{"id":1052,"date":"2025-11-03T19:14:15","date_gmt":"2025-11-03T19:14:15","guid":{"rendered":"https:\/\/eabctcongress.org\/?page_id=1052"},"modified":"2026-05-11T16:04:02","modified_gmt":"2026-05-11T16:04:02","slug":"pre-congress-workshops","status":"publish","type":"page","link":"https:\/\/eabctcongress.org\/index.php\/pre-congress-workshops\/","title":{"rendered":"Pre-congress workshops"},"content":{"rendered":"

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Pre-Congress Workshops<\/span><\/strong><\/h3>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Dr. Stefan G. Hofmann” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Stefan_G_Hofmann.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

Process-based Therapy<\/span><\/b><\/span>
<\/b><\/span><\/span><\/h3>\n

[\/et_pb_text][et_pb_toggle title=”Dr. Stefan G. Hofmann” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|desktop” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_margin=”0px||||false|false” custom_padding=”|||0px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|tablet” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

Abstract:
<\/strong><\/span>Clinical psychology is in crisis. Although some progress has been made, the efficacy of our therapies and development of our models have been limited. To overcome this crisis, we need a radical departure from the latent disease model of the current psychiatric nosology of the DSM\/ICD and the absurd proliferation of the protocols-for-syndrome approach. Process-based therapy (PBT) offers a new perspective. It focuses on how to best target and change core biopsychosocial processes in a specific situation for given goals with a given client. This approach recognizes that psychotherapy typically involves non-linear (rather than linear), bidirectional (rather than unidirectional), and dynamic changes of many (rather than only a few) interconnected variables. Effective therapy changes the entire system toward a stable and adaptive state. For therapy to be most effective, we, therefore, need to embrace a systematic, assessment-guided, and theory-based approach to understand the relationships of the various problems of a given client. PBT organizes psychological processes of change into six dimensions: cognition, affect, attention, self, motivation and overt behavior. Several important processes of change combine two or more of these dimensions. Tailoring intervention strategies to target the appropriate processes in a given individual would be a major advance in psychiatry and an important step toward precision medicine. Functional analysis, the foundation of behavior therapy, provides the basis to understand these relationships. PBT acknowledges the complexity, inter-relatedness, and multidimensional levels of the problems in a given client. In essence, PBT offers a new paradigm for clinical science: Gathering high-density longitudinal idiographic data to capture the complexity of psychopathology using a dynamic network approach within the general framework of evolutionary science.<\/p>\n

Learning Objectives:<\/strong><\/span>
(1) Appreciating the limitations and weaknesses of the contemporary medical model.
(2) Gaining an up-to-date understanding of the core processes of CBT.
(3) Developing an idiographic, functional diagnostic system based on evolutionary science.<\/p>\n

Audience Level:<\/strong><\/span> Intermediate<\/p>\n

Key References :<\/strong><\/span>
Hayes, S. C. & Hofmann, S. G. (Eds.) (2018). Process-based CBT: The science and core clinical competencies of cognitive behavioral therapy. Oakland, CA: New Harbinger Publications. ISBN-13: 978-1626255968.
Hofmann, S. G., Hayes, S. C., & Lorscheid, D. (2021). Learning process-based therapy: A skills training manual for targeting the core processes of psychological change in clinical practice. Oakland, CA: New Harbinger Press. ISBN: 1684037557<\/p>\n

BIO<\/em><\/strong>
Prof. Dr. Stefan G. Hofmann<\/span>\u00a0is the Alexander von Humboldt Professor of Translational Clinical Psychology at the Philipps University of Marburg in Germany. He has\u00a0been\u00a0\u00a0a Clarivate Highly Cited Researcher, has been the editor of\u00a0Cognitive Therapy and Research,<\/span><\/i>\u00a0and is the incoming editor of Psychological Bulletin. He has published more than 500 peer-reviewed journal articles and 20 books on anxiety disorders,\u00a0emotions, and evidence-based therapeutic practices.<\/span><\/p>\n

[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Dr Nikolaos Kazantzis ” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Nikolaos_Kazantzis.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

Making Homework Work: Collaborative Strategies to Motivate and Tailor CBT Assignments<\/span><\/b><\/span>
<\/b><\/span><\/span><\/h3>\n

[\/et_pb_text][et_pb_toggle title=”Dr Nikolaos Kazantzis” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|desktop” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_margin=”0px||||false|false” custom_padding=”|||0px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|phone” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

Cognitive Behavior Therapy Research Unit, Melbourne, Australia, and Beck Institute for Cognitive Behavior Therapy, Philadelphia, USA<\/p>\n

Abstract:<\/strong><\/span>
Homework assignments are a crucial and defining aspect of CBT, yet clinicians often struggle to get clients to follow through. How can we make therapy homework uniquely engaging and motivating for our clients? This interactive full-day workshop dives deep into transforming one-size-fits-all homework into engaging, personalized \u201cAction Plans.\u201d Building on the principles for traditional CBT, we\u2019ll use a practical model from Kazantzis et al. that breaks the process into four stages \u2013 Designing, Planning, Doing, and Reviewing \u2013 to systematically tailor homework for each client. Through this framework, you will learn to weave case formulation into every step, ensuring assignments fit the individual\u2019s goals, life context, and learning style. Collaboration and motivation are emphasized at every turn: you\u2019ll practice collaborative designing where therapist and client jointly design tasks, fostering the client\u2019s sense of ownership and relevance. Research shows that when clients truly understand and accept the treatment rationale, they engage more fully in therapy and benefit more from homework. Accordingly, you will learn techniques to strengthen client buy-in \u2013 for example, using Socratic dialogue to help clients personally connect with the purpose of an assignment. We\u2019ll also tackle common hurdles that derail homework. What if a client feels unmotivated, avoids the task, or simply forgets? You\u2019ll try out strategies to boost intrinsic motivation by tapping into the client\u2019s autonomy and sense of competence. Together, we\u2019ll explore how to anticipate and troubleshoot obstacles before they derail progress.<\/span><\/p>\n

Learning Objectives:<\/span><\/u><\/b>
Throughout the day, two themes will echo: keep it collaborative and make it manageable. In this hands-on workshop, participants will practice how to:
\u2022 Design individualized assignments via case formulation: Craft homework tasks that directly target each client\u2019s core issues and goals, making them more meaningful and effective.
\u2022 Use collaborative planning and Socratic questioning: Involve clients in brainstorming their own tasks and use guided questions to enhance insight and commitment, turning homework into a truly joint venture.
\u2022 Boost motivation and overcome obstacles: Apply motivational interviewing tips and creative techniques (e.g. confidence scaling, identifying likely obstacles) to increase clients\u2019 willingness to do homework, ensuring a high likelihood of success.
\u2022 Refine review and feedback techniques: Role-play the homework review process, learning to deliver positive reinforcement and to gently explore incomplete homework for learning opportunities \u2013 all while maintaining a supportive therapeutic alliance.<\/p>\n

By the end of this full-day experience, you\u2019ll have a toolkit of skills and confidence to energize your CBT practice. This workshop embodies the \u201cUnique as We Are\u201d EABCT 2026 Conference theme by empowering you to integrate research-backed strategies into personalized care, so that between-session work is tailored, motivating, and eVective for every client. Expect to leave with fresh ideas, hands-on practice, and renewed enthusiasm for making CBT homework work for your clients.<\/p>\n

Audience Level:<\/strong><\/span> Beginner to Advanced
Key References:<\/strong><\/span>
Kazantzis, N., Deane, F. P., Ronan, K. R., & L\u2019Abate, L. (2005). Using homework assignments in cognitive behavior therapy. New York: Routledge.
Kazantzis, N., Dattilio, F. M., & Dobson, K. S. (2017). The therapeutic relationship in cognitive-behavioral therapy: A clinician’s guide. New York: Guilford Press.<\/p>\n

BIO<\/strong><\/em>
Dr. Nikolaos Kazantzis is a Professor of Clinical Psychology with appointments at the Cognitive Behavior Therapy Research Unit (CBTRU; Melbourne, Australia) and the Beck Institute for Cognitive Behavior Therapy (Philadelphia, USA), and is widely recognized as a leading figure in CBT for advancing evidence-based approaches to tailoring the therapeutic relationship and, in particular, optimizing patients\u2019 engagement with between-session therapeutic tasks. His team\u2019s work\u2014grounded in CBTRU conceptual models and measures\u2014has secured multiple U.S. National Institutes of Health (NIH) grants and produced over 200 scholarly publications, six clinician books, and 19 journal special issues; in 2019, the American Psychological Association (APA) recognized the team with its Top Downloaded Paper Award for the most-downloaded article across all 89 APA journals, out of more than 4,500 articles. He is the immediate past Editor-in-Chief of Cognitive and Behavioral Practice, currently serves as editor of Springer Nature\u2019s \u201cCBT: Science into Practice\u201d book series, and has received the Beck Scholar Award from Dr. Aaron T. Beck and Dr. Judith S. Beck in recognition of his scholarly contributions; additional information is available at www.nikolaoskazantzis.com<\/a>, www.cbtru.com<\/a>, and https:\/\/link.springer.com\/series\/15752\/books<\/a>.<\/p>\n

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Recognizing and responding to how and why LGBTQ clients are unique<\/span><\/b><\/span>
<\/b><\/span><\/span><\/h3>\n

[\/et_pb_text][et_pb_toggle title=”John Pachankis” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|tablet” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_margin=”0px||||false|false” custom_padding=”|||3px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|desktop” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

Abstract:<\/strong><\/span>
A summary of your workshop (maximum 300 words): Whether and what distinct treatment approaches are needed for LGBTQ clients rests on how distinct we think LGBTQ people are from heterosexual cisgender people. This workshop will argue that LGBTQ people today experience distinct psychologies across life \u2014 starting with an early sense of felt difference from others, proceeding through an adulthood formed in communities with other LGBTQ people, and pursuing distinct sources of meaning and purpose. Although these differences might not rise to the level of requiring a unique treatment approach, they require a therapist who is knowledgeable about LGBTQ experiences and how these experiences shape LGBTQ people\u2019s cognitive styles, affective reactions, and behavioral patterns. For example, these differences require a therapist who can detect how internal working models of self, other, and relationships are shaped by early experiences of felt difference and how the LGBTQ community itself shapes LGBTQ people\u2019s characteristic behavioral and emotional adaptations to those experiences. LGBTQ people are also substantial consumers of mental health services \u2014 even more than their disproportionate burden of mental health problems would predict \u2014 so much so that there\u2019s arguably a culture of therapy among this population \u2014 perhaps to fill relational voids not filled through valid mirroring of oneself-as-good that typically derives from family, parents, and community across development. Therapists must be prepared to fill that void. Of course, because LGBTQ people are made distinct by society, any unique therapy approach should probably home in on how society shapes the self and how to fix that problem imposed on LGBTQ people without losing a self, through accurate mirroring of oneself as good. This workshop will present the theory and techniques of LGBTQ-affirmative CBT to address the distinct experiences that LGBTQ people present in psychotherapy.<\/p>\n

Learning Objectives:<\/strong><\/span>
List three ways that society shapes LGBTQ people\u2019s cognitions, affective responses to stress, and behavioral patterns.
Apply minority stress theory using a cognitive-behavior framework.
Demonstrate application of LGBTQ-affirmative cognitive-behavioral therapy principles.<\/p>\n

Audience Level:<\/strong><\/span> ranging from Beginner to Advanced<\/p>\n

Key References :<\/strong><\/span>
Pachankis, J. E., Soulliard, Z. A., Morris, F., & van Dyk, I. S. (2023). A model for adapting evidence-based interventions to be LGBQ-affirmative: Putting minority stress principles and case conceptualization into clinical research and practice. Cognitive and Behavioral Practice, 30(1), 1-17.<\/p>\n

BIO
<\/strong>Dr. John Pachankis is the David R. Kessler Professor of Public Health, Psychiatry, and Psychology at Yale University. He is the founding director of Yale\u2019s LGBTQ Mental Health Initiative, which is the US\u2019s leading academic center devoted to the scientific study of LGBTQ people\u2019s mental health. He has published 200+ scientific papers in the fields of clinical psychology, psychiatric epidemiology, and public health and he has been the principal investigator on several grants from the National Institutes of Health. This research has identified biopsychosocial mechanisms underlying LGBTQ people\u2019s disproportionate risk of mental health problems, developed treatments to address these mechanisms, and studied the implementation of these treatments in community settings across the US and around the world. His research has received several awards from national organizations, has influenced policy and professional guidelines, and appears in international news outlets. In 2023, he was a Fulbright Fellow in the Department of Clinical Neuroscience at the Karolinska Institute in Sweden. In 2024, he was a visiting professor at the Williams Institute, UCLA School of Law.<\/p>\n

 <\/p>\n

[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Niki (Nicola) Petrocchi” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Niki_Petrocchi.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

Understanding and Transforming Self-Criticism in Compassion Focused Therapy: From Inner Attack to Inner Care<\/span><\/b><\/span>
<\/b><\/span><\/span><\/h3>\n

[\/et_pb_text][et_pb_toggle title=”Niki (Nicola) Petrocchi” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|desktop” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_padding=”|||2px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|tablet” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

Abstract:<\/strong><\/span>
Self-criticism is a core transdiagnostic process strongly linked to shame and the maintenance of psychopathology across clinical populations. In this pre-conference workshop, we will explore how Compassion Focused Therapy (CFT) understands self-criticism through the lens of evolutionary psychology and social mentality theory. Rather than pathologizing self-criticism, CFT frames it as a survival strategy \u2014 one that has become overactivated in unhelpful ways, often within the context of early attachment and threat. A central focus of the workshop will be the role of psychoeducation in CFT. We will examine what we say to patients about the nature and function of self-criticism, and why this specific framing can itself begin to generate meaningful change. Participants will gain a clear understanding of how the three emotion regulation systems \u2014 threat, drive, and soothing \u2014 form the motivational framework of CFT, and how an internal rank-based relational dynamic, linked to shame and self-criticism, can create and maintain imbalances at the root of many forms of psychopathology. We will also demonstrate how compassion practices can soften self-critical tendencies and create the conditions for emotional safeness and change. Through experiential practice and clinical demonstration, participants will learn how to apply core CFT techniques, including compassionate letter writing, imagery-based work, and the mirror technique, to help patients develop a more compassionate inner dialogue. By the end of the workshop, clinicians will have a clear conceptual and practical understanding of how CFT addresses self-criticism, and how to support patients in moving from a shame-based inner dialogue to one grounded in compassion and care.<\/p>\n

Learning Objectives :
<\/strong><\/span>By the end of this workshop, participants will be able to:<\/p>\n

    \n
  1. Explain self-criticism from a Compassion Focused Therapy perspective, including its evolutionary functions, links to shame, and role in psychopathology.<\/li>\n
  2. Apply core CFT interventions to work with self-criticism, including psychoeducation, compassionate imagery, compassionate letter writing, and the mirror technique.<\/li>\n
  3. Support patients in transforming self-critical inner dialogue by fostering emotional safeness, compassion motivation, and a more caring internal relationship.<\/li>\n<\/ol>\n

    Audience Level:<\/span>
    <\/strong>Intermediate to Advanced (also suitable for beginners with an interest in Compassion Focused Therapy)<\/p>\n

    References:<\/span>
    <\/strong>Petrocchi, N., Kirby, J. N., & Baldi, B. (2024).\u00a0Essentials of compassion focused therapy: A practice manual for clinicians.<\/em>\u00a0Routledge.<\/p>\n

    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\u2013247. https:\/\/doi.org\/10.1037\/cps0000193<\/p>\n


    BIO<\/strong><\/em>
    Niki (Nicola) Petrocchi, Ph.D., is Associate Professor of Psychology at John Cabot University (Rome) and Founder of Compassionate Mind Italia. She has published over 100 scientific papers and a manual on Compassion Focused Therapy. Her research and teaching focus on the psychophysiological bases of compassion and emotion regulation, integrating CFT and CBT approaches in both scientific and clinical contexts, with a particular interest in gender-diverse populations.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Willem Kuyken” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Willem_Kuyken.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

    Integrating Mindfulness into Cognitive Behavioural Therapy Making Therapy
    More Effective, Engaging, and Sustainable <\/span><\/b><\/span>
    <\/b><\/span><\/span><\/h3>\n

    [\/et_pb_text][et_pb_toggle title=”Willem Kuyken” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|tablet” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_margin=”0px||||false|false” custom_padding=”|||3px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|tablet” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

    Abstract:
    <\/strong><\/span>Even well-delivered cognitive behavioural therapy leaves room to grow. Not every client engages, response rates are mixed, skills do not always stick, and therapists face real pressures of sustainability and burnout. Mindfulness can deepen CBT \u2014 not as a replacement for cognitive techniques, but as a way to inform case conceptualisation, offer targeted practices that support change, and resource us as therapists \u2014 in ways that make therapy more effective, engaging, and sustainable.<\/p>\n

    This workshop draws on two sources: the best of psychological science and the contemplative wisdom traditions that have studied the mind for 2,500 years. Together they provide both a map of how the mind maintains distress and a set of practical skills for change.<\/p>\n

    Mindfulness, as used here, involves four dimensions: intention, attention, attitudinal qualities \u2014 curiosity, kindness, courage \u2014 and action. Each has direct clinical relevance. Mindfulness practices are not generic; they serve different functions. Some train and stabilise attention. Some cultivate the attitudes that make difficult experience possible to work with. Some restore and cultivate embodied awareness. Others provide a moment of pause \u2014 the gap between stimulus and response in which wiser choices become possible.<\/p>\n

    The workshop is structured around three levels of integration. First, mindfulness to resource the therapist: brief practices that support presence, attunement, and responsiveness. Second, mindfulness within sessions: concrete points at which awareness-based practices sharpen CBT work \u2014 before a behavioural experiment, when a client is caught in rumination, when attention needs anchoring. Third, mindfulness as part of case formulation: understanding a client’s attentional patterns, relationship to thinking, and embodied experience alongside the cognitive and behavioural maintaining cycles already central to CBT.<\/p>\n

    Participants will leave with a working framework, practical tools, and \u2014 having practised together \u2014 a direct experience of what integration feels like from the inside.<\/p>\n

    Learning Objectives<\/em>
    By the end of this workshop, participants will be able to:
    1. Articulate a theoretically grounded rationale for integrating mindfulness into CBT, drawing on both psychological science and contemplative tradition, and identify the core mechanisms \u2014 decentering, reduced cognitive reactivity, attentional stability \u2014 through which mindfulness enhances cognitive and behavioural techniques \u2013 and potentially outcomes.
    2. Apply a function-based repertoire of mindfulness practices within individual therapy sessions, selecting practices according to their clinical purpose \u2014 stabilising attention, cultivating helpful attitudes, restoring embodied awareness, or creating a pause before responding \u2014 and linking each to specific points in the CBT session structure.
    3. Describe practical strategies for sustaining their own mindfulness practice as therapists, including micro-practices embedded in the working day, and explain how therapist presence and embodied attunement contribute to therapeutic effectiveness and professional well-being.<\/p>\n

    Audience Level<\/em>
    Intermediate to Advanced. Participants should have a working knowledge of CBT principles and case formulation. No prior formal mindfulness training is assumed, though personal interest or curiosity about mindfulness is expected given the workshop’s experiential emphasis.<\/p>\n

    <\/strong><\/em><\/p>\n

    BIO<\/strong><\/em>
    Willem Kuyken is the Ritblat Professor of Mindfulness and Psychological Science at the University of Oxford, United Kingdom. His work focuses on preventing depression, promoting mental health, and flourishing across the lifespan. He has published more than 150 journal articles and was named by Web of Science as in the top 1% of the most cited scientists in the world every year since 2019.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Cecilia Essau” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Cecilia_Essau.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

    Preventing youth anxiety and depression: Lifestyle interventions and CBT-Based skills<\/span><\/b><\/span>
    <\/b><\/span><\/span><\/h3>\n

    [\/et_pb_text][et_pb_toggle title=”Cecilia Essau” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|desktop” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_padding=”|||0px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|tablet” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

    Abstract:
    <\/strong><\/span>Anxiety and depression are highly prevalent during adolescence and frequently co-occur, contributing to long-term mental and physical health risks. Cognitive Behavioral Therapy (CBT) has strong evidence base for prevention, with studies showing that up to 65% of adolescents experience meaningful improvements in mental health outcomes.<\/p>\n

    At the same time, key behavioural risk factors\u2014poor diet, physical inactivity, and insufficient sleep\u2014emerge early in life, often cluster during adolescence, and are closely linked to emotional wellbeing. Despite this, relatively few preventive interventions systematically integrate these lifestyle factors within CBT-based frameworks. These behaviours and mental health difficulties interact in mutually reinforcing ways, increasing vulnerability to both psychological disorders and long-term non-communicable diseases. Addressing these interconnected determinants during adolescence is therefore critical for effective and equitable primary prevention.<\/p>\n

    This workshop introduces the Super Skills for Life (SSL) programme, a transdiagnostic, CBT-based intervention designed to prevent anxiety and depression while promoting healthy lifestyle behaviours. SSL targets four core domains: (1) fostering healthy lifestyle habits; (2) building emotional resilience through stress management; (3) encouraging peer learning and support; and (4) strengthening self-confidence and social skills.
    Using a \u201ctrain-the-trainer\u201d model, SSL has built global capacity by training over 26,000 practitioners and reaching approximately one million adolescents, demonstrating its scalability and public health impact.<\/p>\n

    Learning Objectives:<\/em> By the end of the workshop, participants will be able to:
    \u2022 Understand the prevalence, comorbidity, developmental course, and cultural expressions of anxiety and depression in youth.
    \u2022 Describe the theoretical foundations and core components of the SSL programme.
    \u2022 Apply key techniques for delivering CBT-based preventive interventions.
    \u2022 Identify challenges and strategies for culturally adapting and implementing interventions across diverse contexts.<\/p>\n

    Audience Level:<\/em>
    Beginner to Advanced Workshop Format: The workshop combines brief lectures, structured role-play, and video demonstrations to support both conceptual understanding and practical skill development.<\/p>\n

    BIO<\/strong><\/em>
    Cecilia A. Essau is Professor of Developmental Psychopathology at the University of Roehampton, UK. She recently received the Distinguished Contributions Award from the British Psychological Society Developmental Psychology Section for sustained and substantial contributions to research, translating to an impact on wider society. Cecilia has developed a program (Super Skills for Life; SSL) which equips children and adolescents with skills to deal with situations that would have caused them anxiety and been challenging. By using a \u201ctrain-the-trainer approach\u201d, SSL training has built capacity and shaped the practice of 26,000 practitioners and has produced positive mental health outcomes in approximately one million young people in 23 countries.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Ebru Salcioglu” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Ebru_Salcioglu.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

    Essential Skills for Transdiagnostic CBT in Everyday Clinical Practice<\/i><\/span><\/b><\/span>
    <\/b><\/span><\/span><\/h3>\n

    [\/et_pb_text][et_pb_toggle title=”Ebru Salcioglu” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|tablet” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_padding=”|||0px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|tablet” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

    Abstract:
    <\/strong><\/span>Essential Skills for Transdiagnostic CBT in Everyday Clinical Practice Ebru \u015ealc\u0131o\u011flu Effective transdiagnostic CBT in everyday practice requires more than knowledge of techniques: it requires the clinical skill to identify what is maintaining each client’s problem and to select, sequence, and adapt interventions accordingly. Standard CBT training often emphasizes disorder-specific protocols at the expense of these formulation-level skills. This workshop addresses that gap by framing idiographic case formulation as a methodological necessity rather than a clinical preference, with practical training for routine and complex cases.<\/p>\n

    The workshop is structured around four core skills: (a) using functional analysis to develop an idiographic case formulation of the cognitive, behavioral, emotional, and contextual mechanisms maintaining the presenting problem; (b) translating formulation into intervention selection, with emphasis on the behavioral methods, e.g. exposure, behavioral activation, response prevention, contingency management, and behavioral experiments, and on cognitive methods used functionally to modify how clients relate to thoughts and beliefs rather than to change thought content; (c) sequencing and integrating interventions to maximize between-session learning and real-world transfer; and (d) adapting interventions to comorbidity, cultural context, and client response.<\/p>\n

    Using clinical examples from routine cases and complex presentations (including survivors of mass trauma in non-Western settings) participants will practice the decision-making process: which intervention, for which mechanism, in which context, at which point in treatment. Particular attention will be given to revising formulation when the client is not responding as predicted. The format combines didactic input with case-based exercises and group discussion.<\/p>\n

    By the end of the workshop, participants will be able to:
    1. Conduct idiographic case formulation grounded in functional analysis to identify the mechanisms maintaining a client’s presenting problem across cognitive, behavioral, emotional, and contextual domains.
    2. Select, sequence, and integrate behavioral and cognitive interventions based on case formulation rather than diagnostic category.
    3. Adapt interventions to complex real-world cases, including comorbidity and cross-cultural clinical contexts. Audience level: Intermediate to Advanced<\/p>\n

    BIO<\/strong><\/em>
    Ebru \u015ealc\u0131o\u011flu is Professor of Clinical Psychology at Istinye University in T\u00fcrkiye and Adjunct Professor at \u00c5bo Akademi University in Finland. She is the founder and director of DATEM \u2013 the Center for Behavioral Studies and Therapies \u2013 where she integrates clinical service, training, and applied research. After completing her PhD and post-doctoral training at the Institute of Psychiatry, King\u2019s College London, she remained research-affiliated for over a decade\u2014an academic foundation that continues to shape her scientific approach to clinical practice. A behavior therapist and academic, she is known for her work on the individualized application of evidence-based cognitive and behavioral therapies, with a focus on idiographic case formulation, functional analysis, and transdiagnostic intervention strategies. Her clinical and research experience spans trauma-related conditions, anxiety disorders, obsessive-compulsive spectrum problems, prolonged grief, and eating disorders, drawing on extensive work particularly with survivors of war, torture, natural disasters, and interpersonal violence. She has published widely on the mechanisms and treatment of trauma-related problems in peer-reviewed journals, and is the author of an extensively used Turkish-language book on case formulation and therapy planning, as well as co-author of a clinical volume on the behavioral treatment of war and torture trauma, published by Cambridge University Press. She is a frequent speaker at national and international scientific meetings and seminars, contributing to the advancement and dissemination of evidence-based therapies across academic and professional contexts. At DATEM, she developed a modular, formulation-based behavioral therapy model in which therapists deliver individualized, transdiagnostic care under routine supervision\u2014a system that has shown meaningful recovery outcomes across a range of psychological difficulties in practice-based research. In addition to leading graduate-level programs in clinical psychology, she has developed and delivered a competency-based CBT training program that has supported hundreds of clinicians in applying evidence-based methods across diverse practice settings.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Paul Schobre” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/11\/Paul_Schobre.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

    Between you and me: Dealing with patterns, building connection. A Schematherapy approach for high-conflict couples<\/span><\/h3>\n

    <\/span><\/b><\/span>
    <\/b><\/span><\/span><\/h3>\n

    [\/et_pb_text][et_pb_toggle title=”Paul Schobre” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|desktop” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”95.5%” custom_margin=”0px||||false|false” custom_padding=”|||0px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|tablet” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

    Abstract:<\/span>
    <\/strong><\/em>A workshop on schematherapy for (high-conflict) couples to explore the dynamics between autonomy and connection in (romantic) relationships where one or both partners have been diagnosed with a personality disorder.
    This workshop focuses not only on dealing with the impact of these difficult dynamics on the therapist but also attempts to provide tools for a possible therapeutic approach.<\/p>\n

    Learning Objectives:<\/strong><\/span>
    By the end of this workshop, participants will know:
    1. What \u201cSchematherapy for Couples (ST-C)\u201d has to offer.
    2. The basic principles of schema-therapeutic case conceptualization for relationships.
    3. How ST-C interventions can help de-escalate conflicts within relationships.<\/p>\n

    Audience Level<\/strong><\/span>: Both beginners and advanced participants who are interested in the therapeutic work of couples therapy are welcome.<\/p>\n

    Key References:<\/strong><\/span>
    In English: Simeone-DiFrancesco, C., Roediger, E., & Stevens, B. (2015). Schematherapy with couples. New York, NY: Wiley.
    In Dutch: Schobre, P. (2021) De onderstroom die niemand ziet, bepaalt de richOng op elk gebied. Schematherapie bij een\u00a0partnerrelaOe. In: Hornsveld, H., B\u00f6gels, H., Grandia, H. (2021). Casusboek Schematherapie. 21 Voorbeelden uit de\u00a0prak9jk<\/p>\n

    BIO<\/strong><\/em>
    Paul Schobre (Belgium) is registered as a clinical psychologist and psychotherapist. He owns his own practice, and works both with individual clients as with couples and families. He is supervisor in Cognitive Behavioral Therapy (VVGT), Trainer-Supervisor in Schema Therapy for individuals and for couples (ISST & Schematherapie Vlaanderen vzw), Systemic Therapist (BVRGS), EMDR Practioner (EMDR- Europe). Inspired and motivated by Professor Arnoud Arntz (University of Amsterdam) and the work of Jeffrey Young, he was one of the pioneers of schema therapy in Flanders. For almost a decade, he was chairman of Schematherapie Vlaanderen vzw.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Claudi L. Bockting” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/11\/Claudi_L.-Bockting.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

    Preventive Cognitive Therapy for Depression: An Evidence-Based Approach to Reduce Relapse Risk: why and how<\/span><\/b><\/span>
    <\/b><\/span><\/span><\/h3>\n

    [\/et_pb_text][et_pb_toggle title=”Claudi L. Bockting” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|desktop” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_padding=”|||3px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|tablet” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

    Abstract:<\/span><\/strong><\/p>\n

    Learning Objectives:
    <\/strong><\/span>-Have knowledge on risk of relapse in common mental health conditions
    -Have knowledge on the main interventions of Preventive Cognitive Therapy (PCT)
    -Practiced the main interventions of PCT<\/p>\n

    Audience Level:<\/strong><\/span>
    From beginner to advanced: CBT trainees or CBT therapists and those interested in a lifelong approach to deal with common mental health conditions.<\/p>\n

    Depression is a common mental health condition that is accompanied not only by a lot of personal suffering, but also by social or interpersonal problems. Research has shown that people who have recovered from an episode of depression or only partially remitted from depression, have a high risk of experience relapse. Preventive Cognitive Therapy (PCT) has been developed, specifically tailored to meet the needs of individuals who are in partial remission or those fully remitted. In this workshop the interventions that target risk factors for relapse including stress sensitivity, dysfunctional (cognitive) beliefs, and positive emotion regulation, will be discussed and demonstrated. The use of imagery and phantasy will be demonstrated as well as the scientific evidence for long term preventive effects up to 20 years. Also, the interventions can be practiced in a role play. The last part of the workshop will be devoted to a discussion on the future of relapse prevention for common mental health conditions.<\/p>\n

    Key references:<\/strong><\/span> Bockting C.L<\/strong>., (2025) Preventive Cognitive Therapy for Depression: An Evidence-Based Approach to Reduce Relapse Risk. October 13, 2025, Guilford Press, ISBN 9781462558452<\/p>\n

    Bockting,<\/strong> C. L., Klein, N. S., Elgersma, H. J., van Rijsbergen, G. D., Slofstra, C., Ormel, J., Buskens, E., Dekker, J., de Jong, P. J., Nolen, W. A., Schene, A. H., Hollon, S. D., Burger, H. (2018). The effectiveness of Preventive Cognitive Therapy while tapering antidepressants compared with maintenance antidepressant treatment and their combination in the prevention of depressive relapse or recurrence (DRD study): A three-arm randomised controlled trial. Lancet Psychiatry, 5(5), 401-410. https:\/\/doi.org\/10.1016\/S2215-0366(18)30100-7<\/a><\/p>\n

    BIO<\/strong><\/em>
    Claudi L. Bockting PhD is professor in Clinical Psychology in Psychiatry at the department of Psychiatry in Amsterdam University Medical Centers and is one of the founders and directors of the interdisciplinary Centre for Urban Mental Health of the University of Amsterdam in The Netherlands. She also works since over 30 years as a licensed clinical psychologist. Her lab focuses on finding potentially modifiable factors that can be targeted with innovative interventions to prevent or treat depression, anxiety and suicidality. Dr. Bockting developed Preventive Cognitive Therapy (PCT) as a treatment against relapse in depressive disorders and its effectiveness has been demonstrated in several randomized controlled trials and settings, with reported preventive effects up to 20 years.<\/p>\n

    She is the recipient of Fellowships at institutions such as Beck Institute International Scholarship Philadelphia, Institute for Advanced Study at the University of Amsterdam, and the World Health Organization.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Prof. Dr. Matthias Berking” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Matthias_Berking.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

    Introduction to the Affect Regulation Training<\/span><\/b><\/span>
    <\/b><\/span><\/span><\/h3>\n

    [\/et_pb_text][et_pb_toggle title=”Prof. Dr. Matthias Berking” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|tablet” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_padding=”|||2px||” hover_enabled=”0″ positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|tablet” border_width_all=”0px” global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n

    Abstract:<\/strong><\/span><\/p>\n

    Evidence indicates that deficits in effective emotion regulation constitute an important main-taining factor across a wide range of mental disorders. Accordingly, systematically strengthe-ning adaptive emotion regulation skills represents a promising transdiagnostic target in the treatment of psychopathology. <\/span><\/p>\n

    Based on this premise, Affect Regulation Training (ART) was developed as an integrative intervention designed to enhance core emotion regulation competencies. Since its initial presentation, ART has evolved into a widely used training program in psychotherapy and mental health care. <\/span><\/p>\n

    Following a brief introduction to the theoretical foundations of ART, this workshop will present key therapeutic strategies and procedures used to foster effective emotion regulation. Participants will have the opportunity to practice specific therapeutic techniques and discuss how these tools can be most effectively integrated into their own clinical work and treatment approaches. <\/span><\/p>\n

    Learning objectives:<\/em>
    \u2022 Understand the role of emotion regulation deficits in the development and maintenance of mental disorders.
    \u2022 Acquire theoretical knowledge of therapeutic strategies designed to foster adaptive emoti-on regulation.
    \u2022 Develop practical clinical competencies in the application of therapeutic techniques aimed at reducing emotion regulation deficits. <\/span><\/p>\n

    Audience Level:<\/em> from Beginner to Advanced. <\/span><\/p>\n

    Key references:<\/em>
    1. Berking, M. (2017). Training emotionaler Kompetenzen (4. Aufl.). Heidelberg: Sprin-ger.
    2. Berking, M. & Whitley, B. (2014). Affect Regulation Training (ART). New York: Springer.
    3. Berking, M. (2017). Emotieregulatie. Heuten: Bohn, Stafleu & van Loghum<\/span><\/p>\n

    \u00a0<\/span><\/p>\n

    BIO<\/strong><\/em><\/p>\n

    Prof. Dr. Matthias Berking is Head of the Department of Clinical Psychology and Psychothe-rapy at the Friedrich Alexander University Erlangen Nuremberg (FAU), Director of the Psy-chotherapy Outpatient Clinic and of the Training Center for Psychotherapists at the FAU. He is also author of numerous scientific articles and ranked in the top 1% of most cited resear-chers worldwide in Clinical Psychology according to the Stanford list in 2025.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Maria do C\u00e9u Salvador” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Maria_do_Ceu_Salvador.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

    CBT for Social Anxiety Disorder with Adolescents: bridging the gap and Integrating ACT and CFT into our practice<\/span><\/b><\/span>
    <\/b><\/span><\/span><\/h3>\n

    [\/et_pb_text][et_pb_toggle title=”Maria do C\u00e9u Salvador” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|tablet” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_padding=”|||3px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|desktop” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

    Abstract:<\/strong><\/span><\/p>\n

    Although prevalence estimates vary across studies and methodologies, Social Anxiety Disorder (SAD) is consistently identified as one of the most prevalent and impairing anxiety disorders in adolescence. Even conservative estimates suggest that SAD affects between 25 and 65 million adolescents globally.<\/p>\n

    Despite the strong evidence base for CBT, treatment outcomes for SAD remain less robust than for other anxiety disorders, highlighting the need for continued advances in intervention approaches and encouraging clinicians to expand and enrich traditional CBT models. Furthermore, emerging evidence suggests that adolescent SAD is not only characterized by fear and avoidance, but is also strongly associated with shame, self-criticism, and psychological inflexibility, underscoring the relevance of integrating contextual and compassion-based approaches into treatment.<\/p>\n

    This workshop aims to bridge this gap by exploring how Acceptance and Commitment Therapy (ACT) and Compassion-Focused Therapy (CFT) can enhance CBT interventions for adolescents with SAD.<\/p>\n

    Alongside an introduction to the core principles and processes of ACT and CFT, the workshop will illustrate how these models can be integrated into case conceptualization and intervention for adolescents with SAD, particularly when targeting shame, self-criticism, and psychological inflexibility. Through practical strategies, experiential exercises, and clinical examples, participants will explore engaging and developmentally sensitive interventions that foster curiosity, humor, flexibility, and meaningful participation from adolescents. The workshop is designed for clinicians interested in expanding their CBT practice through integrative, developmentally sensitive, and contextually informed interventions for adolescents experiencing social anxiety.<\/p>\n

    Learning Objectives:<\/em>
    By the end of this workshop, participants will be able to:
    1. Describe the role of shame, self-criticism, and psychological inflexibility in the development and maintenance of Social Anxiety Disorder in adolescents.
    2. Integrate core processes from ACT and CFT into case conceptualization and intervention planning for adolescents with SAD.
    3. Apply experiential and contextually informed clinical strategies to help adolescents not only to navigate socially challenging situations with greater compassion and flexibility, but also to build richer, more connected, and meaningful values-driven lives.<\/p>\n

    Audience Level:<\/em> Intermediate<\/strong>
    <\/strong><\/em><\/p>\n

    BIO<\/strong><\/em>
    Maria do C\u00e9u Salvador is a Professor at the University of Coimbra, where she teaches behavioural, cognitive, and contextual models and interventions. She is involved in the supervision of cognitive-behavioural therapy (CBT) training, as well as Master\u2019s and doctoral theses. Her research work focuses on the assessment, case conceptualization, and treatment of social anxiety disorder and test anxiety in adolescents and adults. She has a particular interest in third-wave therapies, especially in the development and empirical evaluation of integrated intervention programs.
    Grounded in the view that theory, research, and clinical practice should be closely interconnected, she also maintains an active private practice. She is a licensed psychologist and a CBT psychotherapist and supervisor accredited by the Portuguese Association for Behavioural Therapies, an accredited schema therapist and supervisor, and a certified teacher and facilitator of the Mindful Self-Compassion (MSC) and Compassionate Mind Training (CMT) programs.
    She contributes to several accredited training programs, both nationally and internationally, and currently serves as President of the Portuguese Association of Behaviour Therapy.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ make_equal=”on” _builder_version=”4.27.6″ _module_preset=”default” border_width_top=”2px” border_color_top=”#008E90″ global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_team_member name=”Dominique Page” image_url=”https:\/\/eabctcongress.org\/wp-content\/uploads\/2025\/10\/Dominique_Page.jpg” icon_color=”#44d89e” _builder_version=”4.27.4″ header_level=”h2″ header_font=”|500|||||||” header_text_color=”#008E90″ header_font_size=”14px” body_font=”Open Sans||||||||” body_line_height=”1.8em” background_color=”#ffffff” text_orientation=”center” width=”65%” module_alignment=”center” custom_margin=”|||” custom_padding=”30px|30px|30px|30px” animation_style=”fade” border_radii=”on|6px|6px|6px|6px” box_shadow_style=”preset1″ box_shadow_vertical=”10px” box_shadow_blur=”24px” box_shadow_spread=”6px” box_shadow_color=”rgba(0,0,0,0.06)” icon_hover_color=”#353740″ global_colors_info=”{}” icon_color__hover=”#353740″ icon_color__hover_enabled=”on”][\/et_pb_team_member][\/et_pb_column][et_pb_column type=”2_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”||6px|||” global_colors_info=”{}”]<\/p>\n

    DBT in Practice: Simple Adjustments to Adapt to Each Patient<\/span><\/b><\/span>
    <\/b><\/span><\/span><\/h3>\n

    [\/et_pb_text][et_pb_toggle title=”Dominique Page” open_toggle_text_color=”#008E90″ toggle_icon=”||divi||400″ use_icon_font_size=”on” icon_font_size=”26px” open_icon_color=”#008E90″ _builder_version=”4.27.6″ _module_preset=”default” title_level=”h4″ background_color=”#FFFFFF” positioning=”none” position_origin_a=”center_left” position_origin_a_tablet=”center_center” position_origin_a_phone=”center_center” position_origin_a_last_edited=”on|tablet” position_origin_f_tablet=”” position_origin_f_phone=”” position_origin_f_last_edited=”on|desktop” position_origin_r_tablet=”” position_origin_r_phone=”” position_origin_r_last_edited=”on|desktop” width=”100%” custom_margin=”7px|||||” custom_padding=”|||2px||” positioning_tablet=”none” positioning_phone=”none” positioning_last_edited=”on|desktop” border_width_all=”0px” global_colors_info=”{}”]<\/p>\n

    Abstract:<\/span><\/strong>
    This workshop presents practical and easy-to-use DBT (Dialectical Behavior Therapy) strategies to support patients who experience intense and overwhelming emotions. We will focus on how to recognize individual differences and make small, concrete adjustments to skills training, validation, and behavioral change strategies.<\/p>\n

    Examples, demonstrations, and short exercises will help participants better understand how to apply these tools in a flexible and supportive way. The goal is to provide clinicians with clear guidelines that can be directly transferred into their practice.<\/p>\n

    BIO<\/strong><\/em>
    Dominique Page holds a doctorate in psychology and has developed recognized expertise in dialectical behavior therapy (DBT) for over thirty years. She has practiced this approach in hospital and outpatient settings, and now in private practice. Passionate about therapist training, she is also the author of books related to DBT and actively involved in networks that promote its dissemination in the French-speaking world.<\/p>\n

    [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

    Pre-Congress WorkshopsProcess-based TherapyAbstract:Clinical psychology is in crisis. Although some progress has been made, the efficacy of our therapies and development of our models have been limited. To overcome this crisis, we need a radical departure from the latent disease model of the current psychiatric nosology of the DSM\/ICD and the absurd proliferation of the protocols-for-syndrome […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-1052","page","type-page","status-publish","hentry"],"yoast_head":"\nPre-congress workshops - EABCT Congress 2026 Brussels<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/eabctcongress.org\/index.php\/pre-congress-workshops\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Pre-congress workshops - EABCT Congress 2026 Brussels\" \/>\n<meta property=\"og:description\" content=\"Pre-Congress WorkshopsProcess-based TherapyAbstract:Clinical psychology is in crisis. 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