Philadelphia Behavior Therapy Association upcoming events

Creating flexibility and freedom in treating perfectionism in children and adolescents: CBT and family-based approaches (09/14/2026)

Mon, 14 Sep 2026 16:00:00 GMT

Perfectionism is common among youth with anxiety disorders, particularly GAD, OCD, and social anxiety. While high standards can be helpful, extreme perfectionism often causes impairment. Academically, it may lead to difficulty starting assignments, late work, and excessive time spent on schoolwork. Outside school, perfectionistic youth may over commit to activities and evaluate each performance harshly. Socially, they may worry about others’ impressions or hold peers to unrealistic standards.

CBT offers useful strategies for perfectionistic youth. In this workshop, we will discuss how to engage clients who are fearful of challenging their thinking or changing behavior, especially when high standards are reinforced by families, schools, and society.

The goal of CBT is to help youth rely less on rigid “have to”s and more on values and meaning. We will review cognitive strategies, including weighing the costs and benefits of perfectionism, exploring fears about lowering standards, and addressing discomfort with leisure time. We will also discuss in vivo and imaginal exposures tailored to clients’ concerns, along with ways to involve families and schools. Throughout, we will consider how to adapt these interventions for both children and adolescents.

Objectives:

1. Identify 3 key aspects of how perfectionism presents in youth with anxiety & related disorders such as OCD and affects quality of life.
2. Describe strategies to increase treatment engagement by examining the personal and societal pros and cons of perfectionism.
3. Apply cognitive interventions, exposures, and behavioral experiments to challenge perfectionistic beliefs across ages.
4. Create scripts and plans to address perfectionism for clients and families to use in diverse settings including home and the school setting

About Presenters

Lynne Siqueland, PhD, is a psychologist at the Children’s and Adult Center for OCD and Anxiety, specializing in the treatment of anxiety disorders in children and adolescents for over 25 years. She has extensive experience working with children of all ages, beginning in the preschool years with a special interest in transition into adolescence and young adulthood. Dr. Siqueland received her doctoral degree in the Temple University Clinical Psychology Program under the direction of Dr. Philip Kendall, where she was part of the initial treatment manual development and clinical trials of the CBT treatment of child anxiety disorders. She was an assistant professor at the University of Pennsylvania Medical School and Center for Psychotherapy Research for 8 years before entering private practice full time in 2001. Dr Siqueland's clinical work and research publications focus on integrating individual CBT approaches with family work. She has a special interest in collaborating with parents to guide their children to cope with their anxiety, to develop competence and autonomy, and to improve family connection and communication. Dr Siqueland also thoroughly enjoys providing training and consultation for professionals on the treatment of anxiety and OCD and for parents locally, nationally, and internationally. For more about Dr. Siqueland's practice visit drlynnesiqueland.com

Deborah Roth Ledley, PhD, is a psychologist at the Children's Center for OCD and Anxiety, specializing in the treatment of anxiety disorders in children, adolescents, and adults. She completed her Ph.D. at the University of Toronto and did post-doctoral training at the Adult Anxiety Clinic of Temple University. Prior to joining the Children’s Center, she was a faculty member at the University of Pennsylvania where she worked at the Center for the Treatment and Study of Anxiety.

Dr. Ledley has done extensive research on the nature and treatment of anxiety, publishing over 50 scientific papers and book chapters, as well as three academic books. Her book, Making Cognitive-Behavioral Therapy Work, now in its third edition, is used as a textbook in many clinical psychology training programs throughout North America and has been translated into numerous foreign languages. Dr. Ledley is also a co-author of The Worry Workbook for Kids.

Target Audience

This workshop is designed for licensed professionals & advanced graduate students with clinical experience who anticipate seeking licensure as mental health professionals. The instructional level of this presentation is INTERMEDIATE.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
This program provides two (2) hours of CE credits.
* PBTA now offers CE to psychologists licensed in the state of New York. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-psychologist licensees in other states should confirm with their respective boards that this training meets criteria for CE in their specific non-PA states or provinces.
Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in and cancel up to 48 hours before event when registration closes.
PBTA only offers CE for synchronous events at this time and CE cannot be awarded for asynchronous participation.

What Makes Exposure Therapy Mindful & MBCT Integrative for Anxiety and Related Conditions? (09/16/2026)

Wed, 16 Sep 2026 23:00:00 GMT

Mindfulness-Based Cognitive Therapy (MBCT) integrates Cognitive Behavioral Therapy (CBT) with contemplative wisdom practices. It results in greater compassion in relationship with self, enhanced capacity not to react to unwanted internal experiences, and thereby reduces relapse of mood disorders. It also reduces current symptoms of depression and of diagnoses often comorbid with it across a lifetime. Those with conditions such as PTSD, GAD, OCD, Social Anxiety, Panic and other conditions that benefit from exposure therapy are also served by skills learned in MBCT. Indeed, mindfulness and related practices (e.g., equanimity, attunement to pleasant events, broadening the attentional field) support active exposure to unwanted and unpleasant internal experiences while building resources that enhance resilience and other indices of health in mind, body & behaviors.

In MBCT one develops and strengthens the capacity to respond assertively (i.e., intentionally affiliative and direct) to intrusive and recurrent mental phenomena, the sensations of fear in the body that accompany them, and the impulses such sensations often drive in the form of reactive behaviors. The second half of MBCT may be conceptualized as mindful and integrative exposure therapy that facilitates emotional processing and corrective experiences while building resilience and offering protection from relapse.

In this training, professionals with previous training in mindfulness or related wisdom tradition practices are invited to take the role of a "participant-observer" and directly experience the second half (sessions 5 - 8) of the MBCT treatment protocol while observing a fully qualified psychologist and teacher of MBCT implementing the MBCT curriculum in an on-line mixed group composed of healthcare professional teachers in training and people with OCD, PTSD, and related conditions (mood, anxiety, chronic mental and physical health challenges). Dr. Molnar is among a handful of practitioners in the USA who trains clinicians to develop MBCT implementation competence (more at https://www.accessmbct.com/ - scroll to Mindful Exposure Therapy for Anxiety under Training Organizations) .

This synchronous virtual workshop is followed by optional and ongoing virtual monthly meetings where continuing professional education and development is offered during the Mindful Monday and / or the Wisdom Wednesday hour offered each month for CE credits through PBTA. On-line "teach back" and case consultation opportunities with past professional graduates of MBCT and related trainings are also available to enhance implementation competence in individual psychotherapy sessions.

Required reading for the MBCT teacher development training sequence.

The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress. This workbook can be purchased electronically or in hard copy
Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)

Suggested Reading

Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) (free download)

Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.

Crane, R. S., Eames, C., Kuyken, W., Hastings, R. P., Williams, J. M. G., Bartley, T., ... & Surawy, C. (2013). Development and validation of the mindfulness-based interventions–teaching assessment criteria (MBI: TAC). Assessment, 20(6), 681-688.

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist, 74(4), 484.

Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

Levy, J., Dimidjian, S., & Segal, Z. V. (2026). A Critical Review and 10-Year Update on Prospects for a Clinical Science of Mindfulness-Based Intervention. Mindfulness, 1-15.

Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216.

CE Learning Objectives

Following this presentation, participants will be able to:

1. Describe the structural elements of two formal mindfulness practices that adhere to Mindfulness-Based Interventions (MBIs) designed to teach participants to deconstruct emotion (pleasant or unpleasant) into the mind, body, and behavior elements.

2. Describe two examples of covert (mental) or overt (observable) behaviors that reflect the “doing mode of mind” that arises when there is a discrepancy between one’s desired verses actual internal state.

3. Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

4. Describe the concept of ruminative brooding and how it worsens mood and predicts onset, maintenance, and recurrence of transdiagnostic emotional disorders.

5. Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of mind can reduce or increase risk of relapse.

6. Describe the difference between an avoidance / aversion and an approach mode of relating with experience and how each can influence risk of relapse.

7. Describe the components of the responsive three-step "breathing space" practice and how when combined with "re-entry doors" it can support the application of mindfulness skills in everyday life & compassionate responding in stressful situations, including exposure therapy.

8. Describe how formal practice can be considered a micro-laboratory that supports exposure therapy and awareness of sensations, habitual mental phenomena, impulses for behaviors, and one’s intra-personal relationship to the emotion states composed of these elements.

9. Describe the implementation of the informal practice of logging nourishing and depleting events and how this supports identification of factors associated with relapse prevention and self-kindness intra-personally.

10. Describe the physiological outcome of fighting or attempting to eliminate unwanted internal experiences and how it contrasts with allowing one’s unwanted experiences and relating with kindness to the self.

11. List three ways MBCT is integrative as described in Goldfried (2019).

12. Explain what is meant by having an assertive relationship intra-personally to reduce relapse risk during states of depletion and when unwanted internal experiences occur.

About Presenters

Chris Molnar, Ph.D., a licensed psychologist and clinical investigator, founded Mindful Exposure Therapy for Anxiety and Psychological Wellness Center (META Center) in 2007. She completed post-doctoral fellowship training in traumatic stress, neuroscience, and psycho-physiology and is an expert in the assessment and treatment of anxiety, OCD, PTSD, emotional, and stress-related conditions using evidence-based practices. She teaches both Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) and has also developed adaptations for highly distressed clients, using Relational Mindfulness Practices (RBPs), to meet the needs of people in both individual and group therapy settings. At META Center, she offers integrative interventions grounded in findings about the brain, emotion, and learning to facilitate mental and behavioral habit change, even in the face of severe distress. Before founding META Center, she served as a clinical investigator and therapist supported by grants from the National Institute of Health and other agencies. She is also on the editorial board of Behavior Therapy and serves the public in many ways, through professional presentations, workshops, publications, and affiliations.

“Chris Molnar, Ph.D. offers a high quality MBCT training that adheres to the principles of participant experiential learning and treatment fidelity” ~ Zindel Segal, Ph.D., co-creator of Mindfulness-Based Cognitive Therapy (MBCT)

Alissa S. Yamasaki, Ph.D. is a licensed psychologist and the founder of Ayama Psychotherapy, located in Lemont, PA. Her practice has gained a positive local reputation for its mindful and collaborative business practices, psychotherapists who are especially effective in the area of health and mind-body conditions, and wellness events for health and wellness providers.

Dr. Yamasaki's clinical expertise focuses on the treatment of chronic and complex anxiety, as well as insomnia. Her earliest study of the mind-body connection was as an undergraduate in an exercise psychophysiology lab investigating the effects of physical activity on how people feel and think. Dr. Yamasaki earned her Ph.D. from Penn State University in 2006 and completed her internship at Albany Medical Consortium. Her current practices reflect her belief in the importance of being fully present while drawing from empirically-driven interventions. She utilizes a blend of CBT and relational approaches, including mindfulness-based interventions. Dr. Yamasaki attended the 5-day Mindfulness-Based teacher training retreat with Chris Molnar, Ph.D., in 2022, which sparked both the deepening of her mindfulness practices and greater effectiveness in the therapy room.

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.

Note: This workshop requires attendees to have completed at least 3 weeks of daily formal mindfulness practice or a related wisdom tradition practice as a prerequisite to participate. This may be in the form of a previous Mindfulness-Based Program (MBP), regular use of an app for a few weeks, or one of the many brief adapted versions of an MBP. If any questions please contact chris@molnarpsychology.com

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides twelve (12) CE credits.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
APA guidelines do not permit PBTA to issue partial CE credits.
There is opportunity for making-up of 2 missed synchronous meetings - please notify Dr. Molnar in advance if you will miss up to 2 of the 6 meeting dates to arrange to attend make-ups that are also synchronous. PBTA does not offer asynchronous CE but with advanced planning can arrange for registrants to make-up a maximum of 4 of the 12 CE hours to receive the full 12 CE credits for this training.

What Makes Exposure Therapy Mindful & MBCT Integrative for Anxiety and Related Conditions? (09/23/2026)

Wed, 23 Sep 2026 23:00:00 GMT

Required reading for the MBCT teacher development training sequence.

The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress. This workbook can be purchased electronically or in hard copy
Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)

Suggested Reading

Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) (free download)

Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist, 74(4), 484.

Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

Levy, J., Dimidjian, S., & Segal, Z. V. (2026). A Critical Review and 10-Year Update on Prospects for a Clinical Science of Mindfulness-Based Intervention. Mindfulness, 1-15.

Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216.

CE Learning Objectives

Following this presentation, participants will be able to:

3. Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

4. Describe the concept of ruminative brooding and how it worsens mood and predicts onset, maintenance, and recurrence of transdiagnostic emotional disorders.

5. Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of mind can reduce or increase risk of relapse.

6. Describe the difference between an avoidance / aversion and an approach mode of relating with experience and how each can influence risk of relapse.

11. List three ways MBCT is integrative as described in Goldfried (2019).

12. Explain what is meant by having an assertive relationship intra-personally to reduce relapse risk during states of depletion and when unwanted internal experiences occur.

About Presenters

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides twelve (12) CE credits.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
APA guidelines do not permit PBTA to issue partial CE credits.
There is opportunity for making-up of 2 missed synchronous meetings - please notify Dr. Molnar in advance if you will miss up to 2 of the 6 meeting dates to arrange to attend make-ups that are also synchronous. PBTA does not offer asynchronous CE but with advanced planning can arrange for registrants to make-up a maximum of 4 of the 12 CE hours to receive the full 12 CE credits for this training.

What Makes Exposure Therapy Mindful & MBCT Integrative for Anxiety and Related Conditions? (09/30/2026)

Wed, 30 Sep 2026 23:00:00 GMT

Required reading for the MBCT teacher development training sequence.

The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress. This workbook can be purchased electronically or in hard copy
Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)

Suggested Reading

Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) (free download)

Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist, 74(4), 484.

Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

Levy, J., Dimidjian, S., & Segal, Z. V. (2026). A Critical Review and 10-Year Update on Prospects for a Clinical Science of Mindfulness-Based Intervention. Mindfulness, 1-15.

Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216.

CE Learning Objectives

Following this presentation, participants will be able to:

3. Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

4. Describe the concept of ruminative brooding and how it worsens mood and predicts onset, maintenance, and recurrence of transdiagnostic emotional disorders.

5. Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of mind can reduce or increase risk of relapse.

6. Describe the difference between an avoidance / aversion and an approach mode of relating with experience and how each can influence risk of relapse.

11. List three ways MBCT is integrative as described in Goldfried (2019).

12. Explain what is meant by having an assertive relationship intra-personally to reduce relapse risk during states of depletion and when unwanted internal experiences occur.

About Presenters

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides twelve (12) CE credits.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
APA guidelines do not permit PBTA to issue partial CE credits.
There is opportunity for making-up of 2 missed synchronous meetings - please notify Dr. Molnar in advance if you will miss up to 2 of the 6 meeting dates to arrange to attend make-ups that are also synchronous. PBTA does not offer asynchronous CE but with advanced planning can arrange for registrants to make-up a maximum of 4 of the 12 CE hours to receive the full 12 CE credits for this training.

Integrating Mindfulness-Based Practices to Facilitate Exposure and Emotional Processing of Corrective Experiences in Neuroticism. Virtual CE (10/05/2026)

Mon, 05 Oct 2026 16:00:00 GMT

Integrating mindfulness-based practices with exposure therapy can support emotional processing in anxiety disorders and related conditions (e.g., OCD, PTSD, etc.) marked by Neuroticism (Molnar, 2025). Mindful exposure supports activation of emotion and a non-avoidant relationship with the elements that compose emotion. In therapy it is followed by inquiry and emotional processing processes to integrate corrective information about the outcome of exposure. Such inquiry reduces symptoms and risk of relapse. Potential mechanisms through which mindfulness-based practices facilitate exposure procedures include processes that are relational, attentional, perceptual, metacognitive, intentional, and automatic.

In the selection for the next Mindful Monday journal club series, attendees will inquire into how scientific methods and findings described within the featured peer-reviewed journal article have implications for how to integrate mindfulness and related wisdom practices into exposure interventions.

The hour begins with demonstration of a 5-minute MBCT practice, guided with fidelity, by an MBCT teacher trainer, at the beginning of the meeting. The guided practice illustrates experientially elements of mindfulness that can facilitate emotional processing.. All attendees are asked to read the featured journal article in advance of the training and will receive resources for developing competence in offering mindfulness-based practices that facilitate emotional processing of corrective information that is linked to symptom reduction and prevention of relapse.

Required reading (featured journal article - click link to download)

Brake, C. A., Sauer-Zavala, S., Boswell, J. F., Gallagher, M. W., Farchione, T. J., & Barlow, D. H. (2016). Mindfulness-based exposure strategies as a transdiagnostic mechanism of change: An exploratory alternating treatment design.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides one (1) CE credits
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
All events are Eastern Time Zone
Contact Claire, PBTA's CE assistant if you need any learning accommodations no later than one week before event. Email Claire at pbtacontinuingedassistant@gmail.com

What Makes Exposure Therapy Mindful & MBCT Integrative for Anxiety and Related Conditions? (10/07/2026)

Wed, 07 Oct 2026 23:00:00 GMT

Required reading for the MBCT teacher development training sequence.

The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress. This workbook can be purchased electronically or in hard copy
Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)

Suggested Reading

Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) (free download)

Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist, 74(4), 484.

Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

Levy, J., Dimidjian, S., & Segal, Z. V. (2026). A Critical Review and 10-Year Update on Prospects for a Clinical Science of Mindfulness-Based Intervention. Mindfulness, 1-15.

Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216.

CE Learning Objectives

Following this presentation, participants will be able to:

3. Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

4. Describe the concept of ruminative brooding and how it worsens mood and predicts onset, maintenance, and recurrence of transdiagnostic emotional disorders.

5. Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of mind can reduce or increase risk of relapse.

6. Describe the difference between an avoidance / aversion and an approach mode of relating with experience and how each can influence risk of relapse.

11. List three ways MBCT is integrative as described in Goldfried (2019).

12. Explain what is meant by having an assertive relationship intra-personally to reduce relapse risk during states of depletion and when unwanted internal experiences occur.

About Presenters

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides twelve (12) CE credits.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
APA guidelines do not permit PBTA to issue partial CE credits.
There is opportunity for making-up of 2 missed synchronous meetings - please notify Dr. Molnar in advance if you will miss up to 2 of the 6 meeting dates to arrange to attend make-ups that are also synchronous. PBTA does not offer asynchronous CE but with advanced planning can arrange for registrants to make-up a maximum of 4 of the 12 CE hours to receive the full 12 CE credits for this training.

Mindfulness-Based Cognitive Therapy (MBCT): Teacher Foundations Retreat & Development with Relational Mindfulness (10/11/2026)

Sun, 11 Oct 2026 21:00:00 GMT

https://www.eomega.org/workshops/mindfulness-based-cognitive-therapy-mbct

Scroll down for CE objectives, recommended readings, and additional event description offered as background for those considering the live & in-person training at Omega Institute in Rhinebeck, NY from October 11 to 16, 2026. Contract chris@molnarpsychology.com with questions. Thank you.

Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR) that integrates Cognitive Behavioral Therapy (CBT) with contemplative wisdom practices. Originally developed to prevent relapse in people with recurrent depression, MBCT and its adaptations have been shown to not only reduce relapse of mood disorders, but also reduce current symptoms of PTSD, OCD, Panic, GAD, other anxiety, & related disorders (e.g., substance abuse) that can develop when disorders marked by Neuroticism remain untreated. Through effective integration of scientific findings and theory about emotional processing and the cognitive, physical, and overt and covert behavioral elements of emotion, MBCT has been shown to be a trans-therapeutic intervention of benefit to those with a range of transdiagnostic disorders. This is in part through increasing metacognition (aka "decentering" , "deidentification", etc.) and changing how one relates habitually with unwanted internal experiences in mind and body. Moreover, the mindfulness skills developed in MBCT are foundational for the range of compassion-based interventions that also have transtherapeutic benefits for those with emotional disorders.

The path for competently and ethically teaching MBCT to those with emotional disorders includes, but is not limited to, participation in the traditional 8-session MBCT program in the role of participant. The participant-observer model of competence development supports professionals in implementing MBCT with the population they already have expertise serving. It also offers the opportunity to observe experienced professionals model implementation of the MBCT curriculum elements with people exhibiting symptoms the practitioner wants to develop skills for treating. Importantly, the model offers opportunities for receiving feedback from fellow healthcare professionals in role plays in a consultation setting to enhance competence through intentional and deliberate practice. Practitioners will develop foundational skills for implementing all elements of the MBCT curriculum. Further, through developing the habit of formal and informal personal mindfulness practice in the role of participant they can enhance both intra- & inter-personal effectiveness in responding to challenges that arise in MBCT skill development and implementation with clients. For more about the MBCT training pathway & becoming an MBCT teacher visit https://www.mbct.com/mbct-training-pathway/ or read article by MBCT co-developer Zindel Segal, Ph.D. at www.philabta.org/EBP about increasing access to high quality professional training Home - Access MBCT .

In this workshop, developing clinician teachers will directly experience the MBCT program . Professionals will then practice guiding short versions of traditional MBCT practices & receiving feedback from novice to experienced teachers using the "teach-back" model for skill development. Feedback is offered in the context of a relational mindfulness practice that invites contemplation, reflection, & inquiry about implementing the "Guiding Practice" Domain module of the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC). The Guiding Practice Domain module outlines the "bones" or essential elements of each MBCT formal practice including: the 3 step breathing space - regular & responsive versions; body scan; mindfulness of sounds and thoughts; two ways of knowing; and sitting & movement formal practices. Professional participants will also practice implementing the relational mindfulness practice of Mindful Case Consultation (MCC), with a focus on implementing MBCT with cases and teaching challenges while maintaining self-care.

This live & in-person (at Omega Institute) workshop is followed by optional and virtual bi-monthly meetings with past professional graduates of this training. These occur in the year following the training to support implementation with clients. The MBI-TAC is introduced at Omega and used in the year following the training during the optional virtual follow-up meetings during which practice teaching and offering feedback continue for those interested in continuing development.

From Zindel Segal, Ph.D., co-creator of Mindfulness-Based Cognitive Therapy (MBCT):

“Chris Molnar, Ph.D. offers a high quality MBCT training that adheres to the principles of participant experiential learning and treatment fidelity”

“There is no better way to learn mindfulness and MBCT than to experience it for yourself. "

Required reading for the MBCT teacher training sequence.

The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress.
Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition
Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC)
Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.
Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland.

Suggested Reading

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

Levy, J., Dimidjian, S., & Segal, Z. V. (2026). A Critical Review and 10-Year Update on Prospects for a Clinical Science of Mindfulness-Based Intervention. Mindfulness, 1-15.

Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

CE Learning Objectives

Following this presentation, participants will be able to:

1. Describe the structural elements of four formal mindfulness practices that adhere to evidence-based Mindfulness-Based Interventions (MBIs) designed to teach participants to deconstruct emotion (pleasant or unpleasant) into the mind, body, and behavior elements.

3. Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

4. Describe examples of typical automatic thoughts (ATs), measured by the Automatic Thoughts Questionnaire (ATQ), and how a negative / & or depleted mood / emotion state impacts retrieval processes of ATs.

5. Describe two examples of the “being (present) mode of mind” that serves as an antidote for the doing mode of mind’s focus on the past & / or future.

6. Describe one way that the being mode of mind can reduce the risk of recurrence of distress in transdiagnostic emotional disorders associated with automatically perceiving thoughts as facts.

7. Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of processing can reduce or increase risk of distress and / or dysphoria.

8. Describe the difference between an avoidance / aversion and an approach mode of relating with experience and how each can influence level of distress and dysphoria.

9. Describe the concept of ruminative brooding and how it worsens mood and predicts onset, maintenance, and recurrence of transdiagnostic emotional disorders.

10. Describe the components of the regular three-step "breathing space" practice and how it supports implementation of MBI skills in everyday life.

11. Describe the components of the responsive three-step "breathing space" practice and how it can support the application of mindfulness skills & compassionate responding in stressful situations.

12. Describe how the body scan practice can be viewed as a behavioral experiment with an intention of noticing the impact of non-conceptual information processing of experience; disengagement of attention from stimuli increasing distress; and a broadening of the attentional field.

13. Describe MBI-adherent elements of formal sitting meditation practice and how it can be considered a micro-laboratory that supports awareness of not only sensations but also habitual mental phenomena and one’s intra-personal relationship to feeling states.

14. Describe three of the nine “Foundational Attitudes” that are ways of relating with experience to support both formal and informal mindfulness practice implementation.

15. Describe elements of the informal practice of monitoring pleasant and unpleasant events and how event logs are used to support deconstruction of emotion states into their co-arising & interacting elements.

16. Describe the implementation of the informal practice of logging nourishing and depleting events and how this supports identification of factors associated with relapse prevention and self-kindness intra-personally.

17. Describe a specific way that intention and personal values clarity can reduce barriers to development, and support strengthening, of MBCT skills implementation.

18. Describe how brief assessments of mindfulness, ruminative brooding and compassion can be integrated into the MBCT curriculum to motivate practice and track outcome.

19. Describe the physiological outcome of fighting or attempting to eliminate unwanted internal experiences and how it contrasts with allowing one’s unwanted experiences and relating with kindness to the self.

20. Describe two specific ways that participation in the MBCT group supports the strengthening of mindfulness and compassion in relationship with self and / or others.

21. Describe the six teaching competence domains measured by the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC)

22. Implement the Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) using examples from live formal MBCT sessions.

23. Observe an MBCT teacher implement live formal MBCT sessions while in the role of a participant followed by relational mindfulness practice and feedback designed to strengthen teaching competence.

24. Describe and observe the practice of mindful inquiry after formal guided practices with participants who meet diagnostic criteria for anxiety & related disorders.

About Presenters

Chris Molnar, Ph.D., a licensed psychologist and clinical investigator, founded Mindful Exposure Therapy for Anxiety and Psychological Wellness Center (META Center) in 2007. She completed post-doctoral fellowship training in traumatic stress, neuroscience, and psycho-physiology and is an expert in the assessment and treatment of anxiety, OCD, PTSD, emotional, and stress-related conditions using evidence-based practices. She teaches both Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) and has also developed adaptations for highly distressed clients, using Relational Mindfulness Practices (RBPs), to meet the needs of people in both individual and group therapy settings. At META Center, she offers integrative interventions grounded in findings about the brain, emotion, and learning to facilitate mental and behavioral habit change, even in the face of severe distress. Before founding META Center, she served as a clinical investigator and therapist supported by grants from the National Institute of Health and other agencies. She is also on the editorial board of Behavior Therapy and serves the public in many ways, through professional presentations, workshops, publications, and affiliations.

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is BEGINNER.

Note: This workshop does not require attendees to have a formal mindfulness practice.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides twenty-seven (27) CE credits, including 3 in ethics and 3 in telehealth applicable to e-passport holders through PSYPACT. There is not additional cost, above registration paid to Omega Institute, for CE credits for qualified licensed practitioners.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
APA guidelines do not permit PBTA to issue partial CE credits.

What Makes Exposure Therapy Mindful & MBCT Integrative for Anxiety and Related Conditions? (10/21/2026)

Wed, 21 Oct 2026 23:00:00 GMT

Required reading for the MBCT teacher development training sequence.

The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress. This workbook can be purchased electronically or in hard copy
Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)

Suggested Reading

Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) (free download)

Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist, 74(4), 484.

Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

Levy, J., Dimidjian, S., & Segal, Z. V. (2026). A Critical Review and 10-Year Update on Prospects for a Clinical Science of Mindfulness-Based Intervention. Mindfulness, 1-15.

Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216.

CE Learning Objectives

Following this presentation, participants will be able to:

3. Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

4. Describe the concept of ruminative brooding and how it worsens mood and predicts onset, maintenance, and recurrence of transdiagnostic emotional disorders.

5. Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of mind can reduce or increase risk of relapse.

6. Describe the difference between an avoidance / aversion and an approach mode of relating with experience and how each can influence risk of relapse.

11. List three ways MBCT is integrative as described in Goldfried (2019).

12. Explain what is meant by having an assertive relationship intra-personally to reduce relapse risk during states of depletion and when unwanted internal experiences occur.

About Presenters

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides twelve (12) CE credits.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
APA guidelines do not permit PBTA to issue partial CE credits.
There is opportunity for making-up of 2 missed synchronous meetings - please notify Dr. Molnar in advance if you will miss up to 2 of the 6 meeting dates to arrange to attend make-ups that are also synchronous. PBTA does not offer asynchronous CE but with advanced planning can arrange for registrants to make-up a maximum of 4 of the 12 CE hours to receive the full 12 CE credits for this training.

Managing Difficult and Sensitive Conversations with Clients: Principles and Practices with Cory Newman, Ph.D., ABPP (10/26/2026)

Mon, 26 Oct 2026 17:00:00 GMT

Drawing from the literature on the therapeutic relationship, including the concept of “empathic confrontation” (from Schema Therapy), this webinar will present methods for managing delicate, challenging conversations with clients. Examples of such conversations include:

(1) discussing differences of opinion about the client’s diagnosis and/or targets for therapeutic change,

(2) setting limits with clients who are engaging in therapy-interfering behaviors,

(3) addressing ruptures in the therapeutic relationship,

(4) needing to give clients a “reality check” when their views and resultant behaviors are hazardously off the mark, and

(5) navigating sensitive cultural matters.

Having difficult, sensitive conversations with clients starts with the therapist’s recognition that giving the clients such feedback is necessary, along with a willingness to engage even though it may be uncomfortable. This process is further assisted when therapists are good listeners who can accurately summarize their client’s viewpoints as a prelude to expressing their own contrasting viewpoints. Therapists have to make decisions regarding “if and when” to engage in the challenging conversation and seeking a middle ground between avoiding the conversation entirely versus rushing in impulsively. The process of having difficult conversations with clients is furthered when therapists possess a repertoire of tactful statements demonstrating good will. Therapists also benefit from adopting an optimistic outlook about interpersonal problem-solving, and from having sufficient self-awareness to refrain from contributing to escalating power struggles. Clinical vignettes will be presented to demonstrate these skills in maximizing the chances that a difficult conversation with a client will have a constructive result.

CE Learning Objectives

Following this presentation, participants will be able to:

1. Adopt a positive mindset that looks at a difficult conversation with a client as an opportunity to improve a situation, and that takes pride in trying to prevent or repair an interpersonal relational strain.

2. Express opinions that have both validity and utility, while having the patience and awareness to refrain from expressing opinions that are lacking in these qualities.

3. Practice the skill of empathic confrontation.

4. Utilize well-attuned listening skills to assist in eliciting maximum collaboration in the midst of an otherwise tense or awkward conversation.

About Presenter

Cory F. Newman, Ph.D., ABPP is Director of the Center for Cognitive Therapy and Professor of Psychology, in Psychiatry, at the University of Pennsylvania Perelman School of Medicine. Dr. Newman is a Fellow of ABCT, he was the recipient of ABCT’s Outstanding Clinician Award in 2019, and he was presented with the Excellence in Teaching by a Psychologist award by the University of Pennsylvania psychiatry residency program in 2024. Dr. Newman has extensive experience as a CBT therapist and supervisor at the University of Pennsylvania and through the Beck Institute’s international training programs. Dr. Newman is a global lecturer, having presented CBT workshops and seminars throughout the U.S., as well as in twenty-three other countries. Among these are invited lectures on subjects related to the therapeutic relationship at conferences of the ABCT, BABCP, EABCT, ICCP, and WCBCT. Dr. Newman is author of over 100 articles and chapters covering many CBT-related topics, including navigating the therapeutic relationship, and he has authored or co-authored six books.

Target Audience

This workshop is designed for licensed professionals & advanced graduate students with clinical experience who anticipate seeking licensure as mental health professionals. The instructional level of this presentation is INTERMEDIATE.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
This program provides two (2) hours of CE credits.
* PBTA offers CE to licensed psychologists licensed in the state of New York. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-psychologist licensees in other states should confirm with their respective boards if this meets criteria for CE in their specific non-PA states.
Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants have the option to log in and cancel up to 48 hours before event when registration closes.

Zoom video link will be sent to participants 48 hours before the event contingent upon membership being paid in full if membership rate was selected. NOTE: New membership period begins 2/1 of each calendar year. Enrollment for non-members is automatically cancelled if registration fee is not paid within 15 minutes of registration. Past members who have not renewed membership will not be eligible for no-cost CE credits.

What Makes Exposure Therapy Mindful & MBCT Integrative for Anxiety and Related Conditions? (10/28/2026)

Wed, 28 Oct 2026 23:00:00 GMT

Required reading for the MBCT teacher development training sequence.

The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress. This workbook can be purchased electronically or in hard copy
Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)

Suggested Reading

Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) (free download)

Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist, 74(4), 484.

Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

Levy, J., Dimidjian, S., & Segal, Z. V. (2026). A Critical Review and 10-Year Update on Prospects for a Clinical Science of Mindfulness-Based Intervention. Mindfulness, 1-15.

Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216.

CE Learning Objectives

Following this presentation, participants will be able to:

3. Describe one specific way that an unpleasant emotion state can contribute to the risk of recurrence of transdiagnostic emotional disorders.

4. Describe the concept of ruminative brooding and how it worsens mood and predicts onset, maintenance, and recurrence of transdiagnostic emotional disorders.

5. Describe two examples of the difference between conceptual and non-conceptual information (& associated) emotional processing and how each mode of mind can reduce or increase risk of relapse.

6. Describe the difference between an avoidance / aversion and an approach mode of relating with experience and how each can influence risk of relapse.

11. List three ways MBCT is integrative as described in Goldfried (2019).

12. Explain what is meant by having an assertive relationship intra-personally to reduce relapse risk during states of depletion and when unwanted internal experiences occur.

About Presenters

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides twelve (12) CE credits.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
APA guidelines do not permit PBTA to issue partial CE credits.
There is opportunity for making-up of 2 missed synchronous meetings - please notify Dr. Molnar in advance if you will miss up to 2 of the 6 meeting dates to arrange to attend make-ups that are also synchronous. PBTA does not offer asynchronous CE but with advanced planning can arrange for registrants to make-up a maximum of 4 of the 12 CE hours to receive the full 12 CE credits for this training.

Implementing Brief Digital Mindfulness Interventions Into Clinical Practice. Virtual CE (11/02/2026)

Tue, 03 Nov 2026 00:00:00 GMT

Brief guided digital mindfulness and related interventions (e.g., equanimity, compassion, appreciative joy, etc.) represent a promising approach for supporting between session strengthening, implementation, and maintenance of therapeutic skills. They may support clients in identifying maladaptive habits and instead strengthening adaptive processes that enhance emotion regulation outside of face-to-face therapy meetings. Support from brief digital interventions not only increases accessibility but may offer Just-In-Time Interventions to support attainment of treatment goals and prevent relapse. This training offers support to clinicians with implementation of digital mindfulness interventions for anxiety and related disorders between individual and group sessions. The focus will be on implementing digital applications to support between session assessment and application of mindfulness-based and related practices (e.g., the boundless state practices). Focus will include demonstration of use of the Smartphone Ecological Momentary Assessment (SEMA3) application (O'Brien et al., 2024), using a case example, as well as apps specific to Mindfulness- and Compassion-Based Programs (MBPs). Responses to previously submitted questions about implementing SEMA3 will also be provided. Registrants will receive a link to submit questions up to 2 weeks before this event.

CE Learning Objectives

Following this presentation, participants will be able to:

1. Describe one way SEMA3 can be used to support between session application of mindfulness ecological momentary interventions (MEMIs) for an anxiety disorder.
2. Describe two practical strategies for integrating brief smartphone-based mindfulness exercises into routine clinical care to reinforce therapeutic skill use between sessions.

References

Creswell JD, Goldberg SB. The meditation app revolution. Am Psychol. 2025 Aug 7:10.1037/amp0001576. doi: 10.1037/amp0001576. Epub ahead of print. PMID: 40773333; PMCID: PMC12333550.

O'Brien, S. T., Dozo, N., Hinton, J. D., Moeck, E. K., Susanto, R., Jayaputera, G. T., ... & Koval, P. (2024). SEMA3: A free smartphone platform for daily life surveys. Behavior Research Methods, 56(7), 7691-7706.

Zainal, N. H., Liu, X., Leong, U., Yan, X., & Chakraborty, B. (2025). Bridging innovation and equity: Advancing public health through just-in-time adaptive interventions (JITAIs). Annual Review of Public Health, 46(1), 46-68. https://doi.org/10.1146/annurev-publhealth-071723-103909

Zainal, N. H., & Newman, M. G. (2023). A randomized controlled trial of a 14-day mindfulness ecological momentary intervention (MEMI) for generalized anxiety disorder. European Psychiatry, 66(1), e12. https://doi.org/10.1192/j.eurpsy.2023.2

Zainal, N. H., Tan, H. H., Hong, R. Y., & Newman, M. G. (2025). Prescriptive predictors of mindfulness ecological momentary intervention for social anxiety disorder: Machine learning analysis of randomized controlled trial data. JMIR Mental Health, 12, e67210. https://doi.org/10.2196/67210

About Presenter

Hani Zainal , Ph.D. is a Presidential Young Professor and Assistant Professor in the Department of Psychology at the National University of Singapore (NUS), where she directs the Optimizing Wellness (OWL) Lab. Her research focuses on digital mental health interventions, mindfulness ecological momentary interventions (MEMIs), anxiety and depressive disorders, precision mental health, and machine learning approaches to psychotherapy research. Hani has authored peer-reviewed publications in journals such as Psychological Medicine, JAMA Psychiatry, Clinical Psychology Review, Journal of Anxiety Disorders, and JMIR Mental Health, and has led multiple randomized controlled trials examining smartphone-based interventions for anxiety and depression.

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides one (1) CE credit
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
All events are Eastern Time Zone
Contact Claire, PBTA's CE assistant if you need any learning accommodations no later than one week before event. Email Claire at pbtacontinuingedassistant@gmail.com

MBCT Consultation Group: Integrating Exposure and Behavioral Experiments to Treat Neuroticism Symptoms. Virtual CE (11/04/2026)

Wed, 04 Nov 2026 18:00:00 GMT

First Wednesday of each month for one year, starting on November 4 from 1:00 to 2:30pm ET. Offered for no cost to graduates of either the Professional Residential MBCT Teacher Training at Omega Institute in Oct. of 2026 or PBTA's virtual MBCT Professional Teacher Training Sept. 16 to Oct. 28

Join a community of practitioners in responding to challenges in clinical work &/ or strengthening skills for integrating Mindfulness-Based Cognitive Therapy (MBCT) curriculum elements with exposure therapy interventions for those with symptoms of anxiety, OCD, PTSD, and related conditions marked by Neuroticism. This training will include integration of curriculum elements from MBCT, MBSR, and the Brahma Vihara practices of Buddhist Psychology (compassion, joy, befriending, and equanimity) with behavioral exposure procedures including interoceptive, imaginal, in-vivo exposure, and formal behavioral experiments. Focus is on implementation and skill development for working with Neuroticism symptoms including Anxiety, Depression, Angry hostility, Vulnerability, Impulsivity, and Self-consciousness. These symptoms occur trans-diagnostically across anxiety and related disorders and may be treated with trans-therapeutic interventions.

A structured and intentional process for case consultation and skill development that integrates formal relational mindfulness practice with exposure therapy procedures and case conceptualization is used. This process supports focused and efficient conceptualization, creative insight, and intervention planning that is informed by the wisdom of the peer group with a formal mindfulness-based or related contemplative practice. This group also offers the opportunity to guide formal practices from the MBCT curriculum and receive feedback to enhance confidence and competence in guiding practices and the subsequent inquiry and emotional processing that follows. More about this approach to skill development in Molnar (2025) received by all registrants.

Who may attend and what if I need to miss meeting(s)?

Because of the integration of formal mindfulness practice with exposure therapy, only participants meeting the prerequisite of having completed a foundational training in one of the several evidence-based Mindfulness Programs (MBCT, MBSR, MC-CBT, etc.) may participate in this intermediate level training. The first two meetings will demonstrate the processes involved in Mindful and Compassionate Case Consultation and feedback practice with a focus on clinical cases with OCD, GAD, Panic, PTSD and Social Anxiety. No experience with relational mindfulness, exposure therapy, or behavioral experiments is required and resources will be offered for additional skill development. Exposure procedures, Relational Mindfulness, and emotional processing processes will be practiced and developed as part of this training. It is an option to participate without presenting a case or guiding a formal practice – all participants are asked to implement the mindful speaking and listening practice which strengthens the inquiry process that is part of MBCT and emotional processing that is integral to benefiting from exposure therapy, including behavioral experiments.

Required reading

Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)
Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) (free download)
The Mindfulness-Based Interventions:Teaching and Learning
Companion (MBI:TLC) (free download)

Suggested Reading

Mindfulness-Based Cognitive Therapy for Depression, Second Edition 2nd Edition

The Mindful Way Workbook: An 8-Week Program to Free Yourself from Depression and Emotional Distress. This workbook can be purchased electronically or in hard copy

Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: conceptual issues and empirical findings. Clinical psychology review, 71, 101-114.

Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593.

Goldfried, M. R. (2019). Obtaining consensus in psychotherapy: What holds us back?. American Psychologist, 74(4), 484.

Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.

Levy, J., Dimidjian, S., & Segal, Z. V. (2026). A Critical Review and 10-Year Update on Prospects for a Clinical Science of Mindfulness-Based Intervention. Mindfulness, 1-15.

Molnar, C. (September, 2017). Playing in the ocean of awareness: Innovations in mindfulness training. The Pennsylvania Psychologist Quarterly, pages 16-17.

Molnar, C. (June, 2014). Peer groups as a reflecting pool for enhancing wisdom. The Pennsylvania Psychologist Quarterly, pages 9-10.

Molnar, C. (2026). Mindful Exposure Therapy for Anxiety and Related Conditions. The Pennsylvania Psychologist Quarterly, pages 28-29.

Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216.

CE Learning Objectives

Following this presentation, participants will be able to:

Describe the six steps of Mindful Case Consultation (MCC)

Describe how to Implement the Mindfulness-Based Interventions – Teaching & Learning Companion (MBI-TLC), during and between sessions, to enhance competence and identify areas of challenge that can benefit from peer consultation.

Observe and Practice Mindful Case Consultation and list two action steps that can be implemented in sessions with clients following it

Describe how mindful listening and speaking, in the role of a therapist, can enhance metacognition and self-compassion for the client.

Describe four processes that make exposure therapy mindful and distinguish it from traditional exposure therapy.

Describe the difference between an avoidance / aversion and an approach mode of relating with pleasant and unpleasant experience and how each can impact exposure therapy interventions

Describe three ways that integrating mindfulness with exposure therapy reduces the risk of relapse in chronic conditions marked by Neuroticism symptoms.

Describe three micro-skills practiced with the MBCT curriculum that can reduce emotion driven behaviors in anxiety and related conditions marked by intense fear

Describe two ways the regular three-step "breathing space" practice can support the effective implementation of exposure therapy sessions for both the client and clinician.

Describe how the responsive three-step "breathing space", when combined with "re-entry doors", can support the application of mindfulness skills and compassionate responding during and between exposure therapy sessions.

Describe how formal practice can be considered a micro-laboratory that supports exposure therapy and awareness of sensations, habitual mental phenomena, impulses for behaviors, and one’s intra-personal relationship to the emotion states composed of these elements.

Describe three examples of rationales for combining exposure therapy with MBCT.

Describe how to integrate nourishing and depleting event logs into therapy to support identification of factors associated with relapse prevention and self-kindness intra-personally.

Describe the physiological outcome of fighting or attempting to eliminate unwanted internal experiences and how it contrasts with allowing one’s unwanted experiences and relating with kindness to the self.

Describe the role of equanimity in mindful exposure therapy

Describe the role of compassion in mindful exposure therapy

List three ways MBCT is integrative as described in Goldfried (2019).

Explain what is meant by having an assertive relationship intra-personally to respond to unpleasant mental and physical experiences and reduce depletion states.

About Presenters

Target Audience

This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.

Note: This workshop requires attendees to have completed MBCT or a related program (MBSR, MBRP, MC-CBT) as a prerequisite to participate. If any questions please contact chris@molnarpsychology.com

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
This program provides nine (9) hours of CE credits for the first 6 sessions and nine (9) hours of CE credits for the second 6 sessions. Those who attend all sessions in their entirety receive eighteen (18) CE credits total for the 12 sessions.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
APA guidelines do not permit PBTA to issue partial CE credits.
There is opportunity for making-up of 2 missed synchronous meetings between November, 2026 and April, 2027 and between May and October of 2027 -- please notify Dr. Molnar in advance if you will miss meeting dates to arrange to attend make-ups that are also synchronous. PBTA does not offer asynchronous CE.

Health Theory of Coping: Conceptualizing Suicide Risk and Clinical Intervention & Integrating Digital Therapeutics (11/18/2026)

Wed, 18 Nov 2026 23:00:00 GMT

Historical coping frameworks either omit suicidality or classify it as maladaptive, severing it from the functional continuum of emotion regulation. Both positions reflect an observer-imposed logic in which strategies are judged by their acceptability to the observer rather than understood as functional responses to overwhelming distress. Observer-imposed conceptualisation directly shapes what clinicians assess, how they construct formulations, and what treatments they select — at times resulting in harm to consumers who disclose coping strategies associated with harm, including alcohol use, self-harm, and suicidality.

A consumer-centred framework requires classifying coping strategies from the consumer's perspective. The Health Theory of Coping recognises the functionality of all coping strategies and classifies them solely by whether they carry short- or longer-term adverse consequences for the person. Every strategy is located on a single continuum of coping behaviour spanning unpleasant emotions, distress, and overwhelming distress, from low intensity and low harm to high intensity and high harm. Bayesian network modelling across these distress levels confirmed this continuum structure and established that overwhelming distress does not preclude concurrent use of healthy strategies.

Consumer-centred conceptualisation of coping reorients clinical assessment, formulation, and treatment toward a strengths perspective that builds on what consumers already do to manage emotion. The My Coping Plan app operationalises this reorientation — normalising coping, directing clinical attention toward what consumers want (to cope) rather than what clinicians want for them (safety), and providing a consumer-directed alternative to clinician-constructed safety planning that supports consumers to access and apply healthy strategies when distress is overwhelming.

CE Learning Objectives

Following this presentation, participants will be able to:

1. Describe three limitations of observer-centred coping frameworks in the assessment and formulation of consumers who use coping strategies associated with harm, including suicidality

2. Explain how the Health Theory of Coping reconceptualises suicidality and other high-harm coping strategies as functional responses on a continuum from unpleasant emotions to overwhelming distress

3. Identify one practice change you could make in the conceptualisation of consumers that would reduce the risk of harm to consumers who disclose high-harm coping strategies.

About Presenter

Helen Stallman, Ph.D., serves as Founder and Director of Care Collaborate Connect. She is an award-winning clinical psychologist whose research and clinical work spans suicide prevention, consumer-centred care, health and wellbeing. She has published more than 80 peer-reviewed articles and received 11 awards recognising her contributions to suicide prevention and university student wellbeing.

She developed the Health Theory of Coping, the Coping Continuum, and the Modifiable Domains of Health and Wellbeing — three theoretical frameworks that underpin Care · Collaborate · Connect, a world-first consumer-centred approach to suicide prevention and clinical care delivered to health professionals, organisations, and schools. She also developed the My Coping Plan app, whose efficacy in reducing psychological distress has been confirmed in two randomised controlled trials.

She delivers keynote addresses nationally and internationally on consumer-centred approaches to suicide prevention, clinical formulation, and health and wellbeing. Her presentations translate theoretical frameworks directly into practice — giving health professionals concrete tools to assess, formulate, and support consumers who ask for support, without causing harm.

Target Audience

Continuing Education

Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
This program provides two (2) hours of CE credits.
* PBTA offers CE to licensed psychologists licensed in the state of New York. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-psychologist licensees in other states should confirm with their respective boards if this meets criteria for CE in their specific non-PA states.
Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants have the option to log in and cancel up to 48 hours before event when registration closes.

References

Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129(2), 216–269. https://doi.org/10.1037/0033-2909.129.2.216

Stallman, H. M. (2019). Efficacy of the My Coping Plan mobile application in reducing distress: A randomised controlled trial. Clinical Psychologist, 23(3), 206–212. https://doi.org/10.1111/cp.12185

Stallman, H. M. (2020). Health theory of coping. Australian Psychologist, 55, 295–306. https://doi.org/10.1111/ap.12465

Stallman, H. M. (2020). Suicide following hospitalisation: Systemic treatment failure needs to be the focus rather than risk factors. The Lancet Psychiatry, 7(4), 303. https://doi.org/10.1016/S2215-0366(19)30528-0

Stallman, H. M., Beaudequin, D., Hermens, D. F., & Eisenberg, D. (2021). Modelling the relationship between healthy and unhealthy coping strategies to understand overwhelming distress: A Bayesian network approach. Journal of Affective Disorders Reports, 3, 100054. https://doi.org/10.1016/j.jadr.2020.100054

Stallman, H. M., Ohan, J. L., & Chiera, B. (2019). Reducing distress in university students: A randomised control trial of two online interventions. Australian Psychologist, 54(2), 125–131. https://doi.org/10.1111/ap.12375

MBCT Consultation Group: Integrating Exposure and Behavioral Experiments to Treat Neuroticism Symptoms. Virtual CE (12/02/2026)

Wed, 02 Dec 2026 18:00:00 GMT

Who may attend and what if I need to miss meeting(s)?

Required reading

Molnar, C. (2025). Mindfulness-Based Cognitive Therapy (MBCT): Curriculum, Training, and Clinician Guide. In The Palgrave Handbook of Third-Wave Psychotherapies (pp. 489-512). Cham: Springer Nature Switzerland. (will be provided to registrants by the author)
Mindfulness-Based Interventions - Teaching Assessment Criteria (MBI-TAC) (free download)
The Mindfulness-Based Interventions:Teaching and Learning
Companion (MBI:TLC) (free download)