Upcoming Professional Trainings

PSYCHIATRIC DISORDERS IN CHILDREN AND ADOLESCENTS: DIAGNOSTIC EVALUATION AND TREATMENT

September 8-9, 2018
Jonathan Barkin, PsyD
Sponsored by University of California Berkeley Extension

Learn to identify, classify and diagnose specific pediatric psychiatric conditions and understand treatment interventions for children and adolescents with mental illness. Cover the classification of pediatric psychiatric disorders and gain knowledge of the etiology of common conditions. Learn how mental disorders manifest at different developmental stages, and examine helpful screening and diagnostic tools for your practice. Learn the components of empirically supported treatments for different diagnoses as well as how to select the most appropriate empirically support treatment. At the end of the course, you should be able to define diagnosis in terms of specific disorders and their developmental variations, select appropriate interventions and evaluate outcomes. The intended audience for this workshop includes nonmedical licensed clinicians, psychiatric nurses and pediatricians.

For more information, visit University of California Berkeley Extension.

THE ASSESSMENT AND TREATMENT OF INSOMNIA IN TEENS

December 8, 2018
Michael Tompkins, PhD, ABPP, and Monique Thompson, PsyD
Sponsored by University of California Berkeley Extension

The Center for Disease Control has alerted Americans that sleep deprivation is a serious public health epidemic that is clearly linked to individual health and public safety concerns. Sleep is food for the brain, particularly for the developing brains of teens. More than half of the teens who are 15 years old or older are getting less than six hours of sleep. Sleep-deprived teens are at risk for mood problems, depression, memory and learning difficulties. Early school start times, social media, electronic devices, late-night homework and an irregular sleep pattern (up late during the week and sleeping in late on the weekends) contribute to teens being the highest risk group for inadequate sleep.

For more information, visit University of California Berkeley Extension.

Past Trainings

2018

CHILDHOOD ANXIETY DISORDERS: COGNITIVE-BEHAVIORAL ASSESSMENT AND TREATMENT
Presented by Michael Tompkins, PhD, ABPP, at UC Berkeley Extension, June 2.

Until recently, clinicians have ignored anxiety and phobic disorders of childhood and adolescence, viewing these “internalizing” problems as relatively mild, age-specific, transitory, with little impact on the young person.  Recent research, however, has established the long-term consequences of these disorders on children leading to treatments that are focused, brief, and effective.  Childhood Anxiety Disorders: Cognitive-Behavioral Assessment and Treatment is a full-day workshop that provides clinicians with an overview of typical cognitive-behavioral interventions for anxious youth.  The workshop offers clinicians a concrete framework for implementing exposure-based interventions and includes guidelines for the teaching of coping skills, for constructing exposure hierarchies, for implementing relapse prevention strategies, and involving parents in the treatment plan.

COGNITIVE-BEHAVIOR THERAPY FOR ANGER AND AGGRESSION IN YOUTH
Presented by Michael Tompkins, PhD, ABPP, at UC Berkeley Extension, May 5.

Anger is an affective stress reaction to provocation events and involves both physiological and cognitive determinants (Novaco, 1975, 1979). Anger is not necessarily accompanied by aggressive behavior, nor is aggressive behavior always driven by anger. However, for youth who are often impulsive with few emotion regulation skills, aggression often follows anger. Cognitive-Behavior Therapy for Anger and Aggression in Youth is a daylong workshop that provides clinicians with an overview of cognitive-behavior therapy for anger. The workshop presents strategies to increase motivation and self-awareness, dampen physiologic arousal, and shift attributions that contribute to the anger response. The workshop presents guidelines for teaching a variety of interpersonal, communication and problem-solving skills to enable youth to manage anger in a variety of settings. The workshop will include role-plays, video, small group discussions, and exercises to enhance the learning of basic cognitive-behavior therapy skills.

TREATMENTS THAT WORK: EVIDENCE-BASED PSYCHOTHERAPY FOR CHILDREN AND ADOLESCENTS
Presented by Daniela Owen, PhD., at UC Berkeley Extension, San Francisco Center, March 17 and 24.

The prevalence of psychiatric disorders in school-age children is estimated to be 20–30 percent and growing. Many of these psychiatric disorders do not remit spontaneously and appear to become more complex and treatment-resistant with time. This two-day workshop presents guidelines for conducting evidence-based psychotherapy and reviews psychosocial treatments for the most common childhood and adolescent disorders. For each condition, the efficacy of various treatments, the primary treatment targets and components, and a typical treatment plan are presented.


COGNITIVE-BEHAVIOR THERAPY IN SCHOOL SETTINGS FOR ANXIETY IN YOUTH WITH AUTISM SPECTRUM DISORDER
Presented by Michael A. Tompkins, PhD, ABPP, at Laramie County School District 1, Cheyenne, WY, March 16.

Since the earliest accounts of the condition (Kanner, 1943), researchers have identified high levels of anxiety as a common issue for youth with Autism Spectrum Disorder (ASD). Anxiety is more prevalent in ASD than in other neurodevelopmental or learning disorders and anxiety is both independent and distinguishable from core ASD deficits. Furthermore, anxiety both influences core ASD deficits as well as resulting from these deficits (Kerns & Kendall, 2012). Because most ASD youth are also quite anxious, school counselors are often tasked with assisting youth to manage their anxiety in school settings.

The efficacy of cognitive-behavior therapy for anxiety in ASD is modest but very promising (White et al., 2013). Cognitive-Behavior Therapy in School Settings for Anxiety in Youth with Autism Spectrum Disorder is a one-day workshop that introduces several fundamental strategies for the treatment of anxiety and the modifications to these strategies when working with anxiety in ASD. Participants will learn five typical cognitive-behavioral strategies (psychoeducation, somatic control, cognitive restructuring, problem solving, and graduated exposure) use to treat anxiety and modifications to these strategies when working with ASD youth. The workshop will include role-plays, video, small group exercises to enhance the learning of basic cognitive-behavior therapy skills.

 

2017

COGNITIVE AND BEHAVIORAL TECHNIQUES: AN EXPERIENTIAL WORKSHOP
Presented by Michael A. Tompkins, PhD, ABPP, at Seneca Institute for Advanced Practice, Oakland, CA, December 15.

Cognitive-behavior therapy is a focused form of psychotherapy based on a model that stipulates that psychological disorders involve dysfunctional thinking. Modifying dysfunctional thinking (automatic thoughts) enables clients to change dysfunctional behaviors and thereby decrease symptoms. Modifying the dysfunctional beliefs (intermediate and core) that underlie dysfunctional thinking leads to durable improvement above symptom improvement. Cognitive and Behavioral Techniques: An Experiential Workshop is a one-day experiential workshop that provides an in-depth understanding of fundamental cognitive and behavioral techniques. Participants will learn to restructure cognitions at three levels (automatic thoughts, intermediate beliefs, and core beliefs) and to implement behavioral activation, a powerful behavioral technique for the treatment of depression. This workshop includes video of specific techniques and ample opportunity to practice the techniques in small group activities and in role plays with the instructor or with other participants.

 

HELPING PEOPLE CHANGE BASIC MOTIVATIONAL INTERVIEWING STRATEGIES AND TECHNIQUES
Presented by Michael A. Tompkins, PhD, ABPP, December 7.

Whether a person wishes to lose weight, stop smoking, manage their diabetes through exercise and healthy eating, or declutter their home, change is difficult. Counselors often struggle with helping clients change unhelpful and often unhealthy behaviors, whether it is to stop smoking, to manage chronic medical problems such as diabetes, or to limit hoarding behaviors. Motivational interviewing is an evidence-based approach to helping people change unhealthy and even dangerous behaviors. Helping People Change: Basic Motivational Interviewing Strategies and Techniques is a basic daylong workshop that presents the key principles and strategies of motivational interviewing. The workshop includes didactic and video instruction, as well as many opportunities to practice motivational interviewing strategies and techniques through small-group exercises and role-plays.

 

COGNITIVE-BEHAVIORAL THERAPEUTIC SKILLS FOR SPECIAL EDUCATION STUDENTS
Presented by Michael A. Tompkins, PhD, ABPP, at Cherry School District #5, Aurora, CO, November 15.

The Centers for Disease Control and Prevention estimate that approximately 13% of school-age youth struggle with a mental disorder. Anxiety disorders effect 10-20% of school-age youth, followed by mood disorders at 3-4%, and clinically significant anger at 3-7%. Special education teachers typically work with youth who exhibit disruptive behaviors, melt-downs, and poor emotion regulation skills that disrupt their learning and the learning of their peers. Cognitive-Behavioral Therapeutic Skills for Special Education Students presents an overview of typical cognitive-behavior therapy skills that special education teachers can teach their students in the special education classroom. Participants will learn strategies to increase the motivation and self-awareness of youth, dampen their physiologic arousal, and help them learn to shift attributions that contribute to their intense emotional responses, as well as guidelines for teaching a variety of interpersonal, communication and problem-solving skills that enable youth to cope more effectively in the special education setting. The workshop includes role-plays, video, and small group exercises to enhance the learning of basic cognitive-behavior therapy skills.

 

COGNITIVE-BEHAVIOR THERAPY FOR DEPRESSION, ANXIETY, AND ANGER IN YOUTH
Presented by  Michael A. Tompkins, PhD, ABPP, at Placer County Special Education Local Plan Area, Auburn, CA, November 6-9.

The Centers for Disease Control and Prevention estimate that approximately 13% of school-age youth struggle with a mental disorder. Anxiety disorders effect 10-20% of school-age youth, followed by mood disorders at 3-4%, and clinically significant anger at 3-7%. Cognitive-behavior therapy is the psychological treatment of choice for any child or adolescent struggling with emotional disorders. Cognitive-Behavior Therapy for Depression, Anxiety, and Anger in Youth includes four daylong workshops that provide clinicians with the basics of cognitive behavior therapy for depressed, anxious, and angry youth. The first day of the workshop series provides participants with an overview of the basics cognitive-behavior therapy with youth. Participants will learn to develop a case conceptualization based on the cognitive model for typical problems with which youth struggle, to develop a cognitive-behavior treatment plan, and structure a cognitive-behavior therapy session in order to effectively deliver therapeutic interventions. The second day of the series, presents an overview of cognitive-behavior therapy for depressed youth. Participants will learn to use specific cognitive and behavioral strategies for depression, such as pleasant activity scheduling, cognitive restructuring, problem-solving, and graded task assignment. The third day of the series presents an overview of cognitive-behavior therapy for anxious youth. Participants will learn a concrete framework to implement cognitive and exposure-based interventions for anxiety disorders, such as constructing prolonged exposure hierarchies, implementing prolonged exposure strategies, and managing relapse. The fourth day of the series presents an overview of cognitive-behavior therapy with angry youth. Participants will learn strategies to increase motivation and self-awareness, dampen physiologic arousal, and shift attributions that contribute to the anger response, as well as guidelines for teaching a variety of interpersonal, communication and problem-solving skills that enable youth to manage anger in a variety of settings. The workshop includes role-plays, video, small group discussions, and exercises to enhance the learning of basic cognitive-behavior therapy skills.


ACCEPTANCE AND COMMITMENT THERAPY: AN INTRODUCTION TO THEORY AND PRACTICE
Presented by Jonathan Barkin, PsyD and Monique Thompson, PsyD at University of California Berkeley Extension, November 4. 

In this workshop, you learn the theoretical foundations of acceptance and commitment therapy (ACT), and treatment processes and interventions. You also gain an understanding of relational frame therapy, as well as where to place ACT in the context of other evidence-based therapies. Education around the treatment process includes case conceptualization in ACT, presenting the model to patients, and the ACT therapeutic stance. You gain experience with ACT interventions through lectures and experiential exercises. You gain an understanding of how ACT interventions work with each other and the overarching treatment process. The intended audience for this workshop includes students, licensed clinicians, psychiatric nurses and pediatricians.

 

UNDERSTANDING AND TREATING HOARDING DISORDER
Presented by Michael A. Tompkins, PhD, ABPP to the Santa Clara County Psychological Association, Palo Alto, CA, June 24.

Hoarding is the acquisition and failure to discard a large number of possessions that appear to be useless or of limited value in attempt to postpone or decrease distress or anxiety. Researchers estimated that the prevalence of hoarding disorder in the general population is 4-5%. For people with hoarding disorder open to treatment, cognitive-behavior therapy is the psychological treatment of choice for people with this debilitating condition. Understanding and Treating Hoarding Disorder presents the essential features of hoarding disorder, and the cognitive-behavioral model of hoarding behavior. Clinicians will learn strategies to evaluate and develop treatment plans for people with hoarding disorder, and the typical cognitive and behavioral strategies used to treat the condition. Because even those with hoarding disorder who are open to treatment have variable insight, the workshop will emphasize strategies to enhance willingness to adhere with the goals and tasks of the therapy. The workshop will include didactic and experiential learning, as well as video of important components of cognitive-behavior therapy for hoarding disorder.

 

CBT FOR DEPRESSION AND SUICIDE
Presented by Michael A. Tompkins, PhD ABPP, at Myrtue Medical Center, Harlan, IA, June 20-22.

Only 50% of persons diagnosed with major depression receive any treatment, and only 20% of those individuals receive treatment consistent with best practice guidelines (APA Best Practice Guidelines for the Treatment of Patients with Major Depressive Disorder, 2010). Cognitive-behavior therapy is a first-line psychological treatment for major depression and research supports its efficacy as a therapeutic approach that helps depressed clients feel better and stay better. Cognitive-Behavior Therapy for Depression and Suicidality is a three-day workshop that introduces the fundamental theory, structure, and techniques of cognitive-behavior therapy for depression. Participants will learn to develop a cognitive-behavioral case conceptualization for depressed clients, plan treatment based on a case conceptualization, establish and maintain an effective therapeutic alliance, and use effective cognitive and behavioral strategies to motivate clients to engage in the goals and tasks of therapy, modify their maladaptive thinking and behavioral patterns, and solve problems effectively. In addition, participants will learn to identify and assess suicidal clients, implement specific strategies to prevent and manage suicidal crises, and understand the ethical issues that arise when clients express the wish to kill themselves. This workshop includes experiential exercises, video of specific strategies and skills, and ample opportunity to practice skills in small groups.

 

SEVERE HOARDING, HARM REDUCTION, AND MOTIVATIONAL INTERVIEWING TO ENGAGE PEOPLE WHO HOARD
Presented by Michael A. Tompkins, PhD, ABPP, to Adult Protective Services, San Francisco, CA, June 15-16.

The risk inherent in many hoarding situations is high not only because the living environment is highly cluttered and often dilapidated but because the individual lacks the physical, psychological, and social capacity to live safely and comfortably in a highly-cluttered environment. This interaction between an unsafe environment and poor functional capacity defines severe hoarding. Severe hoarding is a serious and growing problem that can lead to eviction, homelessness, and death. Severe Hoarding, Harm Reduction, and Motivational Interviewing to Engage People Who Hoard is a day and half workshop series that presents the essential features of severe hoarding, hoarding disorder and harm reduction applied to the problem of severe hoarding. Because clients who hoard often have little awareness of the consequences they face living in a severely hoarded environment, the workshop presents the essential features of motivational interviewing to engage people who hoard in the harm reduction process, in treatment, or in other forms of assistance. To enhance learning, the workshop includes experiential exercises, video, and handouts.

 

CHILDHOOD ANXIETY DISORDERS: COGNITIVE-BEHAVIORAL ASSESSMENT AND TREATMENT
Presented by Michael A. Tompkins, PhD, ABPP, at University of California Berkeley Extension, Berkeley, CA, June 3.

Until recently, clinicians have ignored anxiety and phobic disorders of childhood and adolescence, viewing these “internalizing” problems as relatively mild, age-specific, transitory, with little impact on the young person. Recent research, however, has established the long- term consequences of these disorders on children leading to treatments that are focused, brief, and effective. Childhood Anxiety Disorders: Cognitive-Behavioral Assessment and Treatment is a full-day workshop that provides clinicians with an overview of typical cognitive-behavioral interventions for anxious youth. The workshop offers clinicians a concrete framework for implementing exposure-based interventions and includes guidelines for teaching coping skills, for constructing exposure hierarchies, for implementing relapse prevention, and involving parents in the treatment plan.

 

COGNITIVE-BEHAVIOR THERAPY FOR HOARDING DISORDER
Presented by Michael A. Tompkins, PhD, ABPP, at Contra Costa County Independent Living Skills Program, Martinez, CA, June 1.

Hoarding is the acquisition and failure to discard a large number of possessions that appear to be useless or of limited value in attempt to postpone or decrease distress or anxiety. Hoarding disorder, and is a significant problem for 4-5% of the population. For people with hoarding disorder open to treatment, cognitive-behavior therapy is the psychological treatment of choice for people with this debilitating condition. Cognitive-Behavior Therapy for Hoarding Disorder presents the essential features of hoarding disorder, and the cognitive-behavioral model of hoarding behavior. Clinicians will learn strategies to evaluate and develop treatment plans for people with hoarding disorder, and the typical cognitive and behavioral strategies used to treat the condition. The workshop will include didactic and experiential learning, as well as video of important components of cognitive-behavior therapy for hoarding disorder.

 

EXPOSURE THERAPY FOR ANXIETY DISORDERS IN YOUTH
Michael A. Tompkins, PhD, ABPP, at Family Paths, Inc., Oakland, CA, April 25.

Until recently, clinicians have ignored anxiety and phobic disorders of childhood and adolescence, viewing these “internalizing” problems as relatively mild, age-specific, transitory, with little impact on the young person. Recent research, however, has established the long- term consequences of these disorders on children leading to treatments that are focused, brief, and efficacious. Exposure Therapy for Anxiety Disorders in Youth is a daylong workshop that provides clinicians with an overview of exposure therapy for the treatment of childhood anxiety disorders. The workshop presents a concrete framework for implementing exposure-based interventions and includes guidelines for constructing prolonged exposure hierarchies, for implementing prolonged exposure strategies, and for implementing relapse prevention strategies.

 

UNIVERSAL TREATMENT FOR ANXIETY, PANIC, AND FEAR
Presented by Michael A. Tompkins, PhD, ABPP, at University of California Berkeley, April 22.

Currently, there are 12 anxiety disorder diagnoses and over 25 subtypes and categories of these disorders, and we have specific treatments for about half of them. Research has demonstrated that these treatments, particularly cognitive-behavioral treatments (Hofmann & Smits, 2008; Norton & Price, 2007), help most people recover from anxiety disorders. Over the last few years, however, researchers are examining the effectiveness of general, rather than specific, treatments for the anxiety disorders. These new treatments target core factors thought to maintain anxiety disorders in general (Erickson, 2003). A Universal Treatment for Anxiety, Panic, and Fear is a daylong workshop that presents an overview of a transdiagnostic approach to the cognitive-behavioral treatment of anxiety disorders. The workshop will include role-plays, exercises, and video to demonstrate and practice the key strategies of the treatment approach.

 

TREATMENTS THAT WORK: EVIDENCE-BASED PSYCHOTHERAPY FOR CHILDREN AND ADOLESCENTS
Presented by Daniela Owen, Ph.D., at UC Berkeley Extension, San Francisco Center, March 11 and 18.

The prevalence of psychiatric disorders in school-age children is estimated to be 20–30 percent and growing. Many of these psychiatric disorders do not remit spontaneously and appear to become more complex and treatment-resistant with time. This two-day workshop presents guidelines for conducting evidence-based psychotherapy and reviews psychosocial treatments for the most common childhood and adolescent disorders. For each condition, the efficacy of various treatments, the primary treatment targets and components, and a typical treatment plan are presented.

 

ENGAGING CLIENTS WHO HOARD: MOTIVATIONAL INTERVIEWING STRATEGIES AND TECHNIQUES
Presented by Michael A. Tompkins, PhD, ABPP, for the Mental Health Association of San Francisco, March 9.

One of the most frustrating and demoralizing features of hoarding disorder to clinicians is the steadfast refusal of those with the condition to accept help. Whether the help is in the form of cognitive-behavior therapy, self-help groups, or harm reduction for the problem, clinicians inevitably face reluctance and refusal; anger and push back. At the same time, people who hoard face significant health and safety risks and one out of three with hoarding disorder face imminent eviction from their residences. Engaging People Who Hoard:Motivational Interviewing Strategies and Techniques is a daylong workshop that presents the key principles and strategies of motivational interviewing and its application to people with hoarding behavior. The workshop will include didactic and video instruction, as well as many opportunities to practice motivational interviewing through small-group exercises and role-plays.

 

ADAA WORKSHOPS BY CENTER PARTNERS

Session: 348R
Type: Symposium
Time: Sunday, April 9
Presenters: Joan Davidson, Ph.D. Co-chair, Daniela Owen, Ph.D. Discussant
Description: Traditionally, scientific researchers lay the foundation to advance the understanding and treatment of mental illness, and clinicians strive to implement treatment plans that are informed by emergent studies. The ADAA Professional Education Committee (ADAA-PEC) was established in 2015 to strengthen links between clinicians and researchers. The current symposium, co-chaired by scientist and clinical ADAA-PEC members (Evelyn Stewart, M.D. and Joan Davidson, Ph.D.), was developed in an effort towards achieving that aim. Using a novel format, presentations by three basic science and clinical researchers will each be followed by a clinician-mediated brainstorming discussion with the audience regarding their practical clinical applications. Research presentations will focus on a unifying theme of pediatric Obsessive-Compulsive Disorder (OCD). Following each presentation, Dr. Daniela Owen, a clinical psychologist specializing in pediatric OCD and an experienced facilitator, promotes active discussion between speakers, audience clinicians and researchers.

Session:To Pee or Not to Pee: Behavioral Medicine Problem or Anxiety Disorder? The Medical Face of Pediatric Anxiety Disorders
Type: Workshop
Time: Sunday, April 9
Presenters:  Jonathan Barkin, PsyD, Daniela Owen, PhD
Description: This workshop presents three clinical cases of children with apparent elimination disorders, but who in fact experience symptoms of undiagnosed anxiety disorders. The cases include a child with social anxiety disorder, obsessive-compulsive disorder, and separation anxiety disorder who all exhibit difficulties in toileting. The workshop reviews the literature on pediatric anxiety disorders in primary care medicine and then describes the importance of functional formulations in understanding the true nature of the problem. The workshop leaders then present three separate clinical vignettes that describe the assessment, conceptualization, treatment and progress monitoring of each underlying anxiety disorder. The workshop presenters will facilitate audience discussion of and questions about similar examples in their clinical practices and how they intervened.

Session: 182C
Type: Workshop
Time: Friday, April 7
Presenters: Dr. Davidson will be one of the clinical experts available for group consultation
Description: The ADAA Professional Education Committee, in partnership with the ADAA Clinical Fellows, offer participants an exclusive opportunity to further their clinical training through meaningful discussions about cases and general conceptual issues with renowned clinical experts. In this workshop, participants will be able to attend two group consultations sessions, each lasting one hour, with highly experienced clinicians with complementary areas of expertise in anxiety, depressive, obsessive-compulsive, and trauma-related disorders. (Advance signup will be required – details available soon.)

Session: MC008
Type: Master Clinician Session
Time: Thursday, April 6
Presenters:  Joan Davidson, Ph.D. with Rochelle Frank, Ph.D.
Description: With the outpouring of research shedding light on empirically-supported treatments and interventions to help anxiety sufferers, clinicians may easily become confused and overwhelmed when choosing among multiple, often equally effective, treatment options to best meet the needs of their patients. Selecting which interventions to consider, why, and how to integrate them into an individualized treatment plan are pressing questions for today’s clinicians. To help answer these questions, this workshop presents an innovative and practical guide for choosing interventions, based on their varying functions at different junctures in treatment. Participants will learn to use a functionally-based categorization system of interventions based on four overarching goals: (a) facilitating understanding and motivation for change; (b) facilitating stepping back from problems and increasing awareness; (c) learning specific change strategies; and (d) building new skills. Strategies for using patient and therapist creativity will be presented to help clinicians tailor interventions to increase relevance to patients’ specific problems and enhance their engagement in treatment without compromising fidelity to established protocols.

Session: MC012 – What to do When Therapy isn’t Working: A Transdiagnostic Model for Assessing Progress, Changing Course, and Improving Outcomes in the Treatment of Anxiety and its Related Problems
Type: Master Clinician Session
Time: Thursday, April 5
Presenters:  Joan Davidson, Ph.D. with Rochelle Frank, Ph.D.
Description: When it looks like a client is not getting better, therapists often may feel “stuck” when trying to figure out why their anxious patient’s presenting problems are not resolving. Often, this can be a demoralizing experience for the clinician and client alike. In this workshop, we offer an in-depth look at ten pivotal explanations that will help therapists more accurately assess actual and perceived treatment failure, and guide them in modifying therapy to facilitate achievement of client goals and improve outcomes.

Transdiagnostic case formulation offers numerous windows into what might be driving patients’ problems, as well as possibilities for resolving treatment impasses. Using the presenters’ road map (Frank & Davidson, 2014) specifying a methodology for categorizing transdiagnostic mechanisms (TDMs), identifying relevant TDMs, and targeting them in individualized treatment plans, participants will learn to reassess and modify their transdiagnostic formulations when patients appear to not be improving.

Session:106C – Family Intervention to Improve the Sleep of Adolescents
Type: Workshop
Presenters:  Michael Tompkins, Ph.D. and Monique Thompson, Psy.D.
Description:  In order to improve the sleep of adolescents, it is essential that family members — adults and youth – work together to solve the adolescent’s sleep problem. The proposed workshop presents a family sleep intervention (FSI) to treat primary insomnia for adolescents that integrates CBT-I with a family systems approach with the goal of improving the well-being and functioning of the entire family. Many parents with a sleep-deprived teen can speak to the frustration and futility they feel when trying to help their teen get sufficient sleep. For example, although nearly every parent recognizes the benefits of adolescents getting off screens prior to bed time, not many parents are successful in making this happen. This workshop will address these “treatment roadblocks” , as well as strategies that can help. The proposed workshop presents a family-based intervention for adolescents with primary insomnia.