About the Event
Cognitive Behavior Institute is excited to welcome Joanna (Jodi) Burg Torzewski, PhD, for a 4-Day intensive workshop on the topic: Acceptance and Commitment Therapy (ACT): Theory and Practice
Dates/Times:
June 10th, 2024 10:00am-5:00pm EST
June 11th, 2024 10:00am-5:00pm EST
June 20th, 2024 10:00am-5:00pm EST
June 21st, 2024 10:00am-5:00pm EST
Location: online via Zoom Meetings
*Participants will have access and should use their cameras/microphones
Cost: $99.99
Level: Intermediate
Credit Hours: 22 Clinical CEs
Description:
Acceptance and Commitment Therapy (ACT) is a mindfulness-based behavior therapy co-founded in 1999. ACT has demonstrated efficacy for treatment of depression, anxiety, substance abuse, pain and transdiagnostic populations (Gloster et al, 2020; Morgan et al, 2021). ACT is considered an empirically supported treatment by several institutions including the American Psychological Association (APA) and the Veterans Administration (VA). Over 800 randomized control trials have been published about ACT (Hayes, 2021), and it is gaining in popularity with clinicians world-wide.This program is designed for therapists and students who are interested in a comprehensive understanding of ACT and are considering implementing ACT into their own practice. Lectures will cover the history of ACT, empirical support, functional contextualism (the underlying philosophy), relational frame theory (RFT, the underlying theory of language), psychological inflexibility and human suffering, case conceptualization, the therapeutic relationship, the six core processes of ACT (acceptance, defusion, mindfulness, self as context, values, and committed action), and special topics for bringing ACT into your practice.
In addition to lectures, participants will watch live demonstrations of ACT processes and therapy (conducted with participant volunteers), engage in voluntary experiential exercises, and join breakout rooms for role-plays and discussion. The program is designed to make ACT concepts and processes engaging, understandable, and relatable so that participants can begin to incorporate them into their practice.
Agenda:
DAY 1 10am ET- 5pm ET
10:00- 10:15
Introduction & Course Overview (Conflicts of interest, learning objectives, limitations)
10:15- 11:15
Introduction to ACT: Lecture
Defining ACT
The Nature of Human Suffering
History of ACT
Founders/Leaders/ACBS
Review of Empirical Evidence
Relevance to Diversity
11:15-11:30
Breakout Rooms: Setting Intentions for the Course
11:30-11:45 Break
11:45-1:15
Foundations of ACT: Lecture and Demonstrations
Functional Contextualism (the underlying philosophy of ACT)
Language and Suffering: Relational Frame Theory (RFT, the underlying theory of language)
1:15-2:15 Lunch
2:15-3:45
Psychological Flexibility as Unifying Model: Lecture and Experiential Exercises
Introduction to the Hexaflex (the ACT model of psychological flexibility and inflexibility)
Open/Centered/Engaged
Transdiagnostic Considerations
3:45-4:00 Break
4:00-4:30
Breakout Rooms: Instructor Lead Exercise
4:30-5:00
Q&A
DAY 2 10am ET- 5pm ET
10:00- 10:30
Brief Review
Introduction to ACT in Practice
Experiential work
Naturalistic (non-manualized)
10:30-11:00
Case Formulation and Creating the Therapeutic Agreement: Lecture and Experiential Exercises
11:00-11:30
Breakout Room: Practice Case Formulation
11:30-11:45 Break
11:45-12:45
The Role of Avoidance (Creating a Context for Change in Therapy): Lecture and Demonstration
12:45-1:15
Breakout Room: Role-Play Creative Hopelessness
1:15-2:15 Lunch
2:15-2:45
The Therapeutic Relationship in ACT: Lecture
2:45-3:45
Acceptance: Lecture, Demonstration, and Experiential Exercises
3:45-4:00 Break
4:00-4:30
Breakout Rooms: Role-Play Acceptance
4:30-5:00
Q&A
DAY 3 10am-5pm ET
10:00- 11:00
Defusion: Lecture, Demonstration, and Experiential Exercises
11:00- 11:30
Breakout Rooms: Role-Play Defusion
11:30-11:45 Break
11:45-12:45
Present Moment Awareness: Lecture, Demonstration, and Experiential Exercises
12:45-1:15
Breakout Room: Role-Play Present Moment Awareness
1:15-2:15
Lunch
2:15-3:15
Self as Context: Lecture, Demonstration, and Experiential Exercises
3:15-3:45
Breakout Room: Role-Play Self as Context
3:45-4:00 Break
4:00-4:30
Therapy Demonstration (with Participant Volunteer): Navigating Between Processes
4:30-5:00
Breakout Room: Role-Play Navigating Between Processes
DAY 4 10am-5pm ET
10:00- 11:00
Values: Lecture, Demonstration, and Experiential Exercises
11:00- 11:30
Breakout Rooms: Role-Play Values
11:30-11:45 Break
11:45-12:45
Committed Action: Lecture, Demonstration, and Experiential Exercises
12:45-1:15
Breakout Rooms: Role-Play Committed Action
1:15-2:15 Lunch
2:15-3:15
Additional Considerations
In-person/Telehealth
Applications (career counselling, coaching, BA, organizational)
Self-Assessment
Incorporating ACT into your practice
3:15-3:45
Breakout Room: Creating a Plan for ACT into Your Practice
3:45-4:00 Break
4:00-4:30
Future of ACT, Contextual Behavioral Science (CBS), and Processed Based Therapy (PBT)
4:30-5:00
Conclusion and Q&A
Learning Objectives:
Day 1 Learning Objectives
1. Participants will describe the history of ACT as a Third Wave Behavioral treatment.
2. Participants will identify their goals for learning ACT.
3. Participants will summarize the language-based processes (RFT) that create suffering.
4. Participants will summarize Functional Contextualism, the underlying philosophy of ACT.
5. Participants will recognize and describe the six processes that underlie psychological
flexibility/inflexibility.
6. Participants will explain how ACT can address multiple clinical issues and presenting problems.
Day 2 Learning Objectives
7. Participants will describe the experiential aspect of ACT practice and its rationale.
8. Participants will describe and demonstrate how to use the six core processes in case
formulation.
9. Participants will express the ability to formulate an ACT-consistent therapeutic agreement.
10. Participants will explain how to use creative hopelessness to motivate change in the control agenda.
11. Participants will define the characteristics of the therapeutic relationship from an ACT perspective, including interpersonal and intrapersonal processes.
12. Participants will describe how psychological flexibility processes apply to the therapeutic relationship.
13. Participants will describe and demonstrate acceptance processes and relevant experiential exercises.
Day 3 Learning Objectives
14. Participants will describe and demonstrate defusion processes and relevant experiential exercises.
15. Participants will describe and demonstrate present moment awareness processes and relevant experiential exercises.
16. Participants will describe and demonstrate self-as-context processes and relevant experiential exercises.
17. Participants will identify at least one way of reading experiential avoidance, fusion, and lack of connection to the present moment as clinically presented.
18. Participants will describe and demonstrate the ability to shift the focus between two flexibility processes.
Day 4 Learning Objectives
19. Participants will describe and demonstrate values processes and relevant experiential exercises.
20. Participants will describe and demonstrate committed action processes and relevant
experiential exercises.
21. Participants will identify at least one way of reading lack values clarity and behavioral inaction as clinically presented.
22. Participants will describe and demonstrate the ability to shift the focus between two flexibility processes.
23. Participants will determine a plan for incorporating ACT into their practice and identify areas for further training.
24. Participants will summarize the future directions of ACT and Contextual Behavioral Sciences (CBS).
Instructor Bio:
Joanna (Jodi) Burg Torzewski, PhD: I am a licensed Clinical Psychologist with over 25 years of experience. In my private practice in Chicago, I provide individual, evidence-based, psychotherapy for adults. For 22 years I have served as Assistant Professor in the Department of Psychology and Behavioral Sciences at the Feinberg School of Medicine, Northwestern University. In this capacity, I have taught a variety of courses in the clinical psychology doctoral program including Acceptance and Commitment Therapy (ACT). In 2021, I was honored with award for ‘Outstanding Contribution to Academic Instruction’ by my students for my (online) ACT class.
I have studied evidence-based therapies since my graduate training. In 2015 I began learning ACT and sought out multiple trainings, including with the founders of ACT, and consultation with leaders in the field. I primarily practice ACT in my private practice serving adults in individual therapy.
Recently, I co-developed an ACT treatment manual with Dr. Patricia Moreno for an on-line, group-based application of ACT for women with metastatic breast cancer, and served as the interventionist for her pilot study. I am a member of ACBS (Association of Contextual and Behavioral Sciences) and served on the board of ACBS Chicago Chapter. I founded the Chicago Loop ACT Consultation group and continually look for ways to bring ACT to the clinical community.
I am passionate about ACT as a treatment modality, and have greatly valued its impact on my life personally and professionally. I aim to deliver ACT trainings that are clear, experiential, clinically relevant, and engaging.
Course bibliography:
Doorley, J. D., Goodman, F. R., Kelso, K. C., & Kashdan, T. B. (2020). Psychological
flexibility: What we know, what we do not know, and what we think we know. Social
and Personality Psychology Compass, 14(12), 1-11.
Eubanks, C. F., Muran, J. C., & Safran, J. D. (2018). Alliance rupture repair: A meta-analysis. Psychotherapy, 55(4), 508–519. https://doi.org/10.1037/pst0000185
Forsyth, J. P., & Eifert, G. H. (2016). The Mindfulness & Acceptance Workbook for Anxiety: A guide to breaking free from anxiety, phobias, and worry using Acceptance and Commitment Therapy. Oakland, CA: New Harbinger.
Gloster, A.T., Walder, N., Levin, M. E., Twohig, M. P., Karekla, M.
(2020). The empirical status of acceptance and commitment therapy: A
review of meta-analyses. Journal of Contextual Behavioral Science18, 181–192.
Godbee, M., & Kangas, M. (2020). The relationship between flexible perspective taking and emotional well-being: A systematic review of the “self-as-context” component of
acceptance and commitment therapy. Behavior Therapy, 51(6), 917-932.
Harris, R. (2019). ACT made simple: an easy-to-read primer on acceptance and commitment therapy. (2nd ed.). New Harbinger Publications.
Hayes, S. C. (2004). Acceptance and Commitment Therapy, Relational Frame Theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 637-638.
Hayes, S.C. (September, 2021). ACT Randomized Controlled Trials (1986 to present).
Association for Contextual Behavioral Science (ACBS). www.contextualscience.org
Hayes, S. C., Ciarrochi, J., Hofmann, S. G., Chin, F., & Sahdra, B. (2022b). Evolving an
idionomic approach to processes of change: Towards a unified personalized science of
human improvement. Behaviour Research and Therapy, 156, 104155.
https://doi.org/10.1016/j.brat.2022.104155
Hayes, S. C., & Hofmann, S. G. (2017). The third wave of cognitive behavioral therapy and the rise of process‐based care. World Psychiatry, 16(3), 245. http://dx.doi.org/10.1002/wps.20442
Hayes, S. C., Hofmann, S. G. & Wilson, D. S. (2020). Clinical psychology is an applied
evolutionary science. Clinical Psychology Review, 81, 101892. doi: 10.1016/j.cpr.2020.101892
Hayes, S. C. & Hofmann, S. G. (2021). “Third-wave” cognitive and behavioral therapies and the emergence of a process-based approach to intervention in psychiatry. World Psychiatry, 20(3), 363-375. DOI: 10.1002/wps.20884
Hayes, S. C., Hofmann, S. G. & Ciarrochi, J. (2020). A process-based approach to psychological diagnosis and treatment: The conceptual and treatment utility of an extended evolutionary model. Clinical Psychology Review, 82, 101908. doi: 10.1016/j.cpr.2020.101908
Hayes, S. C., Levin, M. E., Plumb-Vilardaga, J., Villatte, J. L., & Pistorello, J. (2013).
Acceptance and commitment therapy and contextual behavioral science: Examining the
progress of a distinctive model of behavioral and cognitive therapy. Behavior Therapy,
44(2), 180-198.
Hayes, S. C., & Smith, S. (2005). Get out of your mind and into your life: The new Acceptance and Commitment Therapy. Oakland, CA: New Harbinger.
Hayes, S.C, Strosahl, K.D., & Wilson, K.G. (2012). Acceptance and commitment therapy: The process and practice of mindful change (2nd edition). New York, NY: The Guilford Press.
Hebert, E. R., Flynn, M. K., Wilson, K. G., & Kellum, K. K. (2021). Values intervention as an establishing operation for approach in the presence of aversive stimuli. Journal of
Contextual Behavioral Science, 20, 144-154.
Hofmann, S. G., & Hayes, S. C. (2018). The Future of Intervention Science: Process-Based Therapy. Clinical Psychological Science, 2167702618772296.
Luoma, J. B., Hayes, S. C., & Walser, R. D. (2017). Learning ACT: An acceptance and
commitment therapy skills-training manual for therapists (Second Ed.). Oakland, CA:
New Harbinger.
Morgan, T.A., Dalrymple, K,, D’Avanzato, C., Zimage, S. Balling, C., Ward, M., Zimmerman, M. (2021). Conducting outcomes research in a clinical practice setting: The effectiveness and acceptability of Acceptance and Commitment Therapy (ACT) in a
partial hospital program. Behavior Therapy 52(2), 272–285.
Twohig, M. P.(2012). The basics of acceptance and commitment therapy. Cognitive and
Behavioral Practice, 19, 499-507.
Villatte, J. L., Vilardaga, R., Villatte, M., Vilardaga, J. C. P., Atkins, D. A., & Hayes, S. C.
(2016). Acceptance and Commitment Therapy modules: Differential impact on treatment processes and outcomes. Behaviour Research & Therapy, 77, 52-61.
doi:10.1016/j.brat.2015.12.001
Walser, R. D. (2019). The heart of ACT : developing a flexible, process-based, and client-centered practice using acceptance and commitment therapy. New Harbinger Publications, Inc.
Walser, R. D., Karlin, B. E., Trockel, M., Mazina, B., & Taylor, C. B. (2013). Training in and implementation of Acceptance and Commitment Therapy for depression in the Veterans Health Administration: Therapist and patient outcomes. Behaviour Research and Therapy, 51(9), 555-563.
Walser, R. D., & O’Connell, M. (2021). Acceptance and commitment therapy and the
therapeutic relationship: Rupture and repair. Journal of Clinical Psychology, 77(2), 429-
440.
Wahyun, E., Juntika, N., Syamsu, Y. (2019). Effectiveness of Acceptance and Commitment Therapy to enhance students’ wellness. Journal of Evidence-Based Psychotherapies 19(1). 91–114.
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 22 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.
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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.
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