| In-Conference Workshops.
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| Thursday 17th, Friday 18th
and Saturday 19th July Delegates attending the BABCP Annual Conference will be able to attend one or more of the half-day workshops (2-3 hours) scheduled in the programme. There is a small extra charge of £20 for each of these workshops and you can use the form at the back of this programme to make a booking in advance. Alternatively you can register when you arrive at the Workshop desk near to the conference registration in the Exhibition Centre. Places will be limited for each workshop and will be allocated on a first come first served basis. |
| Workshop 1 | The Treatment of Childhood and Adolescent Trauma Caused by
acts of Terrorism Alastair Black, Child and Adolescent Therapy Service, Northern Ireland |
| Workshop 2 | Treating Clients with Maladaptive Habits, Tics, Tourette’s
Syndrome, and Stuttering Using the Habit Reversal and Regulated Breathing
Treatment
Program R. Gregory Nunn, National University and San Diego City Schools |
| Workshop 3 | An Introduction to Contemporary Rational Emotive Behaviour Therapy Robert Willson, Priory Hospital North London and Goldsmith’s College, London, and John Blackburn, Community Health Sheffield (NHS Trust) |
| Workshop 4 | Working with Complex Clients Angus Forsyth Newcastle, North Tyneside and Northumberland Mental Health NHS Trust and Paul Cromarty Newcastle, North Tyneside and Northumberland Mental Health NHS Trust & St Martins College Carlisle. |
| Workshop 5 | Using cognitive-behavioural strategies to reduce suicidal ideation. Wayne Froggatt, New Zealand Centre for Rational Emotive Behaviour Therapy |
| Workshop 6 | Cognitive Therapy for Chronic Insomnia Allison G. Harvey and Melissa J. Ree, University of Oxford |
| Workshop 7 | Half-day workshop on Cognitive Behaviour Therapy for children and adolescents
with Obsessive Compulsive Disorder Dr Tim Williams, Berkshire Healthcare NHS Trust and School of Psychology, University of Reading |
| Workshop 8 | Using imagery work and processing techniques with clients suffering from
complex trauma experiences, including childhood sexual abuse Claudia Herbert, The Oxford Development Centre, Oxford |
| Workshop 9 | Treatment of Adult ADHD: Combining Cognitive and Medical Approaches J. Russell Ramsay, and Anthony L. Rostain, University of Pennsylvania, USA |
| Workshop 10 | Exposure-based work with avoidant children and young people David Trickey, Traumatic Stress Clinic, London |
| Workshop 11 | Cognitive Therapy for Bulimia Nervosa Myra Cooper, University of Oxford, and Gillian Todd, University of Cambridge. |
| Workshop 12 | CBT for traumatized refugees and asylum seekers Kerry Young, Traumatic Stress Clinic, Camden & Islington Mental Health & Social Care NHS Trust and University College London and Nick Grey, Centre for Anxiety Disorders and Trauma, Maudsley Hospital, and Institute of Psychiatry, London |
| Workshop 13 | Applicable research methods for practitioners Nancy Pistrang and Chris Barker, University College London |
| Workshop 14 | The Cognitive-Behavioural Treatment of Trauma Victims – PTSD
and Beyond Michael J. Scott, University of Manchester |
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Workshop 2 Treating Clients with Maladaptive Habits, Tics, Tourette’s Syndrome, and Stuttering Using the Habit Reversal and Regulated Breathing Treatment Program R. Gregory Nunn, National University and San Diego City Schools Aims and Rationale Maladaptive and undesirable habits, tics, Tourette’s Syndrome (TS), and stuttering are extremely common problems which can seriously affect the personal relationships and self-esteem of individuals who suffer from them. Because these problems can cause acute psychological distress, many different types of treatments for them have been developed. The earliest treatments were provided by French physicians who regarded tics as "by-products of a deranged nervous and mental condition" which were "incurable because of their hereditary and pathogenic nature." Gradually, the purely medical model was reassessed as physicians and psychologists studying child development collected data demonstrating the high incidence of so-called "nervous habits" and tic-like movements among all children. Emphasis shifted from the deviate whose movements were plainly neurotic, to the early identification and study of movement mannerisms and habits displayed by normal, healthy children. Researchers hoped to differentiate between persons with tics and those with transient, childhood movements which, while habitual, did not justify or require treatment. The identification of early manifestations was important from the standpoint of prevention since results of treatment with older tiqueurs were extremely poor. As summarized by Yates, "If a tic, whatever its origin, becomes a strong habit, it will, like all strong habits, become extremely resistant to any form of modification." (P. 201). Unfortunately, classification and epidemiologic studies did not lead to prevention, and this, coupled with poor results using conventional therapies, led to a decline in interest among researchers and clinicians. The past two decades, however, have brought a renewed interest in the treatment of these disorders. Learning-based approaches have provided practitioners with new perspectives and outcome data regarding treatment. The basic medical, psychodynamic, cognitive, and behavioural approaches have been combined and extended into effective treatments for individuals suffering from habit disorders, tics, and stuttering. Habit Reversal is a behavioural treatment approach which has proven to be a highly effective, multicomponent, “General treatment” for habit disorders and tics including TS (Azrin & Nunn, 1973; Azrin & Nunn, 1977; Nunn, 1978; Azrin, Nunn & Frantz, 1980; Azrin & Peterson, 1988a; Finney, Rapoff, Hall, & Christopherson, 1983; Franco, 1981; Zikis, 1983; O’Connor et. al. 2001;Miltenberger, 2001). In this Workshop we will discuss the identification, nature, and treatment of children, adolescents, and adults with these type of problems. Specifically we will cover the diagnosis and treatment of individuals using the Habit Reversal and Regulated Breathing Treatment Procedures of Azrin and Nunn as well as treatment variations that have evolved from their original work including behavioural-cognitive interventions, e.g. Kieron O’Connor’s treatment recommendations. Case studies are included where possible and workshop participants are strongly encouraged to provide input. Learning Objectives
· Questions that will be answered
Who is the workshop aimed at Workshop Leader
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Workshop 3 An Introduction to Contemporary Rational Emotive Behaviour Therapy Robert Willson, Priory Hospital North London and Goldsmith’s College, London, and John Blackburn, Community Health Sheffield (NHS Trust) Aims and Rationale Rational Emotive Behaviour Therapy (REBT) was originated by Ellis in 1955, one of the earliest cognitive behavioural approaches to counselling and psychotherapy. However it is striking that despite nearly 50 years of practice, research, and development, REBT is frequently poorly understood or misunderstood, even by therapists working within the cognitive behavioural tradition. REBT is sometimes misrepresented as overly didactic, as paying insufficient attention to the therapeutic relationship, and ignoring formulation. Learning objectives: The purpose if this workshop is to present current theory and practice of REBT, and perhaps dispel a few misconceptions. Though considerable crossover between REBT and CT has made it harder to distinguish the two approaches, REBT retains some distinctive features. The workshop aims to highlight some of these features, for example REBT approaches to helping clients develop self-acceptance and high frustration tolerance. Teaching methods Workshop Leaders: Background Readings: |
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Workshop 4 Working with Complex Clients Angus Forsyth Newcastle, North Tyneside and Northumberland Mental Health NHS Trust and Paul Cromarty Newcastle, North Tyneside and Northumberland Mental Health NHS Trust & St Martins College Carlisle. Abstract The workshop will provide a model of understanding complex clients and will be of particular benefit to those professionals either implementing cognitive therapy or involved in supervision and consultation to the secondary care team. The workshop will examine the attributional framework upon which intentions to help are based on and will then be related to the underlying assumptions that interfere with the development of effective therapeutic alliance with this client group. Working within this framework will enable professionals to become adept at formulating and the development of more flexible and adaptable assumptions which will begin to positively influence the therapeutic relationship and validate the clients experience. Learning Objectives:-
Teaching methods Workshop Leaders Background Readings |
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Workshop 5 Using cognitive-behavioural strategies to reduce suicidal ideation. Wayne Froggatt, New Zealand Centre for Rational Emotive Behaviour Therapy Aims and Rationale An increasing suicide rate has created concern in the helping professions and the public at large. Much recent training has been appropriately directed at assessment and safety issues. But what do you do when safety has been taken care of? This workshop will show how cognitive-behaviour therapy can be used to go beyond protecting the person to help them reduce their suicidal ideation. Learning objectives
Teaching methods Workshop leader Background Readings |
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Workshop 6 Cognitive Therapy for Chronic Insomnia Allison G. Harvey and Melissa J. Ree, University of Oxford Rationale Insomnia is a complex disorder of heterogeneous aetiology that can include physical disorders, substances, circadian rhythm disturbances, psychological factors, and poor sleep habits. It is the second most common psychological health problem and has serious consequences including functional impairment, work absenteeism and increased use of medical services. Further, longitudinal studies indicate that insomnia significantly heightens the risk of developing depression or an anxiety disorder (Breslau et al., 1996: Ford & Kamerow, 1989) and is a prodrome for relapse in dipolar disorder (Lam et al., 1999). Despite the impact of insomnia on the sufferer, this disorder has received relatively little attention in terms of treatment development. Further, few CBT training courses include a module on sleep disorders. This has resulted in many health professionals being unconfident in the treatment of insomnia. Learning Objectives
Who the workshop is aimed at Teaching Methods Workshop leaders Background Readings |
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Workshop 7 Half-day workshop on Cognitive Behaviour Therapy for children and adolescents with Obsessive Compulsive Disorder Dr Tim Williams, Berkshire Healthcare NHS Trust and School of Psychology, University of Reading Aims and Rationale The workshop will describe techniques for working with children and adolescents with obsessive compulsive disorder. The techniques are based on those used in a recently completed small scale randomised controlled trial of CBT for young people with OCD. The model of OCD is that pioneered by Salkovskis and his colleagues, and concentrates on responsibility appraisals as a key feature of the maintenance of OCD. Following an initial assessment the formulation is shared with the parent and the young person. The formulation is used to plan the work, which the young person will carry out at home (homework – well known to young people). The following ten or so sessions are used to refine the formulation, identify problems with carrying out the homework and joint problem solving. The learning process is explicitly cooperative, with the ultimate aim being to be able to experience the obsessive thoughts without needing to perform the compulsive rituals. The aim of the workshop is to enable participants to become more confident in the application of cognitive techniques to the management of obsessive compulsive disorder in young people. Learning objectives
Workshop Leader Background Readings |
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Workshop 8 Using imagery work and processing techniques with clients suffering from complex trauma experiences, including childhood sexual abuse Claudia Herbert, The Oxford Development Centre, Oxford Aims and Rationale Therapeutic work with complex trauma clients requires a different clinical framework and the use of additional skills and techniques (Herbert, in print), than work with clients suffering from Posttraumatic Stress Disorder (PTSD) caused by single-incident or Type I trauma (Herbert & Wetmore, 1999, 2001). For complex trauma clients there is no defined index trauma, but rather a series of traumatic experiences, usually originating in early childhood and infancy. Traumatic material is often fragmented or only very partially accessible and unravels in stages, often in the form of body memories (Rothschild, 2000) and complex trauma clients have little or no conscious access to a positive model for coping with life and may never have known or experienced feelings of safety, love or esteem in their life. Their current lives may be marred by feelings of underachievement and a stream of unhappy working or private relationships, physical or psychiatric problems, often accompanied by feelings of complete emptiness or severe pain inside. One area of particular concern for therapists working with complex trauma clients is often whether to help their clients process past traumatic experiences, and if so, when in the course of therapy it would be an appropriate choice of timing to do so. Another clinical dilemma centres around how to do the actual processing work with clients, who may be plagued by flashbacks and body memories, but have little direct cognitive access to their traumatic experiences. This in-conference workshop will explore some therapeutic solutions to the above outlined clinical dilemmas. Learning Objectives
Teaching methods Workshop Leader Background Readings |
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Workshop 9 Treatment of Adult ADHD: Combining Cognitive and Medical Approaches J. Russell Ramsay, and Anthony L. Rostain, University of Pennsylvania, USA Aims and Rationale Attention-Deficit/Hyperactivity Disorder (ADHD) is a complex neurobehavioral disorder with widespread effects on behaviour, learning, and cognition, and social-emotional functioning that will persist into adulthood for over 50% of child patients. Moreover, many patients develop significant co-morbid psychiatric disorders requiring treatment. The purpose of this workshop is to discuss the diagnosis and treatment of ADHD in adulthood, with particular emphasis on a combined treatment model, integrating psychopharmacology and cognitive-behavioural therapy. Outcome data for a sample of adult patients treated at the presenters’ clinic will be shared, which indicate that this combined treatment improves the functional status of adult patients with ADHD. Learning Objectives
Teaching methods Workshop Leaders Background Readings |
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Workshop 10 Exposure-based work with avoidant children and young people David Trickey, Traumatic Stress Clinic, London Aims and Rationale Traumatised and phobic children and adolescents, by definition, are trying to avoid something. However, this avoidance appears to maintain the symptoms and the best evidence available is that exposure-based treatment is an important component of treatment for PTSD symptoms and phobias. Evidence-based practice therefore dictates that clients generally need to remember, before they can ‘forget’ in the case of PTSD, or find their fear before they can lose it in the case of phobias. Consequently, interventions involve encouraging clients to do the very thing that they don’t want to do. This has important implications for how we explain the treatment rationale to them, and subsequently gain their fully informed consent: “you want me to do what!?”. How do we respect their fears, without colluding with them. When working with children and young people, this becomes even more complex, because however collaborative we try to be, there is often an inevitable power imbalance, simply because we are adults and they are not. How persuasive should we be, and when does persuasive become coercive or even abusive? What are the risks of “re-traumatising” a young person with exposure treatment, and how might we avoid this? Learning Objectives
Teaching methods Workshop leader Background Reading |
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Workshop 11 Cognitive Therapy for Bulimia Nervosa Myra Cooper, University of Oxford, and Gillian Todd, University of Cambridge. Aims and Rationale Bulimia Nervosa is a distressing, common and disabling disorder that can be very difficult to treat successfully. This workshop will present new developments in cognitive therapy (and theory) for bulimia nervosa (see Cooper, Todd & Wells, 2000; cooper, Wells & Todd, in pres). It is designed for practitioners of all levels who want an introduction to recent advances in the treatment of the disorder. Primarily skills based, it will teach participants how to develop a detailed conceptualisation of binge eating – taking into account different types of automatic thought (e.g. permissive thoughts, thoughts of no control, positive and negative thoughts about eating), feelings and behaviour. Techniques to identify and challenge these thoughts will then be explained. This will include behavioural experiments and specially designed thought records. The role of behaviours in maintaining the disorder will be covered, and how to tackle these will also be explained. Participants will also learn how to develop a detailed conceptualisation of factors that may be important in the development of the disorder. This will take into account underlying assumptions, core (negative self) beliefs, and early experience. This will include the application of “state of the art” core belief strategies such as historical tests of beliefs and cognitive continua to bulimia nervosa. Learning objectives Teaching Methods Workshop leaders Background readings |
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Workshop 12 CBT for traumatized refugees and asylum seekers Kerry Young, Traumatic Stress Clinic, Camden & Islington Mental Health & Social Care NHS Trust and University College London and Nick Grey, Centre for Anxiety Disorders and Trauma, Maudsley Hospital, and Institute of Psychiatry, London Who the workshop is aimed at It should be suitable to clinicians of all levels, but some experience of both treating PTSD and working with asylum seekers and refugees would be advantageous. Familiarity of the general cognitive model and basic clinical skills are assumed. Aims and Rationale Learning objectives
Teaching Methods Workshop Leaders Background readings |
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Workshop 13 Applicable research methods for practitioners Nancy Pistrang and Chris Barker, University College London Aims and Rationale Practitioners often feel daunted by the prospect of conducting research in a working service setting. The potential barriers are many: lack of funding, time pressures, the complexity of standard research methods, the perceived exclusivity of the academic research community, the current emphasis on randomised controlled trials, and so on. However, in the last ten years or so, some new approaches to research have appeared that may be more congenial for working clinicians. This workshop will examine the issues involved in conducting research in clinical settings, and present some of these new approaches, especially those that involve small sample sizes, such as qualitative approaches; systematic case studies; and quasi-experimental designs. Who is the workshop aimed at Clinicians who want to put research into practice; those who want to know about the latest research methods; or learn about accessible ways of doing research when you have little time or resources. Learning objectives Teaching methods Workshop leaders Background readings |
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Workshop 14 The Cognitive-Behavioural Treatment of Trauma Victims – PTSD and Beyond Michael J. Scott, University of Manchester Rationale This workshop addresses the specifics of engaging and treating trauma victims, with different ports of entry for different diagnoses. Learning objectives Learning objectives Teaching methods Workshop leader Background Readings |