20 CEs
CEU Course

3-Day Introductory Attachment-Based Family Therapy Workshop

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Cognitive Behavior Institute is excited to welcome Suzanne Levy, PhD, and Allie King, PhD, AMFT, for a live interactive webinar on: Attachment-Based Family Therapy


2/3/2023 9:00AM - 5:00PM EST


2/10/2023 9:00AM - 4:30PM EST


2/24/2023 9:00AM - 4:30PM EST



Credit Hours


Course Overview

The ABFT model grows out of the Structural Family Therapy tradition (Minuchin, 1974) but is informed by more contemporary systemic approaches such as Multidimensional Family Therapy (Liddle, 2002) and Emotionally-focused therapy (Greenberg, 2011 and Johnson, 2004). Attachment theory (Bowlby, 1969) provides the over-arching framework for understanding and intervening in the clinical process. Without ignoring biological factors, ABFT therapists presume that family conflict, detachment, harsh criticism or more insidious family traumas (e.g., abandonment, neglect abuse) can cause, maintain and/or exacerbate depression in adolescents. The impact of these family processes is compounded when parents fail to comfort, support and help their adolescent identify, discuss and work through these disturbing experiences. Conversely, when adolescents perceive their parents as caring, protective and autonomy-granting, the family provides a secure base helping the adolescent to withstand and grow from life's stressors.

This is an educational workshop that uses lecture, video review, case discussion, and/or role-play to provide an overview of the theoretical principles and clinical strategies of Attachment Based Family Therapy (ABFT). Faculty review underlying theories of the treatment approach (attachment theory, emotional regulation, and trauma resolution). Then, instructors review the goals and structure of the five treatment tasks that provide a road map for delivering this interpersonally focused, depth psychotherapy effectively and rapidly.

Learning Objectives

Part 1: (Feb 3)

  • Participants will identify the theoretical foundation of ABFT.
  • Participants will recall the empirical support for ABFT.
  • Participants will describe the five treatment task structure of the model.
  • Participants will explain how to organize therapy around interpersonal growth rather than behavioral management.
  • Participants will identify the strategies used in the five treatment tasks.
  • Part 2: (Feb 10 & 24)

  • Participants will explain the goal of each of the given treatment tasks of the ABFT model.
  • Participants will list the three guiding principles for preparing for an ABFT session.
  • Participants will compare when to build positive versus negative emotion in each task.
  • Participants will interpret how issues of cultural humility are addressed in ABFT.
  • Participants will describe the specific phases within each treatment task of the ABFT model.
  • Participants will name the purpose of the relational reframe.
  • Participants will explain why exploring the mental health problem with the youth is important.
  • Participants will name the purpose of the attachment narrative.
  • Participants will explain how therapists in ABFT motivate caregivers to want to be different with their child.
  • Participants will explain how to prepare caregivers for attachment repair sessions with their child.
  • Participants will describe the important components of the attachment repair session(s).

  • Course Bibliography

    American Academy of Child and Adolescent Psychiatry. (2001). Facts for families #10: Teen suicide, http://www.aacap.org/publications/factsfam/suicide.htm

    Allen, J. P., & Land, D. (1999). Attachment in adolescence. In Cassidy, Jude (Ed); Shaver, Phillip R. (Ed). (1999). Handbook of attachment: Theory, research, and clinical applications (pp. 319-335). New York: Guilford Press

    Asarnow, J. R., Emslie, G., Clarke, G., Wagner, K. D., Spirito, A., Vitiello,..…, . . . Brent, D. (2009). Treatment of selective serotonin reuptake inhibitor-resistant depression in adolescents: Predictors and moderators of treatment response. Journal of the American Academy of Child & Adolescent Psychiatry, 48(3), 330-339.

    Barbe, R., Bridge, J.A., Birmaher, B., Kolko, D. J., & Brent, D.A. (2004). Lifetime history of sexual abuse, clinical presentation, and outcome in a clinical trial for adolescent depression. Journal of Clinical Psychiatry, 65(1), 77-83.

    Baumrind, Diana. (1989). Rearing competent children. Jossey-Bass social and behavioral science series

    Beck, A. T., Schuyler, D., & Herman, I. (1974). Development of suicidal intent scales: The prediction of suicide. Oxford, England: Charles Press Publishers.

    Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Manual for the Beck Depression Inventory-II. San Antonio, TX: Psychological Corporation

    Böszörményi-Nagy, I., & Spark, G. M. (1973). Invisible loyalties, reciprocity in intergenerational family therapy. Hagerstown, MD: Routledge.

    Bowlby, J. (1969). Attachment and Loss. New York: Basic Books

    Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York, NY, US: Basic Books, New York, NY.

    Brent, D. A. & Kolko, D. J. (1991). Supportive relationship treatment manual (NST) (Non Directive therapy). University of Pittsburgh. Unpublished manual.

    Diamond, G.S., Creed, T.A., Gillham, J., Gallop, R., & Hamilton, J (2012) Sexual trauma does not moderate treatment outcome in Attachment Based Family Therapy (ABFT) for adolescents with suicide ideation. Journal of Family Therapy, 3, 1-11.

    Diamond, G.S.; Diamond, G.M.; & Levy, S.A. (2014). Attachment-Based Family Therapy for Depressed Adolescents. American Psychological Association

    Diamond, G., Diamond, G.M., & Levy, S. (2021). Attachment-based family therapy: Theory, clinical model, outcomes, and process research. Journal of Affective Disorders, 294, 286-295. https://doi.org/10.1016/j.jad.2021.07.005.

    Diamond, G.M., Diamond, G.S., Levy, S., Closs, C., Ladipo, T., & Siqueland, L. (2012).

    Attachment-based family therapy for suicidal lesbian, gay, and bisexual adolescents: A

    treatment development study and open trial with preliminary findings. Psychotherapy, 49(1), 62-71.

    Diamond, G.M., Shahar, B., Sabo, D. & Tsvieli, N. (2016). Attachment-Based Family Therapy and Emotion Focused Therapy for unresolved anger: The role of emotional processing. Psychotherapy, 53(1), 34-44.

    Diamond, G.S., Kobak, R., Ewing, S.K., Levy, S.A., Herres, J., Russon, J., Gallop, R. (2019). Attachment-Based Family and Non-Directive Supportive Treatments for Suicidal Youth: A Comparative Efficacy Trial. Journal of the American Academy of Child & Adolescent Psychiatry, 58, 721-731. DOI: https://doi.org/10.1016/j.jaac.2018.10.006

    Diamond, G.S., Reis, B., Diamond, G.M., Siqueland, L., & Isaacs, L. (2002). Attachment-based family therapy for depressed adolescents: A treatment development study. Journal of the American Academy of Child and Adolescent Psychiatry, 41(10), 1190-1196.

    Diamond, G., Russon, J., & Levy, S. (2016). Attachment-Based Family Therapy: A Review of the Empirical Support. Family Process, 55(3), 595-610. doi:10.1111/famp.12241

    Diamond, G.S., Wintersteen, M.B., Brown, G.K., Diamond, G.M., Gallop, R., Shelef, K. & Levy, S.A. (2010). Attachment-based family therapy for adolescents with suicidal ideation: A randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 49(2), 122-131.

    Eisenberg, N., Spinrad, T. L., Eggum, N. D., Silva, K. M., & Reiser, M. (2010). Relations among maternal socialization, effortful control, and maladjustment in early childhood. Development and Psychopathology, 22(3), 507-525. doi: 2110/10.1017/S0954579410000246.

    Ginott, H. G. (2009). Between parent and child: The bestselling classic that revolutionized parent-child communication. Crown Archetype.

    Gottman, J.M., Katz, L.F., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), 243-268.

    Gottman, John. (2011) Raising an emotionally intelligent child. Simon & Schuster.

    Greenberg, L. (2011). Emotion-focused therapy. Baltimore, MD: United Book Press.

    Hoyert, D. L., & Xu, J. (2012). Deaths: preliminary data for 2011. National Vital Statistics

    Report, 61(6), 1-65.

    Israel, P. & Diamond, G. S. (2012). Feasibility of attachment based family therapy for depressed clinic-referred Norwegian Adolescents. Clinical Child Psychology and Psychiatry. (Digital)

    Johnson, S.M. (2004). The practice of emotionally focused marital therapy: creating connection (2nd ed). New York: Brunner/Routledge.

    Kobak, R., & Duemmler, S. (1994). Attachment and conversation: Toward a discourse analysis of adolescent and adult security. (pp. 121-149). London, England: Jessica Kingsley Publishers, London.

    Lewis, C. C., Simons, A. D., Nguyen, L. J., Muakami, J. L., Reid, M. W., Silva, S. G., & March, J. S. (2010). Impact of childhood trauma on treatment outcome in the Treatment for Adolescents with Depression Study (TADS). Journal of the American Academy of Child Adolescent Psychiatry, 49, 132–140.

    Liddle, H.A. (2002). Multidimensional family therapy (MDFT) for adolescent cannabis users. Rockville, MD: Center for Substance Abuse Treatment, Substance Abuse and Mental Health Services Administration.

    Lifshitz, C., Tsvieli, N., Bar-Kalifa, E., Abbott, C., Diamond, G. S., Roger Kobak, R., & Diamond, G. M. (2021). Emotional processing in attachment-based family therapy for suicidal adolescents. Psychotherapy research, 31(2), 267–279. https://doi.org/10.1080/10503307.2020.1745315

    Main, M. & Goldwyn, R. (1998) Adult Attachment Scoring and Classification System (Manuscript). Berkeley, CA: University of California.

    Minuchin, S. (1974). Families and family therapy. Cambridge, MA: Harvard University Press. National Institute of Mental Health (2014). Depression in children and adolescents (Fact sheet). Retrieved from http://www.nimh.nih.gov/health/publications/depression-in-children-and- adolescents/index.shtml

    Pennsylvania Office for the Governor (2018). School Safety Task Force Report [PDF file]. Retrieved from https://www.governor.pa.gov/wp content/uploads/2018/08/20180827-Gov-Office-School-Safety-Report-2018.pdf

    Posner, K, Oquendo M. A. Gould, M., Stanley, B., & Davies, M. (2007). Columbia Classification algorithm of suicide assessment (S-CASA): Classification of suicidal events in the FDA’s pediatric suicidal risk analysis of antidepressants. American Journal of Psychiatry, 164(7), 1035-1043

    Restifo, K., & Bogels, S. (2009). Family processes in the development of youth depression: translating the evidence to treatment. Clinical Psychology Review, 29(4), 294-316.

    Reynolds, W. M. (1988). Suicidal Ideation Questionnaire. Professional Manual. Odessa, FL: Psychological Assessment Resources.

    Russon, J., Smithee, L., Simpson, S., Levy, S., & Diamond, G. (2021).Demonstrating attachment-based family therapy for transgender and gender diverse youth with suicidal thoughts and behavior: A case study. Family Process. DOI: 10.1111/famp.12677

    Smith, K., Conroy, R., Ehler, B. (1984). Lethality of suicide attempt rating scale. Suicide and Life-Threatening Behavior, 14(4), 215-242.

    Steinberg, L (1990). Autonomy, conflict and harmony in the family relationships. In S.S. Feldman and G.R. Elliot (Eds.). At the threshold: the developing adolescent, (pp. 255-276). Cambridge Mass; Harvard University Press.

    Thompson, K. L., & Gullone, E. (2008). Prosocial and antisocial behaviors in adolescents: An investigation into associations with attachment and empathy. Anthrozoös, 21(2), 123-137. doi: 10.2752/175303708X305774

    van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., & Sagi-Schwartz, A. B. R. A. H. A. M. (2006). Attachment across diverse sociocultural contexts: the limits of universality. Parenting beliefs, behaviors, and parent-child relations: A cross-cultural perspective, 107-142.


    Cognitive Behavior Institute, #1771, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 06/30/2022-06/30/2025. Social workers completing this course receive 20 clinical continuing education credits.

    Cognitive Behavior Institute, LLC is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0098 and the State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0646 and the State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0216.

    Cognitive Behavior Institute has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7117. Programs that do not qualify for NBCC credit are clearly identified. Cognitive Behavior Institute is solely responsible for all aspects of the programs.

    Cognitive Behavior Institute is approved by the American Psychological Association to sponsor continuing education for psychologists. Cognitive Behavior Institute maintains responsibility for content of this program. Social workers, marriage and family therapists, and professional counselors in Pennsylvania can receive continuing education from providers approved by the American Psychological Association. Since CBI is approved by the American Psychological Association to sponsor continuing education, licensed social workers, licensed marriage and family therapists, and licensed professional counselors in Pennsylvania will be able to fulfill their continuing education requirements by attending CBI continuing education programs. For professionals outside the state of Pennsylvania, you must confirm with your specific State Board that APA approved CE's are accepted towards your licensure requirements. The Association of Social Work Boards (ASWB) has a process for approving individual programs or providers for continuing education through their Approved Continuing Education (ACE) program. ACE approved providers and individual courses approved by ASWB are not accepted by every state and regulatory board for continuing education credits for social workers. Every US state other than New York accepts ACE approval for social workers in some capacity: New Jersey only accepts individually approved courses for social workers, rather than courses from approved providers. The West Virginia board requires board approval for live courses, but accepts ASWB ACE approval for other courses for social workers. For more information, please see https://www.aswb.org/ace/ace-jurisdiction-map/. Whether or not boards accept ASWB ACE approved continuing education for other professionals such as licensed professional counselors or licensed marriage and family therapists varies by jurisdiction. To determine if a course can be accepted by your licensing board, please review your board’s regulations or contact them. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit.

    Accommodation Information: Our webinars are available to anyone who is able to access the internet. For those who are vision impaired graphs and videos are described verbally. We also read all of the questions and comments that are asked of our speakers. All questions and comments are made via the chat function. For those that require it, please contact us at info@cbicenterforeducation.com for more information on and/or to request closed-captioning.


    Course Schedule

    Course Date Course Start Time Course End Time Timezone
    2/3/2023 9:00AM 5:00PM EST
    2/10/2023 9:00AM 4:30PM EST
    2/24/2023 9:00AM 4:30PM EST

    Course Agenda

    Course Event Day or Date Course Agenda Time Block Course Content Covered
    2/3/2023 9:00AM - 10:30AM
  • Introduction, Theory and Overview of ABFT
  • 2/3/2023 10:30AM -10:45AM
  • Break
  • 2/3/2023 10:30AM -10:45AM
  • Task I: Relational Frame
  • 2/3/2023 11:45AM - 12:15PM
  • Lunch
  • 2/3/2023 12:15PM - 1:15PM
  • Task II: Alliance Building with the Adolescent
  • 2/3/2023 1:15PM – 2:30PM
  • Task III: Alliance Building with the Parent
  • 2/3/2023 2:30PM - 2:45PM
  • Break
  • 2/3/2023 2:45PM - 4:00PM
  • Task IV: Attachment Task
  • 2/3/2023 4:00PM - 4:45PM
  • Task V: Autonomy Promoting Task
  • 2/3/2023 4:45PM - 5:00PM
  • Q&A
  • 2/10/2023 9:00AM - 10:30AM
  • Task I: Relational Frame – Video Review & Discussion
  • 2/10/2023 10:30AM - 10:45AM
  • Break
  • 2/10/2023 10:45AM - 12:00PM
  • Task I: Relational Frame – Video Review & Discussion (continued)
  • 2/10/2023 12:00PM - 12:30PM
  • Lunch
  • 2/10/2023 12:00PM - 12:30PM
  • Task I: Relational Frame Role Play
  • 2/10/2023 12:00PM - 12:30PM
  • Task II: Alliance Building with the Adolescent Alone Video Review & Discussion
  • 2/10/2023 2:45PM - 3:00PM
  • Break
  • 2/10/2023 3:00PM - 4:30PM
  • Task II: Alliance Building with the Adolescent Alone Video Review & Discussion (continued)
  • 2/10/2023 4:30PM
  • Adjourn
  • 2/24/2023 9:00AM - 10:30AM
  • Task III: Alliance Building with the Parent Alone Video Review & Discussion
  • 2/24/2023 10:30AM - 10:45AM
  • Break
  • 2/24/2023 10:15AM - 12:00PM
  • Task III: Alliance Building with the Parent Alone Video & Discussion and role play
  • 2/24/2023 12:00PM – 12:30PM
  • Lunch
  • 2/24/2023 12:30PM - 2:00PM
  • Task IV: Attachment Task Video Review & Discussion
  • 2/24/2023 2:00PM - 2:15PM
  • Break
  • 2/24/2023 2:15PM - 3:15PM
  • Task IV: Attachment Role Play
  • 2/24/2023 3:15PM - 4:30PM
  • Task V: Autonomy Promoting Task Video & Discussion
  • 2/24/2023 4:30PM
  • Evaluations
  • Frequently Asked Questions

    Questions about Zoom and Webinars

    What platform will be used for the webinar? CBI Center for Education has invested in Zoom for Webinars. You do not need a Zoom account to join the webinar and you can join from your computer or mobile device. As an attendee, the presenter will not be able to see your video or hear you unless they give you special permission during the webinar.

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    Why can’t I get into the webinar? Once you have joined the webinar, you might see a message that states that the webinar has not yet started. The webinar will start once the presenter has joined and clicks “start the meeting.” We hope this happens on time, but it may be several minutes late. Please be patient while you are waiting for the webinar to start.

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    Will there be a recording? No, there will not be a recording or replay.

    Will you know that I am logged in and active in the webinar? Yes, Zoom’s platform monitors the attendance and activity of the attendees. Additionally, there will be a chat feature and various forms of participation monitored throughout the training.

    Will I have to show my face on camera? Zoom’s webinar platform does not capture participants on video unless specifically requested during the meeting by the host. Instead, participants will view the presenter and the presenter's slides on their screen.

    Is there Audio? Yes, the webinar will have sound. Please test that your device’s sound is working prior to the event. A good way to do this is to go to YouTube and play a

    Questions about the Event

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    Questions about the Survey

    When will I receive my course evaluation survey? Following the completion of the event, the survey will be unlocked and located within the course.

    You must complete the survey within 14 calendar days following the event if you would like to receive a CE certificate.

    We are unable to respond to emails from participants asking for confirmation that their course completion survey was received. If you clicked the SUBMIT button your survey was received.

    Do I need to fill out the course evaluation survey if I don’t want a CE certificate? If you do not wish to receive a CE certificate, you do not need to complete this survey. The CE certificate is the only type of certificate that will be issued.

    Questions about Continuing Education & Certificates

    What is the criteria for receiving CE? If you attend the whole webinar and complete the course evaluation survey, we will issue you the CE that you are eligible for.

    How many suicide and ethics CE's will be issued? Please see the event page on https://www.cbicenterforeducation.com/for information about the training, including how much continuing education is offered and what type.

    Will these CE's count toward my individual state licensure or another credential that I currently hold? It is the responsibility of the licensee to determine if trainings are acceptable as continuing education to their state’s licensure board or other credentialing body. Some of our trainings are individually approved for continuing education, such as through the Association of Social Work Boards individual course ACE Program. In addition, CBI is an approved provider of continuing education through the American Psychological Association CESA program and is an approved provider of continuing education to counselors, social workers, and psychologists in the state of New York. Many boards accept trainings that are individual approved or are offered by approved providers for continuing education. Please see the event page for the training you are interested in on our website https://www.cbicenterforeducation.com/for approvals that apply for each specific training.

    Will you issue partial CE credits? No, we do not issue partial CE credits and therefore if you do not attend the training in its entirety, you will not be receiving a CE certificate. This is an APA and ASWB ACE requirement and is non-negotiable. Please refrain from emailing us explaining why you were unable to login to the event on time (this includes mixing up time zones and technical difficulties).

    When will I receive my CE certificate? Upon completion of the event and survey, your certificate will immediately be available.

    How will I receive my CE certificate? Your CE certificate will be available through your Blue Sky account and will also be directly sent to your email associated with your Blue Sky account. It will automatically be accessible to you once all previous criteria have been met.

    I filled out the wrong email address or misspelled my name on my account registration. How do I get a new certificate? In the registration, it asks for the participant to fill out
    their name, licensure, and license number. These fields automatically populate within our certificates. PLEASE NOTE: Any requested changes to the email entered after
    registration or after the survey is complete will require a $5 processing fee. Additional changes to the produced CE certificate based off of information provided by the attendee will also require a $5 processing fee. CBI Center of Education is extremely lean administratively and utilizes technology to streamline our events in order to keep our trainings free to low cost. When we receive manual requests post registration, additional staff is needed to assist with these manual requests, thus the reason for the
    change fees. Please reach out to info@cbicenterforeducation.com

    Questions about Accommodation

    How can I access accommodations for my disability? Our webinars are available to anyone who is able to access the internet. For those who are vision impaired graphs
    and videos are described verbally. We also read all of the questions and comments that are asked of our speakers. All questions and comments are made via the chat function.

    For those that require it, please contact us at info@cbicenterforeducation.com for more information on and/or to request closed-captioning.

    Additional Questions

    I have a question that isn’t in the Q&A. If you have any additional questions or concerns, please email us at info@cbicenterforeducation.com.

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