta-analyses find large effect sizes of this characteristic as a correlate of panic (Olatunji & Wolitzky-Taylor, 2009).

2. The second objective is to provide an explanation of the specific behavioral reactions of individuals with anxiety sensitivity that maintain panic and can therefore, help clinicians to understand how to treat it in the present day. According to Wegner (1994), attempts to control a mental state are based on two processes: an intentional operating process (a conscious, effortful search for mental contents that will produce a desired state of mind) and an ironic monitoring process (an unconscious, automatic search for mental contents that signal a failure to produce the desired state of mind). Attempts to control a mental state under stress can lead to an over-activation of the ironic monitoring process, which thereby, leads to the very undesired state that one was trying to avoid. In the case of panic, those with high levels of anxiety sensitivity attempt to control their anxiety-related sensations; however, they do so in a manner that is pressured, demanding, and fearful, and, as a result, they over-activate the ironic monitoring process, thereby triggering fears and increasing the likelihood of the onset of panic (Eifert & Heffner, 2003; Levitt, Brown, Orsillo, & Barlow, 2004).

3. The third objective is to explain how mindfulness can disrupt the cycle of ironic process by enhancing attentional control. Mindfulness has been shown to have powerful effects on attentional capacity (Chambers, Lo, & Allen, 2008; Malinowski, 2013). With enhanced attentional control, individuals can shift attention away from anxiety sensitive fears, e.g., “My heart is pounding. I’m going to die.” This can then disrupt the cycle of panic. Three studies are presented that support the role of mindfulness in treating panic. Consistent with ironic process theory, the first demonstrates that attempts to control anxiety actually increase anxiety and panic symptoms in a laboratory design (Adler, Craske, & Barlow, 1987). The second and third study demonstrates the ability of mindfulness to ameliorate anxiety and panic symptoms during a stressful laboratory experience (Eifert & Heffner, 2003; Levitt, Brown, Orsillo, & Barlow, 2004).

4. The fourth and fifth objectives help clinicians in teaching mindfulness to their clients. Mindfulness is defined in a three-component model (present moment awareness, nonjudgment, and nonstriving) popularized by Jon Kabit-Zinn (1990). A deeper understanding of mindfulness is offered through a discussion of Gunaratana’s (1991) classic book, Mindfulness In Plain In English. The concept of mindfulness is connected to meta-cognitive awareness (Jankowski & Holas, 2014). Recommendations for mindfulness activities, such as meditation, mindful eating, mindful and task involvement, are presented. These interventions are discussed in the context of how mindful activities disrupt rumination and worry (Evans & Segerstrom, 2011; Kraemer, McLeish, & Johnson, 2015), two processes that perpetuate the cycle of panic.

5. The sixth objective discusses how to incorporate mindfulness into Exposure Therapy for panic. The principles of graded exposure hierarchies are discussed and then the ways in which mindfulness can facilitate this endeavor are discussed. Research supporting the model of mindfulness-based Exposure Therapy is presented (e.g., Arch & Craske, 2010).
6. Throughout the presentation, the most common and severe risks of the intervention are discussed. Adverse reactions to exposure therapy are discussed, including the increased likelihood of dropout, temporary exacerbations of anxiety, and prolonged exacerbations of anxiety (Kazantzis, Ford, Paganini, Dattilio, & Farchione, 2017). The presenter highlights the importance of providing informed consent of these risks, encouraging open communication throughout therapy so that clients will report adverse reactions, and empowering clients to ask for modifications or termination of exposure therapy procedures if necessary.

References
Arch, J. J., & Craske, M. G. (2010). Laboratory stressors in clinically anxious and non-anxious
individuals: The moderating role of mindfulness. Behaviour Research and Therapy, 48, 495-505. https://doi.org/10.1016/j.brat.2010.02.005

Adler, C. M., Craske, M. G., & Barlow, D. H. (1987). Relaxation-induced panic (RIP): When
resting isn’t peaceful. Integrative Psychiatry, 5(2), 94-100. Retrieved from
http://psycnet.apa.org/record/1988-30404-001

Chambers, R., Lo, B. C. Y., & Allen, N. B. (2008). The impact of intensive mindfulness training on attentional control, cognitive style, and affect. Cognitive therapy and research, 32, 303-322. https://doi.org/10.1007/s10608-007-9119-0

Eifert, G. H., & Heffner, M. (2003). The effects of acceptance versus control contexts on
avoidance of panic-related symptoms. Journal of Behavior Therapy and Experimental Psychiatry, 34, 293-312. https://doi.org/10.1016/j.jbtep.2003.11.001

Evans, D. R., & Segerstrom, S. C. (2011). Why do mindful people worry less? Cognitive Therapy and Research, 35, 505-510. https://doi.org/10.1007/s10608-010-9340-0

Gunaratana, B. (1991). Mindfulness in plain English. New York: Simon and Schuster.

Jankowski, T., & Holas, P. (2014). Metacognitive model of mindfulness. Consciousness and
cognition, 28, 64-80. https://doi.org/10.1016/j.concog.2014.06.005

Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face
stress, pain, and illness. New York: Delta.

Kazantzis, N., Ford, C., Paganini, C., Dattilio, F. M., & Farchione, D. (2017). Does patient
reluctance towards exposure and psychologists’ attitudes about evidence-based practice influence treatment recommendations for panic disorder? An experimental investigation. Journal of anxiety disorders, 51, 55-64. https://doi.org/10.1016/j.janxdis.2017.03.001
Kraemer, K. M., McLeish, A. C., & Johnson, A. L. (2015). Associations between mindfulness and panic symptoms among young adults with asthma. Psychology, health & medicine, 20, 322-331. https://doi.org/10.1080/13548506.2014.936888
Levitt, J. T., Brown, T. A., Orsillo, S. M., & Barlow, D. H. (2004). The effects of acceptance versus suppression of emotion on subjective and psychophysiological response to carbon dioxide challenge in patients with panic disorder. Behavior therapy, 35(4), 747-766. https://doi.org/10.1016/S0005-7894(04)80018-2

Malinowski, P. (2013). Neural mechanisms of attentional control in mindfulness
meditation. Frontiers in neuroscience, 7, 8-16. https://doi.org/10.3389/fnins.2013.00008

McNally, R. J. (1994). Panic disorder: A critical analysis. New York: Guilford Press.

Olatunji, B. O., & Wolitzky-Taylor, K. B. (2009). Anxiety sensitivity and the anxiety disorders: a meta-analytic review and synthesis. Psychological bulletin, 135, 974. http://dx.doi.org/10.1037/a0017428

Wegner, D. M. (1994). Ironic processes of mental control. Psychological review, 101(1), 34 – 52. Retrieved from http://psycnet.apa.org/buy/1994-16255-001

Jason Drwal, Ph. D. is a clinical psychologist in the VA Healthcare System. He has treated thousands of veterans with PTSD and trained many professionals in the assessment and treatment of trauma. He specializes in the use of cognitive-behavioral and mindfulness interventions for the treatment of panic attacks, PTSD, and other conditions. When he is not doing therapy, he is an avid reader of self-help books, proud parent of two beautiful children, self-described coffee addict (who refuses to get treatment), and amateur anthropologist.

1. Describe what a panic attack is and why panic is important to treat
2. Understand anxiety sensitivity and how it explains the development of panic attacks
3. Describe what Ironic Process is and how it can explain panic
4. Describe the three main components of mindfulness
5. Understand how to use mindfulness to help clients treat panic attacks

Jason Drwal is the owner of therapyces.com and earns revenue from this website.

If you need special accommodations due to a disability, are not fully satisfied, have concerns or suggestions regarding the training, please let us know by email, [email protected].

We will contact you within one week to discuss your concerns further. We offer a full refund for any paid training you are not satisfied with.

Audio Training

1. Listen to an audio training (no registration required)
2. Register and take the CE Test

3. Download Your Certificate

EPISODE 1

What Makes an Effective Therapist (Free 1 CE)

Take continuing education test [HERE].

In this episode (1 FREE CE), I talked to Dr. Bruce Wampold, Professor Emeritus of Counseling Psychology at the University of Wisconsin, Madison. He is one of the most influential and widely cited authors on psychotherapy outcome research. He gives us insights into what the evidence says about being an effective therapist and offers lots of practical advice.

In this episode, I talked to Dr. Bruce Wampold, Professor Emeritus of Counseling Psychology at the University of Wisconsin, Madison. He is one of the most influential and widely cited authors on psychotherapy outcome research. Today he is going to help us to understand the research on what makes an effective therapist. The interview is designed for an introductory level of knowledge of psychotherapy research.

This training is one CE. Register, pass the knowledge assessment, and complete the course evaluation and download your certificate. Therapy Take Out is an approved sponsor by the American Psychological Association (APA). Therapy Take Out maintains responsibility for all programming and content. The cost of this training is free.

The interview covers many topics related to psychotherapist effectiveness, including the finding that most therapists do not get more effective with greater experience, the NNT (number needed to treat) and what it is for psychotherapy, the contextual model of psychotherapy, the possibility of facilitative interpersonal skills as a common factor for psychotherapy, and the role of feedback in improving psychotherapist skills.

References

Anderson, T., Ogles, B. M., Patterson, C. L., Lambert, M. J., & Vermeersch, D. A. (2009). Therapist effects: Facilitative interpersonal skills as a predictor of therapist success. Journal of Clinical Psychology, 65(7), 755-768. https://doi.org/10.1002/jclp.20583

Anderson, T., Crowley, M. E. J., Himawan, L., Holmberg, J. K., & Uhlin, B. D. (2016). Therapist facilitative interpersonal skills and training status: A randomized clinical trial on alliance and outcome. Psychotherapy Research, 26(5), 511-529, https://doi.org/10.1080/10503307.2015.1049671

Chow, D. L., Miller, S. D., Seidel, J. A., Kane, R. T., Thornton, J. A., & Andrews, W. P. (2015). The role of deliberate practice in the development of highly effective psychotherapists. Psychotherapy, 52(3), 337 – 345, DOI: 10.1037/pst0000015

Goldberg, S. B., Rousmaniere, T., Miller, S. D., Whipple, J., Nielsen, S. L., Hoyt, W. T., & Wampold, B. E. (2016). Do psychotherapists improve with time and experience? A longitudinal analysis of outcomes in a clinical setting. Journal of Counseling Psychology, 63(1), 1 – 11, http://dx.doi.org/10.1037/cou0000131

Schöttke, H, Flückiger, H., Goldberg, S. B., Eversmann, J. & Julia Lange (2017). Predicting psychotherapy outcome based on therapist interpersonal skills: A five-year longitudinal study of a therapist assessment protocol, Psychotherapy Research, 27:6, 642-652, DOI: 10.1080/10503307.2015.1125546

Wampold, B., Imel, Z. (2015). The Great Psychotherapy Debate. New York: Routledge, https://doi.org/10.4324/9780203582015.

Bruce Wampold is Professor Emeritus of Counseling Psychology at the University of Wisconsin, Madison. He is one of the most influence and widely cited authors on psychotherapy outcome research.

Jason Drwal, Ph.D. is the host and owner of Therapy Take Out. He is a licensed psychologist in the state of Iowa. He has worked as an Assistant Professor of Psychology and psychologist at a VA Hospital in a number of roles, where he specialized in trauma therapy.

  • Objective 1: Be able to describe 1 research findings related to the effectiveness of therapists.
  • Objective 2: Be able to define NNT.
  • Objective 3: Be able to describe 2 ways to be a more effective therapist.
Bruce Wampold consults with, has a financial interest in, and has a seat on the Board of Directors of Theravue.com, an electronic platform for the deliberate practice of therapy skills. Jason Drwal is the owner of therapyces.com and earns revenue from this website.

If you need special accommodations due to a disability, are not fully satisfied, have concerns or suggestions regarding the training, please let us know by email, [email protected].

We will contact you within one week to discuss your concerns further. We offer a full refund for any paid training you are not satisfied with.

EPISODE 2

Transdiagnostic DBT: An Interview With Dr. Lorie Ritschel

Take the continuing education test [HERE]

In this episode (1 CE), I interview Dr. Lorie Ritschel, Ph. D., a clinical psychologist who is the director of the CBT training program for psychiatry residents at the University of North Carolina School of Medicine and an expert trainer of DBT and the DBT Prolonged Exposure (DBT PE) protocol through Behavioral Tech, LLC.

Today we talk about Transdiagnostic Dialectical Behavioral Therapy (DBT). This perspective conceptualizes DBT as a treatment that can be used to address a variety of disorders beyond borderline personality, such as substance use, major depression, anxiety disorders, and other conditions. We discuss how this is done.

In this episode, I interview Dr. Lorie Ritschel, Ph. D., a clinical psychologist who is the director of the CBT training program for psychiatry residents at the University of North Carolina School of Medicine and an expert trainer of DBT and the DBT Prolonged Exposure (DBT PE) protocol through Behavioral Tech, LLC.

This FREE training is one CE. It is presented at the introductory level and only basic knowledge of DBT is required. Register, pass the knowledge assessment, and complete the course evaluation, and download your certificate.

Today we talk about Transdiagnostic Dialectical Behavioral Therapy (DBT). This perspective conceptualizes DBT as a treatment that can be used to address a variety of disorders beyond borderline personality, such as substance use, major depression, anxiety disorders, and other conditions. We discuss how this is done.

DBT is one of most well-researched treatments for borderline personality disorder (e.g., Linehan et al., 2015). It was originally developed by Marsha Linehan as an alternative to standard CBT for the treatment of suicidality in individuals with borderline personality disorder. DBT, unlike other treatments, is a programmatic intervention. The standard (but not only) program involves weekly group therapy, individual therapy, and therapist team consultation meetings.

Transdiagnostic DBT (Ritschel, Lim, & Stewart, 2015) is the application of DBT to the treatment of comorbid mental health problems, e.g., panic, anxiety, depression, in clients who would be at a level of symptom severity that would qualify them for traditional DBT. Clients need to have some characteristics that would qualify them for traditional DBT, such as suicidality, borderline personality disorder, or self-injury (see Linehan, 2014). Dr. Ritschel is careful to point out that you don’t want to use transdiagnostic DBT with individual who don’t qualify for traditional DBT and could be successfully treated with a much less intensive intervention, like CBT or Interpersonal Therapy.

Transdiagnostic DBT is really carried out in the individual therapy sessions after the highest target behaviors (usually, suicidality) is better managed. Given the management of high target behaviors, the clinician can then focus on addressing these comorbid problems. These problems could be treated in the individual therapy session with DBT or non-DBT interventions, such as CBT or ACT.

References
Linehan, M. (2014). DBT Skills training manual. New York: Guilford Publications.
Linehan M, Korslund K, Harned M, et al. (2015). Dialectical Behavior Therapy for High Suicide Risk in Individuals With Borderline Personality Disorder: A Randomized Clinical Trial and Component Analysis. JAMA Psychiatry. 2015;72(5):475–482. https://doi:10.1001/jamapsychiatry.2014.3039

Ritschel, L. A., Lim, N. E., & Stewart, L. M. (2015). Transdiagnostic applications of DBT for adolescents and adults. American Journal of Psychotherapy, 69(2), 111-128. https://doi.org/10.1176/appi.psychotherapy.2015.69.2.111

Dr. Lorie Ritschel, Ph. D., a clinical psychologist who is the director of the CBT training program for psychiatry residents at the University of North Carolina School of Medicine and an expert trainer of DBT and the DBT Prolonged Exposure (DBT PE) protocol through Behavioral Tech, LLC.

Jason Drwal, Ph.D. is the host and owner of Therapy Take Out. He is a licensed psychologist in the state of Iowa. He has worked as an Assistant Professor of Psychology and psychologist at a VA Hospital in a number of roles, where he specialized in trauma therapy.

  • Objective 1: Describe how DBT can be use transdiagnostically
  • Objective 2: Describe two ways to improve the outcome of DBT
  • Objective 3: Describe one technique from DBT

Dr. Lorie Ritschel, Ph. D. is a trainer Behavioral Tech, LLC, and receives revenue from this work.

Jason Drwal is the owner of therapyces.com and earns revenue from this website.

If you need special accommodations due to a disability, are not fully satisfied, have concerns or suggestions regarding the training, please let us know by email, [email protected].

We will contact you within one week to discuss your concerns further. We offer a full refund for any paid training you are not satisfied with.

EPISODE 3

What Really Works in Treating Depression: An Interview with Pim Cuijpers

Register for the continuing education test [HERE]

In this episode (1 CE), researcher and clinical psychologist Pim Cuijpers shares insights on research on psychotherapy and drug treatments for depression. Tune in and learn what depression therapies are most effective or whether client benefit more from medication and therapy at the same time vs. each alone.

In this episode (1 FREE CE), researcher and clinical psychologist Pim Cuijpers shares insights on research on psychotherapy and drug treatments for depression. Tune in and learn what depression therapies are most effective or whether client benefit more from medication and therapy at the same time vs. each alone.

Every therapists has ideas about how to treat depression but what really works. In our interview, Dr. Pim Cuijpers will share what he has learned from analyzing over 600 psychotherapy trials. Our discussion sheds light on which psychotherapies for depression are most effective, the benefits and risks of ever-new approaches to depression treatment, whether clients benefit more from antidepressants and psychotherapy at the same time vs. either one alone, and the use of internet self-directed therapies.

This is an introductory presentation and does not require advance knowledge of statistics or psychotherapy outcome research but covers a range of topics on psychotherapy for depression and the effectiveness of antidepressants. This program is a focused interview in which Dr. Pim Cuijpers, a clinical psychologist and professor of psychology. We’re going to translate his amazing research into practical recommendations to consider when treating your depressed clients. The cost of this training is free.

References

Cuijpers,
P. (2017). Four decades of outcome research on psychotherapies for
adult depression: An overview of a series of meta-analyses. Canadian
Psychology/psychologie canadienne, 58(1),
7.http://dx.doi.org/10.1037/cap0000096

Cuijpers, P., Sijbrandij, M., Koole, S. L., Andersson, G., Beekman, A. T., & Reynolds, C. F., III. (2013). The efficacy of psychotherapy and pharmacotherapy in treating depressive and anxiety disorders: A meta-analysis of direct comparisons. World Psychiatry: Official Journal of the World Psychiatric Association, 12,
137–148.http://dx.doi.org/10.1002/wps.20038

Donker, T., Bennett, K., Bennett, A., Mackinnon, A., van Straten, A., Cuijpers, P., … & Griffiths, K. M. (2013). Internet-delivered interpersonal psychotherapy versus internet-delivered cognitive behavioral therapy for adults with depressive symptoms: randomized controlled noninferiority trial. Journal of Medical Internet
Research, 15(5), e82. https://doi.org/10.2196/jmir.2307

Pim Cuijpers is Professor of Clinical Psychology at the Vrije Universiteit Amsterdam (The Netherlands), and Head of the Department of Clinical, Neuro, and Developmental Psychology. Pim Cuijpers specializes in research on randomized controlled trials on the effectiveness of psychotherapy and meta-analyses on the prevention and psychological treatments of common mental disorders. Much of his work is aimed at prevention of mental disorders, psychological treatments of depression and anxiety disorders, and Internet-delivered treatments.

Pim Cuijpers has published more than 800 peer-reviewed papers, chapters, reports and professional publications, including more than 600 papers in international peer-reviewed scientific journals (more than 150 as first author). According to Clarivate Analytics, he is one of the “most influential scientific minds” and is listed since 2014 in the “top 1% cited scientists in the area of psychiatry and psychology” (http://highlycited.com). According to Expertscape, an organisation that ranks researchers by their expertise in biomedial topics, professor Cuijpers is the world’s number one top expert on depression, as well the number one top expert on psychotherapy.

Jason Drwal, Ph.D. is the CEO of TherapyCEs.com and Create Meaningful Change (the CE provider for this presentation) and earned his doctoral degree in clinical psychology from the University of Connecticut. He is a licensed psychologist in the state of Iowa. He is currently a Staff Psychologist at the Iowa City VA Hospital, where he has served as the PTSD-SUD Specialist, the Evidence-Based Therapy Coordinator, and Psychology Clinic Program Manager.

  • Describe 2 findings from meta-analysis of psychotherapy treatment for depression.
  • Describe 2 findings from meta-analysis of the effectiveness of anti-depressants.
  • Describe 1 finding about the effectiveness of e-therapy (online therapy) for depression.
Pim Cuijpers has no conflicts of interest. Jason Drwal is the owner of therapyces.com and earns revenue from this website.

If you need special accommodations due to a disability, are not fully satisfied, have concerns or suggestions regarding the training, please let us know by email, [email protected].

We will contact you within one week to discuss your concerns further. We offer a full refund for any paid training you are not satisfied with.

EPISODE 4

Attachment-Based Family Therapy: Treating Depressed and Suicidal Teens

Register for the continuing education test [HERE]

In this interview, we discuss one of the most concerning problems facing therapists, adolescent depression and suicide. We explore an evidence-based therapy for treating it, attachment-based family therapy (ABFT). We delve into these topics in a focused interview where I (Jason Drwal, Ph. D.) interview Jonathan Singer Ph. D., Associate Professor of Social Work at Loyola University Chicago. First, we review the epidemic of adolescent suicide in American society then we talk about attachment-based family therapy (ABFT). Dr. Singer explains the theory behind ABFT, the five stages of this family therapy approach, and the main tasks and challenges of each stage. Throughout the discussion, Dr. Singer provides clear explanations and real-life examples to help you understand this powerful technique.

In this interview, we discuss one of the most concerning problems facing therapists, adolescent depression and suicide. We explore an evidence-based therapy for treating it, attachment-based family therapy (ABFT). We delve into these topics in a focused interview where I (Jason Drwal, Ph. D.) interview Jonathan Singer Ph. D., Associate Professor of Social Work at Loyola University Chicago. First, we review the epidemic of adolescent suicide in American society then we talk about attachment-based family therapy (ABFT). Dr. Singer explains the theory behind ABFT, the five stages of this family therapy approach, and the main tasks and challenges of each stage. Throughout the discussion, Dr. Singer provides clear explanations and real-life examples to help you understand this powerful technique.

References
Scott, S., Diamond, G. S., & Levy, S. A. (2016). Attachment‐Based Family Therapy for Suicidal Adolescents: A Case Study. Australian and New Zealand Journal of Family Therapy, 37(2), 154-176. DOI: https://doi.org/10.1002/anzf.1149

Diamond, G. S., Diamond, G. M., Levy, S. A., & Siqueland, L. (2014). Attachment based family therapy for depressed adolescents. APA: Washington DC.

Diamond, G., Russon, J., & Levy, S. (2016). Attachment‐based family therapy: A review of the empirical support. Family Process, 55(3), 595-610. DOI: https://doi.org/10.1111/famp.12241

Jonathan Singer, LCSW, is an Associate Professor of Social Work at Loyalo University Chicago, president of the American Association of Suicidology, co-author of Suicide in Schools: A practitioner’s guide to multilevel prevention, assessment, intervention, and postvention. He is the host of the award winning Social Work Podcast. Beyond this, he has given over 100 academic and continuing education presentations nationally for the U.S. Military, community mental health agencies, school districts, and clinical social work organizations. Dr. Singer lives in Evanston, IL with his wife, 8-year-old-daughter and 4-year-old twin boys. He can be found on Twitter as @socworkpodcast.

Jason Drwal, Ph.D. is the CEO of TherapyCEs.com (the CE provider for this presentation) and earned his doctoral degree in clinical psychology from the University of Connecticut. He is a licensed psychologist in the state of Iowa. He is currently a Staff Psychologist at the Iowa City VA Hospital, where he has served as the PTSD-SUD Specialist, the Evidence-Based Therapy Coordinator, and Psychology Clinic Program Manager. You may contact him at [email protected].

  • Objective 1: Describe one statistic about the rate of suicide in adolescents.
  • Objective 2: Be able to explain how Attachment-Based Family Therapy reduces suicidality in adolescents.
  • Objective 3: Describe two techniques/tasks from Attachment-Based Family Therapy.
Jonathan Singer has no conflicts of interest. Jason Drwal is the owner of therapyces.com and earns revenue from this website.

If you need special accommodations due to a disability, are not fully satisfied, have concerns or suggestions regarding the training, please let us know by email, [email protected].

We will contact you within one week to discuss your concerns further. We offer a full refund for any paid training you are not satisfied with.

Therapy Take Out and Therapy CEs are companies of Create Meaningful Change, LLC, and operate under its approval.