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1 clinical CE
$25.00
Register NowCourse Overview
The research on common factors demonstrates that a client's expectation about psychotherapy is a significant contributing factor to retention and outcome (Wampold B. E., 2015). While some of these expectations are derived from a client’s family, friends, and given society, there are steps that can be taken on the part of the therapist to align with the client around expectations and create powerful rapport in the therapeutic process. In order to build proper client expectation and goal consensus for treatment the clinician must be versed in the demonstrable effects of the modality they are using as a means to build a meaning making system with the client.
First, the course will cover the importance of these common factor effects. Then, the course content draws on the research demonstrating neurological change in the brain when utilizing CBT for various diagnoses including OCD (Cao, R. et al., 2021; Saxena, S. et al., 2008), PTSD and MDD (Yang, Z. et al., 2018). Finally, the basics of the stress response system (Russell & Lightman 2019) and synaptic plasticity as a basis for learning and memory (Batool, s. et al., 2019) are reviewed so that participants can normalize client experience of their body and mind.
With a focus on CBT principles and neurochemistry, the presenter will instruct participants on how they can, both, educate and provide a validating presence for their clients to help them work toward change.
Learning Objectives
- Participants will identify powerful talking points to help clients feel empowered by and committed to treatment.
- Participants will explore the biological basis behind effective treatment.
Course Outline
| Module | Topic |
|---|---|
| SECTION 1 | Introduction & Course Overview (Conflicts of interest, learning objectives, limitations) |
| SECTION 2 | Common Factors (contextual model factors) |
| SECTION 3 | Educating Clients about CBT (What, why, how) |
| SECTION 4 | The Neurochemistry of stress response system (normalizing and validating client experience) |
| SECTION 5 | Neurochemistry of learning and memory |
| SECTION 6 | Question/Answer |
Instructor Bio
Alexander is a Licensed Professional Counselor and Approved Clinical Supervisor. Certified by the Gottman Institute, he specializes in working with couples providing, both, regular appointments and Marathon Intensive Couples Therapy. He also works with individuals and families. Conferred an MA degree in Transpersonal Counseling Psychology from Naropa University, Alexander has trained with some of the world’s leading mindfulness and meditation teachers. As the Program Manager for Cognitive Behavior Institute’s Center for Clinical Supervision, Alexander oversees a team of site supervisors and develops programs that provide training, supervision, and consultation to other psychotherapists.
Course Bibliography
Batool, S., Raza, H., Zaidi, J., Riaz, S., Hasan, S., & Syed, N. I. (2019). Synapse formation: From cellular and molecular mechanisms to neurodevelopmental and neurodegenerative disorders. Journal of Neurophysiology, 121(4), 1381-1397. doi:10.1152/jn.00833.2018
Beck, J. S. (2021). Cognitive behavior therapy: Basics and beyond.
Bhattacharya, S., Goicoechea, C., Heshmati, S., Carpenter, J. K., & Hofmann, S. G. (2022). Efficacy of cognitive behavioral therapy for anxiety-related disorders: A meta-analysis of recent literature. Current Psychiatry Reports, 25(1), 19–30. https://doi.org/10.1007/s11920-022-01402-8
Cao, R., Yang, X., Luo, J., Wang, P., Meng, F., Xia, M., . . . Li, Z. (2021). The effects of cognitive behavioral therapy on the whole brain structural connectome in unmedicated patients with obsessive-compulsive disorder. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 104, 110037. doi:10.1016/j.pnpbp.2020.110037
Dunn, A. J. (1980). Neurochemistry of learning and memory: An evaluation of recent data. Annual Review of Psychology, 31, 343–390. https://doi.org/10.1146/annurev.ps.31.020180.002015
Huey, S. J., Park, A. L., Galán, C. A., & Wang, C. X. (2023). Culturally responsive cognitive behavioral therapy for ethnically diverse populations. Annual Review of Clinical Psychology, 19(1), 51–78. https://doi.org/10.1146/annurev-clinpsy-080921-072750
Kandel, E. R. (2001). The molecular biology of memory storage: A dialogue between genes and synapses. Science, 294(5544), 1030–1038. https://doi.org/10.1126/science.1067020
Russell, G., & Lightman, S. (2019). The human stress response. Nature Reviews Endocrinology, 15(9), 525-534. doi:10.1038/s41574-019-0228-0
Saxena, S., Gorbis, E., Oneill, J., Baker, S. K., Mandelkern, M. A., Maidment, K. M., . . . London, E. D. (2008). Rapid effects of brief intensive cognitive-behavioral therapy on brain glucose metabolism in obsessive-compulsive disorder. Molecular Psychiatry, 14(2), 197-205. doi:10.1038/sj.mp.4002134
Scott, A. J., Bisby, M. A., Heriseanu, A. I., Salameh, Y., Karin, E., Fogliati, R., Dudeney, J., Gandy, M., McLellan, L. F., Wootton, B., McDonald, S., Correa, A., Titov, N., & Dear, B. F. (2023). Cognitive behavioral therapies for depression and anxiety in people with chronic disease: A systematic review and meta-analysis. Clinical Psychology Review, 106, 102353. https://doi.org/10.1016/j.cpr.2023.102353
Wampold B. E. (2015). How important are the common factors in psychotherapy? An update. World psychiatry : official journal of the World Psychiatric Association (WPA), 14(3), 270–277. https://doi.org/10.1002/wps.20238
Yang, Z., Gu, S., Honnorat, N., Linn, K. A., Shinohara, R. T., Aselcioglu, I., . . . Sheline,
Y. I. (2018). Network changes associated with transdiagnostic depressive symptom improvement following cognitive behavioral therapy in MDD and PTSD. Molecular Psychiatry, 23(12), 2314-2323. doi:10.1038/s41380-018-0201-7
Approvals
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 1 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.