Philadelphia Behavior Therapy Association upcoming events

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

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.

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

Clinical Implementation of CBT for Insomnia (CBT-I) Part I of II: A Transdiagnostic and Effective Intervention. Virtual by Julio Fernandez-Mendoza, PhD, DBSM (12/03/2026)

Thu, 03 Dec 2026 18:00:00 GMT

About 15% of the general population meets criteria for chronic insomnia disorder, a rate that is disproportionally higher (50-70%) in individuals with mental health disorders. Despite the widespread use of prescription and over-the-counter sleep aids, Cognitive-Behavioral Therapy for Insomnia (CBT-I) is the guideline-recommended, first-line treatment for the disorder. CBT-I integrates behavioral and sleep physiology principles to implement behavioral therapies that modify sleep-inhibitory, -incompatible and -compensatory behaviors with the aim of increasing homeostatic sleep drive, increase sleep efficiency, and reassociating the sleep environment with good sleep. Sleep restriction and stimulus control therapies are the active ingredients of CBT-I and can be implemented alone. As a multicomponent therapy, CBT-I further implements cognitive therapies, such as schedule/constructive worry or cognitive restructuring, to reduce cognitive hyperarousal and modify dysfunctional sleep beliefs, which are highly prominent in people with chronic insomnia. Additionally, CBT-I may include deactivation techniques (e.g., relaxation therapy) or other CBT techniques (e.g., behavioral experiments) as needed. CBT-I yields superior long-term outcomes compared to sleep aids. Seventy percent of patients improve, 50% achieve full insomnia remission and CBT-I boosts the improvement of symptoms of comorbid mental health disorders. However, access, dissemination and implementation of CBT-I in real-world practices outside of specialized sleep centers remains a challenge as there is a significant lack of trained practitioners and limited resources. In this two-part workshop, attendees will help close this gap by learning the principles and practice of effective implementation of CBT. Assessment and behavioral therapy content will be featured in Part I. Part II will feature cognitive therapy + efficacy/effectiveness . Each workshop will offer 1.5 CE credits and must be completed live to earn credits. All registrants will receive recordings and slides.

CE Learning Objectives

At the end of this workshop, the learner will be able to:

1. Summarize the 3 behavioral mechanisms by which insomnia becomes a chronic disorder;

2. Explain the differences between sleep need, duration and efficiency;

3. Describe the 6 key principles for correct implementation of sleep restriction and stimulus control therapies;

4. Demonstrate effective use of behavioral and cognitive therapies to improve sleep.

About Presenter

Julio Fernandez-Mendoza, PhD, DBSM, FAHA

Dr. Fernandez-Mendoza is the Edward O. Bixler, PhD, Endowed Professor in Psychiatry and the Associate Vice Chair for Faculty Development in Research Scholarship in the Department of Psychiatry & Behavioral Health at Penn State University College of Medicine, where he holds joint appointments in the Departments of Neuroscience & Experimental Therapeutics and Public Health Sciences as a tenured professor. He is also a clinical psychologist board-certified in Behavioral Sleep Medicine (BSM) at the Penn State Health Sleep Research & Treatment Center. In his clinical practice, he performs assessments, diagnosis and treatment of patients with a wide array of sleep and circadian disorders. He also serves as the Director of the accredited BSM training program. As a scientist-clinician, his research focuses on three overarching goals: 1) the association of sleep health, particularly insomnia, short sleep, sleep apnea and circadian misalignment, with cardiovascular, metabolic, neurocognitive and psychopathologic morbidity and mortality, 2) the trajectories and natural history of sleep biomarkers, disorders and phenotypes across the lifespan, and 3) the effect of behavioral vs. pharmacological therapies on sleep and health in individuals with insomnia. His studies have been funded by the National Heart Lung and Blood Institute, National Institute of Mental Health, Patient-Centered Outcomes Research Institute, and American Heart Association. He has held multiple volunteer leadership positions, including currently serving on the Sleep Health Committee of the Council on Lifestyle and Cardiometabolic Health of the American Heart Association as well as on the Board of Directors of the Sleep Research Society (SRS) and its Foundation.

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 one-and-a half (1.5) total hours of CE credits (1.5 CE credits per each separate date of this two-part implementation series).
* 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

Drummond SPA, Bei B. Defining and empirically testing a two-stage build-maintain model of cognitive behavioural therapy for insomnia. Sleep Med. 2024 Jan;113:92-94. doi: 10.1016/j.sleep.2023.11.025. (LO1, LO6)

Edinger JD, Arnedt JT, Bertisch SM, Carney CE, Harrington JJ, Lichstein KL, Sateia MJ, Troxel WM, Zhou ES, Kazmi U, Heald JL, Martin JL. Behavioral and psychological treatments for chronic insomnia disorder in adults: an American Academy of Sleep Medicine systematic review, meta-analysis, and GRADE assessment. J Clin Sleep Med. 2021 Feb 1;17(2):263-298. doi: 10.5664/jcsm.8988. (LO3, LO4, LO6)

Manber R, Buysse DJ, Edinger J, Krystal A, Luther JF, Wisniewski SR, Trockel M, Kraemer HC, Thase ME. Efficacy of Cognitive-Behavioral Therapy for Insomnia Combined With Antidepressant Pharmacotherapy in Patients With Comorbid Depression and Insomnia: A Randomized Controlled Trial. J Clin Psychiatry. 2016 Oct;77(10):e1316-e1323. doi: 10.4088/JCP.15m10244. (LO5)

Morin CM, Edinger JD, Beaulieu-Bonneau S, Ivers H, Krystal AD, Guay B, Bélanger L, Cartwright A, Simmons B, Lamy M, Busby M. Effectiveness of Sequential Psychological and Medication Therapies for Insomnia Disorder: A Randomized Clinical Trial. JAMA Psychiatry. 2020 Nov 1;77(11):1107-1115. doi: 10.1001/jamapsychiatry.2020.1767. (LO5, LO6)

Scott H, Perlis M. The Sleep Opportunity, Need and Ability (SONA) Theory. J Sleep Res. 2025 Dec;34(6):e70030. doi: 10.1111/jsr.70030. (LO2)

Brief Mindfulness- & Compassion-Based CBT (MC-CBT) 4-session training for Cueing Adaptive Automaticity (12/05/2026)

Sat, 05 Dec 2026 15:00:00 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 that can 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& learning theory; 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 dismantling 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) -- a beneficial "default mode".

Relational (i.e., interpersonal) Mindfulness Practices (RMP: Kramer, 2007) supplement behavioral principles in each module of MC-CBT to support listening & speaking that is embodied and compassionate. The RMP serves as a micro-laboratory for decreasing maladaptive symptoms of distress and associated reactivity / emotion-driven behaviors. A transtherapeutic and integrative intervention, MC-CBT, enhances emotional processing of corrective information during and following exposure therapy, behavioral experiments, and high stress contexts in everyday life to strengthen intentional responding within and between training meetings.

Schedule

Foundational Meeting (12/5): Orientation to the 4 modules, imaginal rehearsal integrated with mental contrasting and implementation intentions; SMART goals; brief formal guided practices. The 3 "B"s that co-arise as emotion.

Module 1 (12/12): The Body (The First 'B') & Joy.

Module 2 (12/19): Beliefs (The Second 'B') & Friendliness.

No meeting 12/26

Module 3 (1/2): Emotions, Stress, & Equanimity.

Module 4 (1/9): 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.

All graduates receive a code to register for 50% off of 6 sessions of an MBCT consultation group to support implementation in individual sessions using a Compassionate Case Consultation approach. More about consultation group that meets the first Wednesday of each month from 1:00 - 2:30 p.m. ET at https://www.philabta.org/event-6839014

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
Observe implementation of the elements of the four modules of the adapted Mindfulness- and Compassion- based Program for clients initially challenged by high distress and / or stress levels that may interfere with completion of MBCT, MBSR and related longer training programs.
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)
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-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

Suggested Reading

Benjamin, L. S. (2018). The Interpersonal Reconstructive Therapy treatment model. In L. S. Benjamin, Interpersonal reconstructive therapy for anger, anxiety, and depression: It's about broken hearts, not broken brains (pp. 103–132). American Psychological Association. https://doi.org/10.1037/0000090-005

Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological medicine, 47(6), 990-999.

Erickson, T. M., Newman, M. G., & McGuire, A. (2014). Adding an interpersonal-experiential focus to cognitive behavioral therapy for generalized anxiety disorder. Working with emotion in cognitive behavioral therapy: Techniques for clinical practice, 356-380.

Eubanks, C. F., & Goldfried, M. R. (2019). A principle-based approach to psychotherapy integration. Handbook of psychotherapy integration, 88-104.

Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: exposure to corrective information. Psychological bulletin, 99(1), 20.

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

Hayes, A. M., Beck, J. G., & Yasinski, C. (2012). A cognitive behavioral perspective on corrective experiences. In L. G. Castonguay & C. E. Hill (Eds.), Transformation in psychotherapy: Corrective experiences across cognitive behavioral, humanistic, and psychodynamic approaches (pp. 69–83). American Psychological Association. https://doi.org/10.1037/13747-005

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. (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.

Newman, M. G., Castonguay, L. G., Jacobson, N. C., & Moore, G. A. (2015). Adult attachment as a moderator of treatment outcome for generalized anxiety disorder: Comparison between cognitive–behavioral therapy (CBT) plus supportive listening and CBT plus interpersonal and emotional processing therapy. Journal of Consulting and Clinical Psychology, 83(5), 915–925. https://doi.org/10.1037/a0039359

Newman, M. G., & Zainal, N. H. (2020). Interpersonal and Emotion‐Focused Therapy (I/EP) for Generalized Anxiety Disorder (GAD). Generalized anxiety disorder and worrying: A comprehensive handbook for clinicians and researchers, 231-244.

Oettingen, G., & Gollwitzer, P. M. (2017). Health behavior change by self-regulation of goal pursuit: Mental contrasting with implementation intentions. In Routledge International Handbook of Self-Control in Health and Well-Being (pp. 418-430). Routledge.

Silveira, S., Godara, M., & Singer, T. (2023). Boosting empathy and compassion through mindfulness-based and socioemotional dyadic practice: randomized controlled trial with app-delivered trainings. Journal of Medical Internet Research, 25, e45027.

Clinical Implementation of CBT for Insomnia (CBT-I) Part II of II: A Transdiagnostic and Effective Intervention. Virtual by Julio Fernandez-Mendoza, PhD, DBSM (12/10/2026)

Thu, 10 Dec 2026 18:00:00 GMT

CE Learning Objectives

At the end of this workshop, the learner will be able to:

1. Identify 2 different cognitive therapy approaches to dysfunctional sleep beliefs

2. Compare the efficacy yield by sleep aids and behavioral therapies for insomnia

3. Demonstrate effective use of behavioral and cognitive therapies to improve sleep.

About Presenter

Julio Fernandez-Mendoza, PhD, DBSM, FAHA

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 one-and-a half (1.5) total hours of CE credits (1.5 CE credits per each separate date of this two-part implementation series (1.5 CE credits per each separate date).
* 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

Scott H, Perlis M. The Sleep Opportunity, Need and Ability (SONA) Theory. J Sleep Res. 2025 Dec;34(6):e70030. doi: 10.1111/jsr.70030. (LO2)

Brief Mindfulness- & Compassion-Based CBT (MC-CBT) 4-session training for Cueing Adaptive Automaticity (12/12/2026)

Sat, 12 Dec 2026 15:00:00 GMT

Schedule

Module 1 (12/12): The Body (The First 'B') & Joy.

Module 2 (12/19): Beliefs (The Second 'B') & Friendliness.

No meeting 12/26

Module 3 (1/2): Emotions, Stress, & Equanimity.

Module 4 (1/9): Behavior (The Third 'B") & Compassion.

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

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
Observe implementation of the elements of the four modules of the adapted Mindfulness- and Compassion- based Program for clients initially challenged by high distress and / or stress levels that may interfere with completion of MBCT, MBSR and related longer training programs.
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)
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-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

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

Suggested Reading

Eubanks, C. F., & Goldfried, M. R. (2019). A principle-based approach to psychotherapy integration. Handbook of psychotherapy integration, 88-104.

Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: exposure to corrective information. Psychological bulletin, 99(1), 20.

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.

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

Brief Mindfulness- & Compassion-Based CBT (MC-CBT) 4-session training for Cueing Adaptive Automaticity (12/19/2026)

Sat, 19 Dec 2026 15:00:00 GMT

Schedule

Module 1 (12/12): The Body (The First 'B') & Joy.

Module 2 (12/19): Beliefs (The Second 'B') & Friendliness.

No meeting 12/26

Module 3 (1/2): Emotions, Stress, & Equanimity.

Module 4 (1/9): Behavior (The Third 'B") & Compassion.

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

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
Observe implementation of the elements of the four modules of the adapted Mindfulness- and Compassion- based Program for clients initially challenged by high distress and / or stress levels that may interfere with completion of MBCT, MBSR and related longer training programs.
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)
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-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

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

Suggested Reading

Eubanks, C. F., & Goldfried, M. R. (2019). A principle-based approach to psychotherapy integration. Handbook of psychotherapy integration, 88-104.

Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: exposure to corrective information. Psychological bulletin, 99(1), 20.

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.

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

Brief Mindfulness- & Compassion-Based CBT (MC-CBT) 4-session training for Cueing Adaptive Automaticity (01/02/2027)

Sat, 02 Jan 2027 15:00:00 GMT

Schedule

Module 1 (12/12): The Body (The First 'B') & Joy.

Module 2 (12/19): Beliefs (The Second 'B') & Friendliness.

No meeting 12/26

Module 3 (1/2): Emotions, Stress, & Equanimity.

Module 4 (1/9): Behavior (The Third 'B") & Compassion.

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

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
Observe implementation of the elements of the four modules of the adapted Mindfulness- and Compassion- based Program for clients initially challenged by high distress and / or stress levels that may interfere with completion of MBCT, MBSR and related longer training programs.
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)
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-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

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

Suggested Reading

Eubanks, C. F., & Goldfried, M. R. (2019). A principle-based approach to psychotherapy integration. Handbook of psychotherapy integration, 88-104.

Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: exposure to corrective information. Psychological bulletin, 99(1), 20.

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.

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

MBCT Consultation Group: Integrating Exposure and Behavioral Experiments to Treat Anxiety, Fear & Other Neuroticism Symptoms. Virtual CE (01/06/2027)

Wed, 06 Jan 2027 18:00:00 GMT

First Wednesday of each month for 6 months, starting on January 6 from 1:00 to 2:30pm ET. All mental healthcare professionals who have completed MBCT, MBSR, MBRP, or MC-CBT program are welcome. 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 are invited to register freely using code received through PBTA.

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.

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.

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

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 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 6 consultation 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 -- 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.

Brief Mindfulness- & Compassion-Based CBT (MC-CBT) 4-session training for Cueing Adaptive Automaticity (01/09/2027)

Sat, 09 Jan 2027 15:00:00 GMT

Schedule

Module 1 (12/12): The Body (The First 'B') & Joy.

Module 2 (12/19): Beliefs (The Second 'B') & Friendliness.

No meeting 12/26

Module 3 (1/2): Emotions, Stress, & Equanimity.

Module 4 (1/9): Behavior (The Third 'B") & Compassion.

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

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
Observe implementation of the elements of the four modules of the adapted Mindfulness- and Compassion- based Program for clients initially challenged by high distress and / or stress levels that may interfere with completion of MBCT, MBSR and related longer training programs.
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)
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-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

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

Suggested Reading

Eubanks, C. F., & Goldfried, M. R. (2019). A principle-based approach to psychotherapy integration. Handbook of psychotherapy integration, 88-104.

Foa, E. B., & Kozak, M. J. (1986). Emotional processing of fear: exposure to corrective information. Psychological bulletin, 99(1), 20.

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.

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

MBCT Consultation Group: Integrating Exposure and Behavioral Experiments to Treat Anxiety, Fear & Other Neuroticism Symptoms. Virtual CE (02/03/2027)

Wed, 03 Feb 2027 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)