Pre-Congress Workshops

Workshop 1

Imagery Rescripting as a transdiagnostic technique to address memories of adverse and traumatic experiences

Arnoud Arntz, University of Amsterdam, Netherlands

Description:
In Imagery Rescripting the meaning of memory representations of traumatic (or otherwise negative) events is changed by having patients imagine as lively as possible a different outcome that meets their needs better. Imagery Rescripting is a powerful technique with empirical evidence for its effectiveness across disorders. It can be integrated in various forms of psychotherapy, or used as a complete treatment. Imagery Rescripting can be applied to memories of events that really happened in the past, but also to imagined events (like in nightmares, or feared future catastrophes). It can also successfully applied to change the meaning of experiences that contributed to dysfunctional schemas. Although its name suggests that the original memory representation is erased, research indicates that this is not the case. Rather, the emotional meaning of the memory (and not the memory of facts) is changed.

The workshop focuses on the generic use of Imagery Rescripting, so that the technique can be used in a variety of clinical problems, including PTSD, social phobia, chronic depression, and personality disorders. The basic protocol will be introduced, with a focus on childhood memories. Both the therapist, and the patient from an observer perspective changing the script, will be covered.

The workshop will be active: following a live demonstration, participants will practice in pairs while supervision is provided; and there will be an interactive part where participants can raise questions.

Key learning objectives:

  1. To understand the basic theory underlying Imagery Rescripting
  2. To learn the basic techniques of Imagery Rescripting
  3. To learn to rescript a memory by doing the rescripting as therapist
  4. To learn how to let the patient do the rescripting from their current perspective
  5. To learn how to deal with some common problems encountered in practice, such as dissociation

Brief biography:
Arnoud Arntz is a professor emeritus in Clinical Psychology at the University of Amsterdam, and practices CBT and Schema Therapy mainly with patients with severe PTSD or personality disorders at the Academic Center for Trauma and Personality in Amsterdam, the Netherlands. He contributed to the development and empirical tests of Imagery Rescripting and Schema Therapy.

References:
Arntz, A., & Weertman, A. (1999). Treatment of childhood memories: theory and practice. Behaviour Research and Therapy, 37(8), 715-740.

Arntz, A. (2011). Imagery rescripting for personality disorders. Cognitive and Behavioral Practice, 18, 466-481.

Kroener, J., Hack, L., Mayer, B., & Sosic-Vasic, Z. (2023). Imagery rescripting as a short

intervention for symptoms associated with mental images in clinical disorders: A systematic review and meta-analysis. Journal of Psychiatric Research, 166, 49-60.

Workshop 2

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Empowering parents to help their children overcome anxiety problems: Overcoming common challenges

Cathy Creswell & Chloe Chessell, University of Oxford, UK

Childhood anxiety problems are common and can run a chronic course if left untreated. Brief therapist guided, parent-led Cognitive Behavioural Therapy (CBT) (i.e., where a therapist empowers the parent/carer to learn and apply CBT techniques with their child) is an efficient way to increase access to evidence-based treatment for affected families. This workshop aims to provide an overview of brief therapist guided, parent-led CBT for child anxiety problems and outlines how to address common challenges therapists face delivering this approach, including challenges engaging parents, managing parents’ differences of opinion about their nature of their child’s difficulties, and working collaboratively with parents to support them to design exposures that effectively test children’s fears (even when families are living in challenging circumstances). This workshop is aimed at clinicians, trainers, and supervisors with some experience of working with parents to deliver CBT for anxiety problems in preadolescent children.

Key learning objectives:

  • To understand the therapist guided, parent-led CBT treatment model.
  • To develop an understanding of common challenges that may be encountered whilst empowering parents to engage in a parent-led treatment for childhood anxiety problems.
  • To develop skills in overcoming common challenges whilst adhering to the treatment model.
  • To share experiences and learning with other attendees.

Brief biography:
Professor Cathy Creswell is a Professor of Developmental Clinical Psychology at the University of Oxford and leads The Oxford Psychological Interventions for Children and adolescents (TOPIC) research group. Cathy has developed, evaluated, and implemented brief therapist guided, parent-led CBT for child anxiety problems and has extensive experience in training others to deliver this approach. Cathy’s research focuses on the development, maintenance, and treatment of anxiety problems in children and young people, with the ultimate aim of improving access to and outcomes from psychological interventions for affected children and their families.

Dr Chloe Chessell is a Postdoctoral Researcher and Psychological Wellbeing Practitioner at the University of Oxford. Chloe has extensive experience delivering brief therapist guided, parent-led CBT treatments for children with anxiety problems and OCD and training others to deliver these approaches. Chloe’s research interests focus on the development, evaluation, and implementation of brief therapist guided, parent-led CBT approaches in routine mental healthcare settings.

References:
Creswell, C., Chessell, C., & Halliday, G. (2023). Parent-led cognitive behaviour therapy for child anxiety problems: overcoming challenges to increase access to effective treatment. Behavioural and cognitive psychotherapy, 51(6), 512-532.

Creswell, C., Parkinson, M., Thirlwall, K., & Willetts, L. (2019). Parent-led CBT for child anxiety: Helping parents help their kids. Guilford Publications.

Thirlwall, K., Cooper, P. J., Karalus, J., Voysey, M., Willetts, L., & Creswell, C. (2013). Treatment of child anxiety disorders via guided parent-delivered cognitive–behavioural therapy: Randomised controlled trial. The British Journal of Psychiatry, 203(6), 436-444.

Workshop 3

Targeting cognitive change in depression: key strategies for lasting impact

Keith Dobson, University of Calgary, Canada

One of the most challenging aspects of CBT is the ability to recognize, name and work effectively to modify dysfunctional thoughts and underlying core beliefs that lead to problems for the client.  In this workshop several key strategies to identify negative thoughts and core beliefs that commonly occur in depression will be reviewed and demonstrated. The three main methods of evidence- based, alternative- based and meaning- based strategies will be distinguished and presented. The key strategy of assessing the client’s desire for belief change will be discussed, and the ethics of belief modification will be also reviewed, before several effective strategies for belief modification are described and presented.

CBT for depression has had a major focus on the assessment and modification of dysfunctional thinking.  This workshop presents a conceptual framework to think about these forms of thinking, and the most commonly deployed ways to assess and intervene.  The workshop is best suited for people with some background in CBT, and who ideally practice with depressed clients.

Key learning objectives:

  1. Identify negative cognitive patterns associated with Major Depression
  2. Use cognitive case conceptualization to identify cognitive targets for change
  3. Understand the three major types of interventions for negative cognitions in depression.
  4. Recognize the major strategies for core belief work in depression.

Key references:
Beck, J. (2021).  Cognitive Behavior Therapy: Basics and Beyond, 3rd Edition.  New York, NY: Guilford Press.

Dobson, K. S. (2024). Clinical depression: An individualized biopsychosocial approach to assessment and treatment.  Washington, DC: American Psychological Association Press.

Dobson, D. J. G., & Dobson, K. S. (2017). Evidence-based Practice of cognitive behavior therapy, 2nd edition. New York, NY: Guilford Press.

Kazantzis, N. Dattilio, F. M., & Dobson, K. S. (2017). The therapeutic relationship in cognitive behavior therapy: The Heart and Soul of Effective Practice. New York, NY: Guilford Press.

Workshop 4

Untangling the ‘Complex’ in Complex PTSD: What It Means, Why It Matters, and How to Treat It

Sharif El-Leithy, South West London and St. George’s Mental Health NHS Trust, UK

Workshop 5

Delivering cognitive and behavioural therapeutics (CBTx) for insomnia in routine clinical practice

Colin Espie, University of Oxford, UK

Description:

This workshop will explain the central importance, across the lifespan, of sleep and circadian regulation to our everyday health and wellbeing. Particular reference will be made to the crucial role that sleep plays as nature’s primary provision for mental health and wellbeing, and in delivering everyday cognitive capability and quality of life. As well as exploring the nature of sleep itself, we will discuss how disorders of sleep present, how they can be assessed in routine clinical practice, including when comorbid with other mental and physical health conditions, and how they can be most effectively managed.  There will be an emphasis on acquiring practical skills of assessment and on intervention using cognitive and behavioural therapeutics (CBTx). It should be noted that the CBTx framework comprises all evidence-based psychological therapeutics for insomnia because CBT is not a treatment per se but a category name for a range of effective interventions. A formulation-driven approach will be taken to understand how to select and apply CBTx to presenting cases, and the workshop will be illustrated by real world examples.

Key learning objectives:

By the end of the workshop participants will:

  1. Understand what sleep is and why it matters
  2. Understand sleep and circadian disorders and how they present clinically
  3. Be able to select and apply practical tools for the assessment and management of sleep disorders, with a particular focus on insomnia
  4. Be able to select and apply cognitive and behavioural therapeutics (CBTx) for the treatment of insomnia
  5. Enhance their existing skills by integrating sleep and circadian management inro everyday clinical practice
  6. Adopt a scientist-practitioner approach to their work with insomnia

Brief biography:

Colin Espie qualified as a clinical psychologist in 1980 and has worked as a clinician, as an NHS Clinical Director, and as a DClinPsy Clinical Training Director and Head of Department in academic settings. He is Emeritus Professor of Clinical Psychology (University of Glasgow) but continues to work as Professor of Sleep Medicine (University of Oxford) where he leads the Experimental & Clinical Sleep Medicine Programme and the Oxford Training Programme in Sleep Medicine at the Sleep & Circadian Neuroscience Institute. He holds Honorary Consultant Clinical Psychologist appointments with Oxford University Hospitals NHS Trust and with NHS Lanarkshire.  He is internationally known for his work on insomnia and its treatment and has published over 300 scientific papers and numerous textbooks and training manuals. Amongst many awards of distinction, he is a Fellow of the British Psychological Society the Academy of Medical Sciences, and the American Academy of Sleep Medicine, and an Honorary Fellow of the BABCP and the Royal College of General Practitioners.  Colin is actively involved in print, TV and social media regarding the science of sleep (twitter.com/ProfEspie). He co-founded Big Health the developer of SleepioTM which received a NICE guideline in 2022 and is now widely available in the NHS and in the US healthcare system.

 

References:

  1. Baglioni, C., Espie, C.A., & Riemann D. (2022) Cognitive Behavioural Therapy for Insomnia across the Lifespan: Guidelines and Clinical Protocols for Health Professionals. Wiley & Sons, London, and New York [9781119785132]
  2. Espie, C.A. (2025) The Clinician’s Guide to Cognitive and Behavioural Therapeutics (CBTx) for Insomnia: A Scientist-Practitioner Approach. Cambridge University Press, UK [ISBN-10 1108984568; ISBN-13 978-1108984560]
  3. Espie, C.A., Zee, P., & Morin, C.M. (due 2025) The Oxford Handbook of Sleep and Sleep Disorders (Oxford Library of Psychology) 2nd edition. Oxford University Press, USA

Workshop 6

Brain state and integrative processes in compassion focused therapy

Paul Gilbert, University of Derby, UK

This workshop is for people who are interested in learning about how CFT uses different aspects of integration including biopsychosocial and integration of therapeutic intervention. It focuses particularly on how psychophysiological systems of compassion texture multiple domains of functioning.

The workshop will briefly look at the evolution of different psychological functions in terms of motives emotions cognitions and behaviours and how their organisation creates different brain states. Brain states represent particular combinations of these different psychological processes such as attention, thinking, feeling and behavioural impulses. The workshop will explore the evolution of caring and compassionate behaviour and the brain states they create in terms of the organisation of psychological functions. It will then explore how we help people learn to generate and practise them and how they can be used to work with threat based dates. Participants will learn about compassionate Practises that focus on body functions such as breathing to support the vagus nerve and the use of compassion focused, motivation, mindful attention, imagery thinking and behavioural practise. Participant will have an opportunity to practise these interventions for themselves.

The workshop will explore (aims)

  • The basic conceptual framework of CFT in terms of basic motives, emotional regulation systems cognitive competencies and behaviours
  • The link between the evolution of caring behaviour particularly but not only via attachment and the cultivation of a compassionate mind
  • Some practises for the development of a compassionate mind and self-identity
  • Applying CFT principles to mental health difficulties.

Key learning objectives:

  • Insight into the nature of compassion focused therapy
  • Awareness of the value of evolution and biopsychosocial based models
  • The link between compassion and the evolution of caring
  • Basic compassionate mind training exercises

Paul Gilbert, FBPsS, PhD, OBE is Professor of Clinical Psychology at the University of Derby and honorary visiting Prof at the University of Queensland, Australia. He was a Consultant Clinical Psychologist for over 40 years the UK National Health Service. He has researched evolutionary approaches to psychopathology with a special focus on mood, shame and self-criticism in various mental health difficulties for which Compassion Focused Therapy was developed, with increasing evidence of effectiveness. He was made a Fellow of the British Psychological Society in 1993, president of the BABCP 2002-2004, and was a member of the first British Governments’ NICE guidelines for depression. He has written/edited 24 books and over 300 papers and book chapters. In 2006 he established the Compassionate Mind Foundation as an international charity with the mission statement To promote wellbeing through the scientific understanding and application of compassion. In 2011 he was awarded an OBE in recognition of his services to mental health.

 Key references:
Gilbert, P & Simos, G. (2022 eds). Compassion Focused Therapy: Clinical practice and applications (chap 6). London. Routledge. (includes chapters on specific difficulties and a systematic review of evidence)

Gilbert, P. (2019). Psychotherapy for the 21st century: An integrative, evolutionary, contextual, biopsychosocial approach. Psychology and Psychotherapy: Theory, Research and Practice. 92, 164-189. DOI: 10.1111/papt.12226

Gilbert, P. (2020). Compassion: From its evolution to a psychotherapy. Frontiers in psychology 11, doi:10.3389/fpsyg.2020.58616 (open access)

Petrocchi, N., Ottaviani, C., Cheli, S., Matos, M., Baldi, B., Basran, J. K., & Gilbert, P. (2024). The impact of compassion-focused therapy on positive and negative mental health outcomes: Results of a series of meta-analyses. Clinical Psychology: Science and Practice, 31(2), 230–247. https://doi.org/10.1037/cps0000193 (Open access)

Workshop 7

Complex issues and suicide risk in people with psychosis: an interactive workshop

Gillian Haddock, University of Manchester, UK

Description:
Suicidal ideas and acts are prevalent in people with psychosis and can result in huge impacts and costs for the individual, services and society. Although cognitive behaviour therapy has been widely evaluated in people with psychosis, there is much less evidence about their effectiveness when delivered with people experiencing additional complexities, such as suicidal ideas and also when problems of substance misuse and problems with anger and aggression are involved.

This workshop will provide a detailed overview of CBT psychosis approaches and discuss, and demonstrate, how they been adapted to work with people experiencing complex problems. The workshop will present some of the evidence and describe the interventions which have been developed, researched and implemented. 

The workshop will include workshop leader presentation, with recordings and case examples. Attendees will have some opportunity for some experiential work.

Key learning objectives:

  • To gain an understanding of the literature surrounding psychosis, its underpinning mechanisms and the evidence with regard to cognitive-behavioural interventions
  • To become aware of the key therapeutic approaches when working with people with psychosis and how this can be adapted to work with complexities such as suicidality
  • To gain skills in assessment and formulation of psychosis and its complexities

Brief biography:
Gillian Haddock is Professor of Clinical Psychology at the University of Manchester, UK. She has been involved in research with people with psychosis for over 30 years. This has been primarily focused on research into the understanding of the mechanisms underpinning psychosis and developing cognitive-behavioural interventions to ameliorate the distress and disruption and key symptoms. Much of this has been evaluated in numerous clinical trials which have resulted in the approaches being implemented within routine services.  Gillian has over 200 articles in the field and, most recently, this has focused on how we can adapt interventions to work with more complex cases such as those with co-existing substance misuse and suicidality. She is former president of the BABCP and a former NIHR Senior Investigator.

Workshop 8

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Psychological Interventions for Children Affected by War

Dennis Ougrin, Queen Mary University of London, UK & Anna Tarasenko, Ukrainian Medical Association of the United Kingdom and Mindly Ltd.

This workshop is designed to provide participants with a comprehensive understanding of Teaching Recovery Techniques (TRT), an evidence-based intervention aimed at supporting children and adolescents who have experienced trauma. The session will focus on the theoretical foundations, practical applications, and implementation strategies of TRT, enabling participants to understand the principles of delivering the intervention in diverse settings. In addition, the role of positive parenting will be explored.

TRT is a structured program developed to address trauma symptoms by teaching young people self-regulation techniques, problem-solving skills, and strategies to reduce intrusive thoughts and avoidance behaviours (Smith et al., 2017). The workshop begins with an overview of the impact of trauma on young minds, followed by a description of the core components of TRT. Participants will learn how to create a supportive environment, facilitate group sessions, and adapt the techniques to meet the cultural and contextual needs of their populations and how to incorporate principles of positive parenting to enhance TRT.

Interactive elements of the workshop include role-playing and case studies. These activities provide hands-on experience in delivering TRT and positive parenting while emphasizing the importance of empathy, patience, and adaptability when working with trauma-affected youth. Additionally, the workshop addresses ethical considerations and self-care practices for facilitators to mitigate secondary trauma (Brown et al., 2021).

This workshop is ideal for mental health professionals, educators, and community workers committed to fostering resilience in young people impacted by trauma.

Brief Biography:
Dennis Ougrin is Professor of Child and Adolescent Psychiatry and Global Mental Health at Queen Mary University of London. He graduated from a medical school in Ukraine in 1998 and came to England to undertake his post-graduate training. He completed his higher training in child and adolescent psychiatry at Guy’s and Maudsley and is currently an honorary consultant child and adolescent psychiatrist at the Enhanced Treatment Service at South London and Maudsley NHS Foundation Trust. Professor Ougrin leads a programme of information exchange between the UK and Ukraine.  His main professional interests include prevention of Borderline Personality Disorder and effective interventions for self-harm in young people.

Key references:
Brown, T., Miller, R., & Williamson, H. (2021). Trauma-informed practices in child and adolescent care. London: Routledge.

Smith, A., Green, M., & Taylor, D. (2017). Evaluating the impact of Teaching Recovery Techniques on trauma-affected youth. Child and Adolescent Mental Health, 22(4), 234-241.

Workshop 9

Too Good for Your Own Good: Effective Strategies to Treat Perfectionism

Roz Shafran, University College London Great Ormond Street Institute of Child Health, UK

Description:

Perfectionism is a transdiagnostic process linked to a range of mental health difficulties, including anxiety, depression, OCD, and eating disorders. Cognitive Behaviour Therapy for Perfectionism (CBT-P) is a brief, evidence-based intervention designed to target the processes that maintain perfectionism. Systematic reviews and meta-analyses demonstrate that CBT-P, delivered in diverse formats, not only reduces perfectionism but also improves anxiety, depression, and disordered eating.

This workshop focuses on practical CBT-P skills that can be readily integrated into everyday clinical practice, including engaging clients who perceive perfectionism as beneficial. The workshop begins with an overview of the cognitive-behavioural model of perfectionism and the latest empirical evidence supporting CBT-P. Participants will learn how to assess perfectionism, collaboratively develop shared formulations, and implement core techniques, including behavioural experiments, addressing ‘all or nothing’ thinking, and interventions to address self-criticism and broaden self-evaluation.

Special attention will be given to treating perfectionism in the context of comorbid mental health conditions, with guidance on when to prioritise perfectionism in treatment. The workshop concludes with strategies to minimize the impact of therapist perfectionism. Attendees will leave equipped with a practical framework and evidence-based tools to address perfectionism across clinical presentations.

Key learning objectives:

This interactive workshop, integrating videos, experiential learning, didactic teaching, and Q&A, will enable attendees to:

  • Understand the cognitive-behavioural model of perfectionism and its evidence base
  • Effectively engage clients with ambivalence about reducing perfectionism
  • Assess perfectionism using clinical interviews and standardised measures
  • Collaboratively develop personalised formulations
  • Implement cognitive-behavioural strategies to address perfectionism effectively
  • Enhance competence in managing perfectionism in the context of co-occurring disorders

Roz Shafran is Professor of Translational Psychology at the UCL Great Ormond Street Institute of Child Health. Her clinical research explores the development, evaluation, and implementation of cognitive-behavioural therapies for perfectionism, eating disorders, obsessive-compulsive disorder (OCD), and young people with physical illness. Recognized internationally for her contributions, she has received several prestigious awards, contributed to over 380 publications and six books including Overcoming Perfectionism.

Key references:

Egan, S.J., Shafran, R., & Wade, T.D. (2022). A clinician’s quick guide to evidence-based approaches: perfectionism. Clinical Psychologist, 26(3), 351-353.

Wade, T. D., Shafran, R., & Cooper, Z. (2024). Developing a protocol to address co-occurring mental health conditions in the treatment of eating disorders. International Journal of Eating Disorders,  57(6), 1291-1299.

Shafran R, Egan SJ, Wade TD. (2023). Coming of age: A reflection on the first 21 years of cognitive behaviour therapy for perfectionism. Behaviour Research and Therapy, 161, 104258.

Workshop 10

This workshop will be rubbish and no one will go. Addressing self-criticism, negative self-beliefs and socially traumatic memories in Social Anxiety Disorder.

Emma Warnock-Parkes, University of Oxford, UK

Social Anxiety Disorder (SAD) is one of the most common, debilitating and persistent mental health problems. Effective treatments, such as Cognitive Therapy (CT), are available, but the persistent nature of the disorder can make it complex and challenging to treat.  There are several common processes in SAD that can impact on treatment progress, if not spotted and addressed.  These include habitual self-criticism, persistent negative self-beliefs (e.g. ‘I’m unlikeable, weird, boring, foolish, inferior, incompetent’), and socially traumatic memories that can haunt patients in the present.  However, time to cover these topics in depth can be limited in core training in SAD.  In this workshop attendees will learn how to spot these processes and utilize several CT manoeuvres and novel interventions developed to address them.  The overall aim is to help clinicians more effectively treat SAD and develop skills to address these common roadblocks in therapy.

The workshop presents interventions developed over several years within the Clark research group (Oxford Centre for Anxiety Disorders and Trauma, OxCADAT).  Some interventions to target self-criticism were also developed during a case series in collaboration with Paul Gilbert, interweaving elements from Compassion Focused Therapy into CT. The workshop will include patient testimony, video illustrations of treatment and practical exercises for clinicians to try.

Key learning objectives:
Therapists will leave feeling more confident to:

  • Help patients spot and label their inner critic and speak to themselves with kindness.
  • Use novel techniques for patients who get stuck criticising their social performance, such as ‘be kind-rewind’, still-image flashcards and chair work exercises.
  • Put persistent negative self-beliefs on the table early in therapy and address them throughout treatment using several CT manoeuvres.
  • Use experiential techniques, both familiar and novel, to shift persistent negative self-beliefs, such as golden opportunity experiment logs and still image collages.
  • Use ‘Then vs Now’ to discriminate between past traumatic social events and the present.
  • Use memory rescripting to update socially traumatic memories and shift negative self-beliefs.

Brief biography:
Dr Emma Warnock-Parkes is a Consultant Clinical Psychologist and senior research fellow at the Oxford Centre for Anxiety Disorders and Trauma (OxCADAT, University of Oxford).  Emma has worked in CBT for over 20 years and for most of her career has specialised in the research, development and dissemination of Cognitive Therapy treatments for Social Anxiety Disorder and Post Traumatic Stress Disorder. Working with the OxCADAT team, alongside David Clark and Anke Ehlers, Emma is a co-author of CT treatment manuals, has authored several clinical guidance papers and developed numerous training materials for clinicians (freely available at oxcadatresources.com).  She is a co-author of Overcoming Social Anxiety and Building Self-confidence: A Self-help Guide for Teenagers.  Emma is also one of the clinical leads of the NHSE funded Top Up Training Course in Cognitive Therapy for PTSD.

Key references:
Warnock-Parkes, E., Wild, J., Thew, G.R., Kerr, A., Grey, N., Stott, R., Ehlers, A., Clark, D.M. (2020) Treating social anxiety disorder remotely with cognitive therapy. The Cognitive Behaviour Therapist, 16;13:e30.

Warnock-Parkes, E., Wild, J., Thew, G., Kerr, A., Grey, N., Clark, D.M. (2022) ‘I’m unlikeable, boring, weird, foolish, inferior, inadequate’: how to address the persistent negative self-evaluations that are central to social anxiety disorder with cognitive therapy. The Cognitive Behaviour Therapist;15:e56.

Wild, J., & Clark, D. M. (2011). Imagery rescripting of early traumatic memories in social phobia. Cognitive and Behavioral Practice, 18(4), 433–443.

Several helpful video illustrations, treatment manuals and other key papers can be found at: www.oxcadatresources.com.

Workshop 11

Dialectical Behaviour Therapy (DBT) for autistic adults without intellectual disability

Luisa Weiner, University of Strasbourg, France

Description:

DBT was developed for people with chronical suicidality subtended by emotion dysregulation. At that time, Marsha Linehan considered that these people fulfilled diagnostic criteria for borderline personality disorder (BPD). However, did they also have neurodevelopmental conditions? Did this play a role in the emergence of emotion dysregulation and behavioural dyscontrol? Even though it is probably impossible to find answers to these questions retrospectively, recent research suggests that emotion dysregulation and life-threatening behaviours are highly prevalent in neurodevelopmental conditions, especially in autism, even in the absence of co-occurrent BPD. Therefore, for clinicians, it is crucial to better understand why and how emotion dysregulation is present in autistic people, but also whether and how DBT may target emotional and behavioural dysregulation to help them build a life worth living.

Key learning objectives:

  1. a) Gain understanding on the relationship between autistic functioning and emotion dysregulation
  2. b) Apply the biosocial model and develop a DBT case conceptualization which integrates the particularities of autism
  3. c) Learn how to identify and apply useful adaptations in DBT for autistic people
  4. d) Learn how compassion-focused therapy and prolonged exposure may tackle the consequences of stigma and trauma

Luisa Weiner, PhD, is a clinical psychologist and Professor of Clinical Psychology at the University of Strasbourg. Since 2021, she has held the Chair of CBT at department of psychology at the University of Strasbourg. Dr. Weiner is currently the president of the French-speaking DBT association (RF-TCD) and the clerk of the World DBT association.

References:

Bemmouna, D., & Weiner, L. (2023). Linehan’s biosocial model applied to emotion dysregulation in autism: a narrative review of the literature and an illustrative case conceptualization. Frontiers in Psychiatry, 14, 1238116.

Bemmouna, D., Coutelle, R., Weibel, S., & Weiner, L. (2022). Feasibility, acceptability and preliminary efficacy of dialectical behavior therapy for autistic adults without intellectual disability: a mixed methods study. Journal of autism and developmental disorders, 52(10), 4337-4354.

Riebel, M., Krasny-Pacini, A., Manolov, R., Rohmer, O., & Weiner, L. (2024). Compassion focused therapy for self-stigma and shame in autism: a single case pre-experimental study. Frontiers in Psychiatry, 14, 1281428.

Workshop 12

Supervision in CBT – fostering professional growth and conceptual refinement

Ulrike Willutzki, Witten/Herdecke University, Germany

Supervision plays a major role in training and during advanced practice to bridge the gap between theory and client-specific adaptation of general principles and methods of CBT; moreover it should foster professional growth and work morale. Integrating the discussion about evidence-based CBT-supervision (Milne & Reiser, 2017), two complimentary perspectives on supervision will be taken into account in this workshop:

  • On the one hand aims and structure of supervision as well as supervisory roles will be discussed
  • On the other hand we will look at models of supervision that emphasize the development of the supervisee and describe how supervisors may foster professional growth.

Implications of these frameworks for supervision practice will be worked out and prototypical problems will be addressed in role-plays with the participants.

Key learning objectives:

  • Knowledge of key concepts of developmental models of supervision
  • Knowledge of key concepts of evidence-based CBT-supervision
  • Competencies to integrate the concepts in supervision: How to adapt supervision to the developmental needs of supervisees
  • Competencies to address (some) prototypical problems in supervision

Ulrike Willutzki is Professor for Clinical Psychology and Psychotherapy, University Witten/Herdecke, Germany. Her Clinical and research focus is on Cognitive therapy, professional development of psychotherapists, supervision, psychotherapy training, social anxiety disorder,  strengths activation in psychotherapy, psychotherapy process-outcome-research

Workshop 13

Cognitive-behavioural interventions with traumatized refugees and asylum seekers

Kerry Young, Central and North West London NHS Foundation Trust, UK

Description:

Most countries in Europe have seen an increase in the number of refugees arriving in the last few years. A record high of 117 million people were forcibly displaced last year (UNHCR, 2023.) Those claiming asylum will generally have experienced multiple traumatic events in their country of origin and during their escape. They will typically present to services with a complicated PTSD profile, or with depression, panic, sleep disturbance, loss or bereavement issues.

Therapists are often confused about when to use CBT to treat refugees, how to do this through an interpreter and whether change is possible in such uncertain circumstances.

In this workshop, Kerry will suggest an evidence-based pathway for clinicians to follow during treatment with this client group. The workshop will cover how to establish that the clients are ready to start therapy, how to get the best out of interpreters, dealing with issues of trust and negotiating differing models of mental health. Kerry will share tips on how and when to teach emotion regulation strategies, and ways to select treatment targets within a long trauma history. The workshop  will cover how to adapt evidence-based CBT treatment protocols for sleep problems, low mood and panic. It will also summarize the literature about treating the most prevalent diagnosis in adult refugees, PTSD. It will briefly outline the most commonly used trauma-focused treatments in my clinical practice. Finally, Kerry will cover how to think about working with loss and bereavement.

The workshop will use a lot of case material and some films from Kerry’s own clinical practice. She will share useful client handouts and information films, as well as training films for clinicians.

Key learning objectives:

  1. Learn about the common mental health difficulties in refugees and asylum seekers
  2. ]Know how to select and sequence treatment targets with the population
  3. Know how to discuss readiness for treatment and negotiate any trust issues
  4. Get some training and tips on working with interpreters
  5. Know how and when to teach emotion regulation strategies
  6. Know how to adapt evidence-based CBT treatment protocols for sleep problems, low mood and panic for this population
  7. Learn about the literature on treating PTSD in adult refugees
  8. Get an overview of how Narrative Exposure Therapy and Cognitive Therapy for PTSD can be used in this population
  9. Learn how to approach issues of loss and bereavement in this population

Kerry Young is a Consultant Clinical Psychologist and Clinical Lead of the Woodfield Trauma Service in London, UK, a leading centre for the treatment of asylum seekers and refugees suffering from PTSD. She also works at the Oxford Rose Clinic, a service for the medical and psychological treatment of women who have experienced Female Genital Mutilation. She has advised the UK government on how to train clinicians to work with refugees, PTSD and Complex PTSD. She trains nationally and internationally on how to treat PTSD, Complex PTSD and working with refugees and asylum seekers.