Philadelphia Behavior Therapy Association upcoming events

Mindfulness-Based Cognitive Therapy (MBCT) for Anxiety & Related Conditions: Virtual Foundational Teacher Training (07/15/2026)

Wed, 15 Jul 2026 23:00:00 GMT

Mindfulness-Based Cognitive Therapy (MBCT) is an adaptation of Mindfulness-Based Stress Reduction (MBSR). MBCT integrates Cognitive Behavioral Therapy (CBT) with contemplative wisdom practices. 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). Through effective integration of scientific findings and theory about emotional processing and the cognitive, physical, and 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 supporting a more compassionate relationship with unwanted experiences in mind and body. Indeed, mindfulness skills are also foundational for the range of compassion-based interventions that also have transtherapeutic benefits for those with emotional disorders.

“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)

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-observer." In this workshop, developing clinician teachers will directly experience the MBCT treatment protocol while observing a teacher and trainer fully qualified to facilitate it

[https://www.accessmbct.com/mbct-training-organisations/ scroll to Mindful Exposure Therapy for Anxiety & Psychological Wellness Center, Inc.]

This synchronous virtual workshop is followed by optional and virtual monthly meetings with past professional graduates of this training. These occur in the year following the training to support continuing development as teachers and / or implementation with clients in 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.
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. (will be provided to registrants by the author)

Suggested Reading

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.

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

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.

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 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.

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 BEGINNER.

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

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 (20) 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 9 meeting dates to arrange to attend make-ups that are also synchronous. PBTA does not offer asynchronous CE.

Brief Mindfulness- & Compassion- Based CBT (MC-CBT) 4-session training for Cueing Adaptive Automaticity (07/18/2026)

Sat, 18 Jul 2026 12:30:00 GMT

Those with high levels of distress, stress, trauma histories, and / or insecure attachment histories can encounter challenges with the traditional 8-week Mindfulness-Based Programs (MBPs) as a starting point. The longer silent practices and inquiry periods of MBPs may evoke impatience; disconnection; brooding, worry, & other forms of perseverative thinking; and self-criticism in some that may interfere with beneficial outcomes. Similar to how MBCT creators anticipated such challenges (i.e., presence of suicidality & ruminative brooding), Molnar (2014, 2018) has integrated parallel adaptations for those with high levels of anxiety, OCD, and trauma-aftermath.

Mindfulness- and Compassion-based CBT (MC-CBT) integrates tools from several areas of inquiry to adapt longer MBPs such as MBCT and MBSR to the needs of those with high levels of anxiety, fear, perseverative cognition, and physiology that may reach panic attack levels and occur in transdiagnostic conditions. Principles and practices derived from CBT, functional neuroscience, Interpersonal Emotional Processing (IEP), Buddhist and Social Psychology are adapted with traditional but briefer practices of MBCT and MBSR to support health of mind, body, and behaviors in MC-CBT (see EBP article by Molnar & Molnar, 2014: META for GAD).

In MC-CBT participants practice breaking down unpleasant emotion states into elements consistent with a functional / 3 systems model of emotion. The elements of emotion are referred to as the 3 'B's of belief, body, and behavior. These mental, physical, and action tendency elements serve as intentional cues for covert and overt compassionate responding. Such responding, with practice of strategies such as Self-Controlled Coping (SCD) and Mental Contrasting & Implementation Intentions (MCII), can support automatic adaptive responding (Oettingen & Gollwitzer, 2017). With practice, such adaptivity or competence is marked by a friendly and assertive relationship with difficult experience (Benjamin, 2018). Adaptive and cued responding can become automatic (i.e., "unconscious competence": Eubanks & Goldfried, 2019).

Relational (i.e., interpersonal) Mindfulness Practices (RMP: Kramer, 2007) supplement behavioral principles in each module of MC-CBT to support an increase in mindfulness and compassion and a decrease in maladaptive symptoms of distress. A transtherapeutic and integrative intervention, MC-CBT, enhances emotional processing of corrective information during exposure therapy and other high stress contexts to strengthen intentional responding within and between training meetings.

Schedule

Module 1 (5/9): The Body (The First 'B') & Joy.

Module 2 (5/16): Beliefs (The Second 'B') & Friendliness.

Module 3 (6/6): Emotions, Stress, & Equanimity.

Module 4 (7/18): Behavior (The Third 'B") & Compassion.

https://www.meta4stress.com/mccbt.

Professionals are invited into a participant-observer role when with non-professionals during this training. Professionals who graduate this training are invited to separate CE events where they will be supported in implementing the in-press manual for this program in an individual and / or group context.

All graduates of the program are invited to ongoing & optional seasonal 2-hr tune-up practices.

Featured Readings

Molnar, C. (2014). Generalized Anxiety Disorder. In L. Grossman & S. Walfish (Eds), Translating Research into Practice: A Desk Reference for Practicing Mental Health Professionals. New York: Springer Publishing.

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)

Continuing Education

Learning Objectives

Following this presentation, participants will be able to:

List three adaptations for participants who initially may struggle with longer MBPs when distress levels or time stress may result in interference with information and emotional processing of traditional curriculum elements
Observe and directly experience, as a participant-observer, the delivery and curriculum elements of MC-CBT
Describe and implement the four modules of an adapted Mindfulness- and Compassion- based Program designed as a foundational training for those initially challenged by high distress and / or stress levels that may interfere with completion of MBCT, MBSR and related longer training programs.
Implement and describe the four steps of Mental Contrasting and Implementation Intentions (MCII) into a foundational Mindfulness- and Compassion- Based Program integrated with Cognitive-Behavior Therapy (CBT)
Implement and describe the four steps of Self-Controlled Coping Desensitization and Cued Mindfulness and Compassion for adaptive emotion management.
Describe and implement meditation guidelines, at a beginner level, for formal Relational Mindfulness Practices (RMP).

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 (CE) credit information

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 ten (10) 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.
To receive a CE certificate, licensed practitioners seeking CE must attend all sessions live. There is a make-up option for one missed session so participants can obtain full CE. Make-up session involves attending an alternate virtual CE training of 2.5-hr duration focused on mindfulness- and compassion-based interventions that are sponsored through PBTA. Inquire directly and in advance with Dr. Molnar via chris@molnarpsychology.com about making-up missed time if you will miss a session.

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.
CE is only offered for live (i.e., synchronous) events.

About the Presenter

Chris Molnar, Ph.D., obtained her Ph.D. degree in Clinical Psychology and Psychophysiology from The Pennsylvania State University. Her post-doctoral fellowship training was in traumatic stress and functional neuroscience at the Medical University of South Carolina. She is President of the Mindful Exposure Therapy for Anxiety and Psychological Wellness Center, Inc. (META Center). At META Center, she integrates Cognitive-Behavior Therapy (CBT) with other forms of psychotherapy. Her work is guided by ongoing developments in functional neuroscience, emotion and motivation, and other areas of inquiry into how humans learn optimally to maintain and apply healthy habits during states of threat and challenge. Before founding META Center in 2007, Dr. Molnar worked as a clinical investigator supported by grants from the National Institute of Health (NIH) and other funding agencies. For a full list of credentials, scientific contributions, popular press articles, and select professional presentations visit www.meta4stress.com Resources tab.

Target Audience

This presentation is intended for mental health professionals (MHPs) and select non-MHPs screened for suitability. The instructional level of this presentation is BEGINNER.

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

Continuing Education

Integrating Brief Digital Mindfulness Interventions Into Clinical Practice. Virtual CE (07/20/2026)

Mon, 20 Jul 2026 22:30:00 GMT

Note the time for this event was moved to Mindful Monday 7/20 at 6:30 p.m. ET from a date in June to accommodate a later start time.

Many clients struggling with anxiety and depression experience difficulties applying therapeutic skills consistently in daily life, particularly during moments of heightened stress, uncertainty, or emotional reactivity. Mindfulness ecological momentary interventions (MEMIs) represent a promising approach to addressing this gap by delivering brief, real-time mindfulness and coping exercises directly through smartphones during everyday situations. These interventions may help clients strengthen awareness, emotion regulation, cognitive flexibility, and adaptive responding outside the therapy room, while also increasing accessibility for individuals who may face barriers to traditional treatment.

This practice-focused workshop will introduce clinicians to the clinical rationale, structure, and implementation of MEMIs and related digital mental health interventions (DMHIs) for anxiety and depressive disorders. Drawing from randomized controlled trials (RCTs), longitudinal studies, and clinical implementation research, the presentation will review how brief smartphone-based interventions can be integrated into routine care to reinforce therapeutic learning between sessions and support symptom management in real-world contexts. Particular attention will be devoted to practical strategies clinicians can use to enhance engagement, encourage skill generalization, and tailor interventions to clients with varying levels of symptom severity, motivation, and cognitive functioning.

The workshop will also discuss how clinicians can identify clients who may be especially well-suited for brief digital interventions, including individuals who benefit from flexible, low-burden, and scalable care approaches. Common implementation challenges, such as maintaining adherence, selecting appropriate exercises, responding to low engagement, and integrating digital tools ethically into clinical practice, will be addressed through clinically grounded examples and discussion. In addition, participants will review emerging evidence suggesting that targeted digital interventions may improve anxiety symptoms, repetitive negative thinking, self-compassion, executive functioning, and emotional regulation skills across diverse populations.

Overall, this workshop is designed to provide clinicians with concrete, evidence-based strategies for incorporating brief digital mindfulness interventions into contemporary practice. The broader goal is to help clinicians expand access to care, reinforce therapeutic skill use in daily life, and support more personalized and responsive mental health treatment models.

CE Learning Objectives

Following this presentation, participants will be able to:

1. Describe the core principles and clinical rationale underlying mindfulness ecological momentary interventions (MEMIs) for anxiety and depressive disorders.
2. Apply practical strategies to integrate brief smartphone-based mindfulness exercises into routine clinical care to reinforce therapeutic skill use between sessions.
3. Assess common factors associated with engagement and adherence in digital mental health interventions (DMHIs), including barriers experienced by diverse client populations.
4. Compare the potential benefits and limitations of mindfulness ecological momentary interventions relative to traditional in-session therapeutic approaches for anxiety and depression treatment.

References

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., Soh, C. P., & Van Doren, N. (2024). Do the effects of internet-delivered cognitive-behavioral therapy (i-CBT) last after a year and beyond? A meta-analysis of 154 randomized controlled trials (RCTs). Clinical Psychology Review, 114, 102518. https://doi.org/10.1016/j.cpr.2024.102518

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 Presenters

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.

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 doctoral training at the Pennsylvania State University and post-doctoral fellowship training in traumatic stress, neuroscience, and psycho-physiology at the Medical University of South Carolina (MUSC). She is an expert in the assessment and treatment of anxiety, OCD, PTSD, emotional, and stress-related conditions using evidence-based practices. Through a co-sponsorship between META Center & PBTA she leads one of the handful of professional MBCT Teacher Training Organizations in the USA and virtually offering Continuing Professional Development. This includes the week-long professional CE retreat workshop for professionals seeking foundational training to develop competence teaching MBCT. She also teaches both Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) in individual and group psychotherapy formats. She has developed adaptations for highly distressed clients, using Relational Mindfulness Practices (RMPs), to meet the needs of clients who have difficulty initially with the traditional 8-week MBSR & MBCT programs and elements. 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.

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 two and a half (2.5) 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

Mindfulness-Based Cognitive Therapy (MBCT) for Anxiety & Related Conditions: Virtual Foundational Teacher Training (07/22/2026)

Wed, 22 Jul 2026 23:00:00 GMT

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-observer." In this workshop, developing clinician teachers will directly experience the MBCT treatment protocol while observing a teacher and trainer fully qualified to facilitate it

[https://www.accessmbct.com/mbct-training-organisations/ scroll to Mindful Exposure Therapy for Anxiety & Psychological Wellness Center, Inc.]

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.
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. (will be provided to registrants by the author)