IN-Conference Workshops.

Thursday 20th - Saturday 23rd July

Delegates attending the BABCP Congress will be able to attend one or more of the half-day workshops (2-3 hours) that have been scheduled in the programme. There is a small extra charge of £20 for each of these workshops. You can make a booking in advance by using the booking form which will be available soon. Alternatively you can register when you arrive at the Congress. Places will be limited for each workshop and will be allocated on a first come first served basis.



Thursday 20th

9.00 - 11.30
Overcoming Depression in adolescents: a five areas approach Nicky Dummett, East Leeds PCT and 
Chris Williams, University of  Glasgow


Thursday 20th

14.00 - 16.30

Psychosis, Stress, Cannabis and Self-Esteem: Sampling Experiences in the Flow of Daily Life
Inez Germeys and Cecile Henquet, Maastricht University, the Netherlands


Acceptance and Mindfulness in Contextual Cognitive 
Behavioural Therapy for chronic pain: 
data, theory and clinical technique.

Lance McCracken and Jeremy Gauntlett Gilbert,  Bath Pain Management Unit


Research methods for practitioners: choices and practicalities Barker, C. & Pistrang, N, University  College  London


Friday 21st

9.00 - 11.30

Meeting an unmet need: training psychology graduates to treat housebound people with agoraphobia.
Ann Hackmann, University Department of Psychiatry, Warneford Hospital, Oxford, and IOP, London.


Impact of the Organisation: Hidden barriers to CBT dissemination
Grant A. & Mills J.  University of  Brighton



Two chairs, self-schemata & a person model of psychosis
Paul Chadwick, Royal South Hants Hospital & University of Southampton


'Stress Control' large group didactic CBT for the common 
mental health problems

Jim White, STEPS team

Friday 22nd

14.00 - 16.30

Anger Assessment and Treatment
Raymond W. Novaco, University of California
John Taylor, University of Northumbria



Collaborative Caring Workshop: Working with parents of 
eating disorders

Treasure, J.,(1) Gill, T., Whitaker, W.,(2) Sepulveda, (1)

(1)Department Academic Psychiatry. Guy's Hospital (2) Eating Disorder Unit, Bethlem Royal Hospital



Time for CHANGE: How to Improve Outcomes for Addictive Behaviour
Ryan, F. Central &  North West  London Mental Health NHS Trust


Saturday 23rd

9.00 - 11.30

Bridging Theory and Practice in Cognitive Behaviour Therapy: An Introduction
Danny C K Lam,  Kingston  University & St George's  Hospital  Medical  School



Motivational Interviewing with Personality Disorders van Bilsen, Henck P.J.G.,  Kneesworth  House  Hospital





Workshop 1

Overcoming Depression in adolescents: a five areas approach

Nicky Dummett,  East Leeds PCT and Chris Williams, University of  Glasgow

Service delivery is now increasingly driven by the recommendations of NICE - the National Institute for Clinical Excellence. NICE is currently completing a review of effective treatments for depression in children and adolescents. The first draft has endorsed the existing evidence base and recommended first line use of Cognitive Behaviour Therapy (CBT) for depression in young people. However there is limited access to CBT, and this need cannot be addressed by expert CBT practitioners alone. CBT self-help is likely to be a useful way of increasing access to CBT.

We describe a CBT self-help model originally developed for use in adults which we have modified to be relevant to adolescents. This consists of an effective training model based on the so-called Five Areas assessment, and incorporating developmental, attachment and systemic factors. We are developing a range of evolving CBT self-help workbooks aimed at this adolescent (11-17) readership.

Learning Objectives: By the end of the workshop attendees will be able to identify problems in each of the five areas, and also will be familiar with a structured step-by-step approach to working using CBT self-help. Some of the new CBT self-help worksheets will be provided and practice in their use offered in the session. This will include worksheets that allow practitioners to include systemic, attachment and developmental issues.

Training Modalities: The workshop will introduce attendees to the five areas assessment model. Participants will have a chance to practice this using personal case examples. From this they will move on to selecting focused interventions including problem solving and how to identify and challenge extreme and unhelpful thinking. A range of teaching styles including lecture, role play, discussion and experiential learning will be used.


Williams C J. Overcoming Depression: A Five Areas Approach. Hodder Arnold: London (2001).

Stallard, P. (2002). Cognitive Behaviour Therapy with children and young people: a selective review of key issues. Behavioural and Cognitive Psychotherapy, 30, 297-309.

Drinkwater, J., Stewart, D.A. (2002). Cognitive therapy in children and young people. Current Opinion in Psychiatry, 15, 377-381.

Brief description of the workshop leaders:
i). Dr Nicky Dummett is a Consultant Child and Adolescent Psychiatrist and accredited CBT Psychotherapist. She has a particular interest in using CBT in busy everyday practice and in making CBT models applicable and useful in this clinical setting. She leads a year-long Child and Adolescent CBT training course based in Yorkshire

ii). Dr Chris Williams is Senior Lecturer in Psychiatry and Honorary Consultant Psychiatrist at the University of Glasgow. His main clinical and research interest is in the area of Cognitive Behaviour Therapy and in particular in looking at ways of disseminating this approach more widely. He has developed written and computer-based self-help treatments for anxiety, depression and bulimia. He is a member of the Royal College of Psychiatrists Psychotherapy Faculty Executive and is a Past-President of the British Association for Behavioural and Cognitive Psychotherapies.


Workshop 2

Psychosis, Stress, Cannabis and Self-Esteem: Sampling Experiences in the Flow of Daily Life

Inez Germeys and Cecile Henquet, Maastricht University, the Netherlands

People are constantly interacting with the world. How people react to their environment is a fundamental part of understanding mental health. For example, there is increasing awareness as to the role of both stress and cannabis in relation to psychotic symptoms, However, the client is often relatively unaware of the impact of these events on their mental state.

The aim of this workshop is to teach a method which allows both therapist and client to build up information on the relationship between cannabis, stress and psychotic symptoms. The Experience Sampling Method (ESM) is a structured diary technique which is used to study subjects in their daily life. It employs a random time sampling strategy to assess a client’s mental state and the context in which it is occurs. Not only does this method provide insight in the underlying mechanisms and course of psychosis, but it also aides the clinicians in formulating therapeutic options in individual cases.

The main objective of the workshop is to introduce participants to this type of clinical methodology. We will describe innovative research techniques that contribute to the study of psychotic symptomatology as they fluctuate within normal daily life. We will overview the most recent findings of applications of ESM in psychosis, with an emphasis on how clients react to stress, challenges to self-esteem and acute effects of cannabis exposure in daily life.

The workshop is open to a multidisciplinary audience consisting of clinicians and researchers.

Dr. Inez Myin-Germeys, lecturer, works as a post-doc researcher at Maastricht University, Department of Psychiatry and Neuropsychology. The main focus of her work concerns person-environment interactions in psychosis and the development of dynamical psychological models of the psychosis phenotype. Cécile Henquet, research psychologist, works as a PhD-student at Maastricht University, Department of Psychiatry and Neuropsychology. The subject of her study is genotype-environment interactions within the cannabis-psychosis relationship in daily life.

Key References:

Myin-Germeys, I., J. van Os, et al. (2001). Emotional reactivity to daily life stress in psychosis. Arch Gen Psychiatry 58: 1137-44.

Myin-Germeys, I., P. Delespaul, et al.(2003). The Experience Sampling Method in psychosis research. Current Opinion in Psychiatry 16, sup 2: 33-38.

Van Os, J., Delespaul, P. (2003). Psychosis Research at Maastricht University, The Netherlands. British Journal of Psychiatry 183, 559-560.

Workshop 3

Acceptance and Mindfulness in Contextual Cognitive Behavioural Therapy for 
chronic pain: data, theory and clinical technique

Lance McCracken and Jeremy Gauntlett Gilbert,  Bath Pain Management Unit

This symposium addresses ‘third wave’ contextual approaches with the behavioural and cognitive therapies. It shows how methods from Acceptance and Commitment Therapy and mindfulness-based approaches can be combined within a coherent approach to chronic pain. It aims to provide a summary of relevant research, descriptions of treatment principles, and active demonstrations of clinical techniques.

We aim to give examples of how skills training in mindfulness can complement acceptance based cognitive behaviour therapy. Acceptance based interventions include cognitive defusion, values clarification, exposure, and willingness exercises. These approaches work well in moments of difficulty and pressure (such as exercise for an individual in chronic pain). These techniques will be explained by clinicians with extensive experience in ‘classical’ CBT and relaxation, but who have increasingly applied acceptance-based methods and mindfulness during a combined period of 10 years.

The workshop will address how acceptance based approaches compare and contrast with ‘classical’ CBT. The implications for therapist style and treatment delivery will be made explicit. Our clinical examples will be from structured group therapy for people with chronic pain and physical health problems. However, the theory and techniques can generalise to many treatment settings.

Objectives for the workshop
This workshop aims to:

  • Define key features of ‘third wave’ contextual behavioural and cognitive therapies.
  • Highlight differences and similarities between these approaches and ‘classical’ CBT approaches.
  • Present treatment outcome for third wave approaches in the area of chronic pain and related areas.
  • Present a concise description of the principles that guide Contextual Cognitive Behavioural Treatment for chronic pain.
  • Demonstrate a range of treatment methods from ACT and mindfulness-based approaches and provide opportunities for practice.

Learning objectives

  • By the end of the workshop, participants should:
  • Be able to define key feature of ‘third wave’ contextual behavioural and cognitive therapies.
  • Note differences and similarities between these approaches and classical CBT approaches.
  • Have been exposed to outcome data for third wave approaches in the area of chronic pain and related problems.
  • Understand principles that guide Contextual Cognitive Behavioral Treatment for chronic pain.
  • Have seen a range of treatment methods from ACT and mindfulness-based approaches and have had opportunities to practice these techniques.

Training modalities
Didactic and discussion, presentation of research data and conceptual issues
Experiential, sampling of clinical techniques around ACT and mindfulness.


McCracken LM, Carson JW, Eccleston C, Keefe FJ (2004) Acceptance and change in the context of chronic pain: topical review. Pain, 109, 4-7

McCracken LM, Eccleston C (2003) Coping or acceptance: what to do about chronic pain? Pain, 105, 197-204

McCracken LM, Vowles KE, Eccleston C (in press) Acceptance-based treatment for persons with complex, long standing chronic pain: a preliminary analysis treatment outcome in comparison to a waiting phase. Behaviour Research and Therapy.

Workshop leaders
Dr Lance McCracken is a Consultant Clinical Psychologist and Clinical Lead of the Bath Pain Management Unit. He has published widely on acceptance-based approaches to pain and disability management. Dr Jeremy Gauntlett-Gilbert is a Clinical Psychologist at Bath Pain Management Unit.


Workshop 4

Research methods for practitioners: choices and practicalities

Barker, C. & Pistrang, N, University  College  London

Abstract: Practitioners often feel daunted by the prospect of conducting research in a working service setting. The potential barriers are many: lack of funding, time pressures, the complexity of standard research methods, the perceived exclusivity of the academic research community, the current emphasis on randomised controlled trials, and so on. However, there is a range of research methods that are congenial to applied, real-world settings and that can be implemented by clinicians without major research funding. This workshop will provide an overview of such approaches, including quasi-experimental designs, qualitative approaches and systematic case studies. The aim is to enable clinicians to feel better equipped to make choices about research strategies that are scientifically sound yet also practicable.

Learning objectives: The workshop is intended for clinicians who want to learn about accessible ways of doing research. It aims to: (1) give participants a good sense of the currently available methods for conducting research in service settings, and (2) enable participants to make informed choices about research strategies and to feel more confident about combining research with clinical practice.

Teaching methods: Didactic presentation will be combined with group discussion: the final balance between the two will be determined by participants preferences. Individual participants research ideas or frustrations may be used as a basis for illustrating common research issues and their solutions.

Key references:

Barker, C., Pistrang, N., & Elliott, R. (2002). Research methods in clinical psychology: An introduction for students and practitioners. (2nd ed.) Chichester: Wiley.

Kendall , P.C., Butcher, J.N., & Holmbeck, G.N. (Eds.) (1999). Handbook of research methods in clinical psychology (2nd ed.). New York: Wiley.

Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (2nd ed.). Oxford: Blackwell.

Brief description of workshop leaders:
Chris Barker and Nancy Pistrang
are Senior Lecturers in Clinical Psychology at UCL and joint research directors of UCL’s DClinPsy course. They are also honorary clinical psychologists in Camden & Islington Mental Health Trust. They have a joint research program focusing on psychological helping processes in clinical and non-professional contexts. Their current research is on the process and outcome of peer support for a variety of psychological problems. Together with Robert Elliott, they have co-authored a widely used clinical research methods text.


Workshop 5

Meeting an unmet need: training psychology graduates to treat housebound people with agoraphobia.

Ann Hackmann, University Department of Psychiatry, Warneford Hospital, Oxford, and IOP, London.

This workshop describes a project in which psychology graduates have been trained to work as volunteers, treating agoraphobics who could not easily reach the clinic. Two days of training have been followed by group supervision, and excellent results have been obtained. These results will be presented and discussed, in the context of guidelines about graduate workers.

The project has provided an innovative approach to a chronic, disabling and often untreated condition, at very low cost to the Health Service. It has also been fun to work in this way, with enthusiastic volunteers, and satisfied patients.

The workshop will provide a précis of a training package, which has been successfully implemented in Oxford. Each participant will receive copies of the training materials, and guidance on how to organize, evaluate and supervise the work.

The workshop is suitable for those with intermediate or advanced cognitive therapy skills


Workshop 6

Impact of the Organisation: Hidden barriers to CBT dissemination

Grant A. & Mills J.  University of  Brighton

The dissemination and implementation of cognitive behavioural interventions is central to the evidence-based agenda in Britain. A critical stance to some of the main assumptions underpinning this agenda will be integrated with organizational factors which impede the uptake and delivery of the cognitive behavioural approach.

Drawing directly on recent work of the workshop leaders (Grant et al. 2004), this master-class will expect participants to be interactive and participative. It will be most suited to conference delegates who have an interest in utilising the cognitive behavioural approach in their own work setting, especially those who have experienced impediments to the dissemination of CBT. The workshop will have three main themes:

To introduce participants to hitherto neglected aspects of inter-related organizational theory which will be used to explain difficulties in translating the evidence-based agenda into clinical practice. This will include the work of Pfeffer (1981) and Morgan (1997), who discuss the ways in which organizational members are socialised into, and trapped within, operating assumptions which constitute psychic prisons; Fineman (1993) and Goffman (1969), who demonstrate the relationship between the rhetoric of organizational ‘frontstage’ activities and backstage work which serves to undermine the success of teaching and implementing the cognitive behavioural approach.

To explain and deconstruct the modernist and realist assumptions governing ‘evidence-based practice’, and offer a reformulation of this concept deriving from social constructionist and postmodern ideas and literature.

Drawing on cognitive behavioural principles, to offer participants a variety of ways in which to begin to establish cognitive behavioural work cultures in order to respond to the difficulties described in themes 1 and 2.

Dr Alec Grant is a Cognitive Behavioural Psychotherapist and Principal Lecturer at the University of Brighton. He is co-author and course leader of the MSc Cognitive Psychotherapy at the University of Brighton. His research experience and interest centers on organisational dynamics within the NHS.

Jem Mills is a Cognitive Behavioural Psychotherapist in private practice and senior lecturer at the university of Brighton. He is co-author and lecturer of the MSc Cognitive Psychotherapy at the University of Brighton. His MSc research focused on power dynamics in NHS mental health services and their impact on the dissemination of CBT.


Fineman S. (ed). 1993. Emotion in Organizations. London; SAGE Publications Ltd. Goffman E. 1969. The Presentation of Self in Everyday Life. Reading: Pelican.

Grant A., Mills J., Mulhern R., Short N. 2004. Cognitive Behavioural Therapy in Mental Health Care. London: SAGE Publications Ltd.

Morgan G. 1997. Images of Organization. 2nd edn. Thousand Oaks, California: SAGE Publications Inc.

Pfeffer J. 1981. Power in Organizations. Marshfield, MA: Pitman.


Workshop 7

Two chairs, self-schemata & a person model of psychosis

Paul Chadwick, Royal South Hants Hospital & University of Southampton

This workshop is aimed at CBT practitioners working with people with severe mental health problems (not necessarily psychosis) who find their clients stuck in a negative experience of self.

The learning objectives: In an important book Greenberg, Rice & Elliott (1993) elaborate in detail different applications of the two-chair method within an Experiential Therapy framework. In the present workshop we explore an adapted two-chair method for use in Cognitive Therapy. The principal aims of the adapted method are to elaborate a positive self-schema, that has an emotional (‘lived’) quality, and to use this experience to create a new model of self that is emotionally and cognitively varied and changing. Objectives are:

  • Understand the conceptual aims and process of the two chair method
  • Observe & practice the 4 key steps

Since 1985 Paul Chadwick has used cognitive theory to seek to understand the experience of psychosis, and develop a range of collaborative individual and group CBT interventions.


Written handout describing the two-chair method will be provided.

Chadwick, P.D.J. (2003). Two chairs, self-schemata, and a person model of psychosis. Behavioural & Cognitive psychotherapy, 31, 439-449.

Chadwick, Birchwood & Trower (1996). Cognitive therapy for delusions, voices & paranoia. Wiley.

Greenberg, L., Rice, L. & Elliott, R. (1993). Facilitating emotional change: The moment-by-moment process. Guilford: New York.


Workshop 8

'Stress Control' large group didactic CBT for the common mental health problems

Jim White, STEPS team

Stress Control is a six session didactic 'evening class' for either small or large group format - anything between 8 and 80. It teaches core CBT skills and is accompanied by a wide range of easily understood booklets. It aims to allow much greater numbers to access evidence-based help without waiting lists and to offer choice in primary care. The approach divides into 6 parts: learning about stress; know your enemy (self-assessment); preparing for the course(self-help); the six sessions; controlling related problems; Stress Control offshoots.

The course is run in community settings and can be easily accessed (including self-referral). It attempts to teach individuals to understand their problems within a psychosocial framework. Partners are encouraged to attend

This practical workshop will:

  • look at how Stress Control can help alleviate many of the problems faced by clinicians working with common mental health problems
  • look at how to set-up these groups
  • look at how each session runs

The workshop will involve both didactic presentation and group discussion. No previous experience of running groups is necessary

White, J (2000). Treating anxiety and stress: a group psychoeducational appraoch using CBT. Wiley: Chichester.

Jim White is an experienced clinician/researcher who has developed an innovative approach to primary care/community mental health. He developed Stress Control as a best practice/best value approach for use in typically busy, under-resourced NHS settings


Workshop 9

Anger Assessment and Treatment

Raymond W. Novaco, University of California, Irvine.
John Taylor, University of Northumbria

Anger dysregulation is commonly observed in various personality, psychosomatic, and conduct disorders, in schizophrenia, in bipolar mood disorders, in organic brain disorders, in impulse control dysfunctions, and in a variety of conditions resulting from trauma. Anger is a common precursor of aggressive behaviour, and it can be unsettling for mental health professionals as a treatment focus. Clients with recurrent anger problems are often not eager to engage in treatment. As treatment should be grounded in assessment of anger control deficits, various psychometric, staff-rated, and interview methods will be overviewed. CBT anger treatment will be presented, focusing in this brief workshop on cognitive restructuring techniques and “stress inoculation” provocation hierarchy procedure. Both individual-based and group-based treatment will be addressed.

Anger assessment is not straightforward, because of reactivity to the testing situation and the multi-dimensionality of anger. Targeting anger treatment and ascertaining therapeutic gains, hinges on assessment proficiency. Issues of validity will be delineated, and recommendations for clinical service will be given. Anger psychometrics, including use of an imaginal provocation test, will be presented.

Getting treatment engagement with chronically anger people presents multiple challenges, especially if they are seriously disordered and historically assaultive. Cognitive-behavioural anger treatment has demonstrated efficacy with patients in secure hospitals, patients with developmental disabilities, and a variety of community outpatients, including clients having severe posttraumatic stress disorder. Core themes arising in the treatment process and ways of obtaining leverage for change through a “preparatory phase” will be discussed. Achieving therapeutic change by addressing symbolic structures associated with anger and aggression will be illustrated. Case examples will be provided for practice.

The format for the workshop will be didactic and experiential with structured exercises.

Key References

Novaco, R. W. (1998). Aggression. In H. S. Friedman (Ed.), Encyclopedia of Mental Health. San Diego: Academic Press, pp. 13-26.

Novaco, R. W. (2000). Anger. In A. E. Kazdin (Ed.), Encyclopedia of psychology. Washington, DC: American Psychological Association & Oxford University Press, pp. 170-174.

Novaco, R. W. (1994). Anger as a risk factor for violence among the mentally disordered. In J. Monahan & H. Steadman (Eds.), Violence and mental disorder: Developments in risk assessment (pp . 21-59) Chicago: University of Chicago Press.

Novaco, R. W. and Chemtob, C. M (1998). Anger and trauma: Conceptualization, assessment and treatment. In V. M. Follette, J. I. Ruzek, & F. R. Abueg (Eds.), Cognitive behavioral therapies for trauma (pp. 162-190) . New York: Guilford.

Novaco, R. W., Ramm, M., & Black, L. (2000). Anger treatment with offenders. In C. R. Hollin (Ed.), Handbook of offender assessment and treatment (pp. 281-296). Chichester: John Wiley.

Novaco, R. W. (2002). Anger control therapy. In G. Zimmar (Ed.), Encyclopedia of Psychotherapy, Volume 1 ( pp. 41-48), New York : Academic Press.

Novaco, R. W. The Novaco Anger Scale and Provocation Inventory (NAS-PI). Los Angeles: Western Psychological Services, 2003.

Novaco, R. W. & Taylor (2004). Assessment of anger and aggression in offenders with developmental disabilities, Psychological Assessment, 2004, 16, 42-50.

Taylor, J. L., Novaco, R. W., Guinan, C. & Street, N. Development of an imaginal provocation test to evaluate treatment for anger problems in people with intellectual disabilities. Clinical Psychology and Psychotherapy , 2004, 11 , 233-246.

Taylor, J. L., & Novaco, R. W. Anger treatment for people with developmental disabilities: A theory, evidence, and manual based approach . London: John Wiley & Sons, 2005.

Workshop 10

Collaborative Caring Workshop: Working with parents of eating disorders

Treasure, J.,(1) Gill, T., Whitaker, W.,(2) Sepulveda, (1)

(1)Department Academic Psychiatry. Guy's Hospital (2) Eating Disorder Unit, Bethlem Royal Hospital

Background. Eating disorders are associated with a high level of disability and risk. Carers (usually parents) of people with anorexia nervosa provide high levels of emotional and practical support. This role leads the carers themselves to have high levels of distress and unmet need (Treasure, Haigh, Winn). We studied the effectiveness and acceptability of workshops for carers in comparison to standard individual family work as a supplement to inpatient care (Whitney). We found that carer burden and distress decreased following these workshops. We have used the qualitative analysis of the process and outcome from these workshops to develop a model of carer coping in eating disorders (Treasure). Furthermore we have developed a Collaborative Care intervention (this includes a carer manual with modules on: coping, medical risk, understanding change, communication, emotion processing, problem solving, interpersonal relationships, managing eating and other difficult behaviours supplemented with skills based workshops teaching parents key elements of motivational interviewing and CBT. In a scoping exercise with the EDA we found that carers expressed both a need and an interest in attending workshops to develop more effective caring skills. In conjunction with the EDA we are running a pilot group (n=28 carers) and we have a waiting list of people interested in this intervention.

Learning Objectives:

  1. To show the results from Family Work Study and the previous results the Collaborative Caring Workshops.
  2. To teach the therapeutic skills to work with the carers group.
  3. To practice different used exercises in the carers workshops

Training Modalities:

In the workshop we are using both training modalities:

In the first part: Didactic modality
We present the results from the Family Work Study and Carers Workshops. After, we show the Carers Workshops that contains 6 interactive modules, which teach knowledge and skills for managing the patients’ illness and empowering carers to become expert carers.

In the second part: Experimental modality
Includes: (1) information about the various facets of working with an eating disorder and how they can cause difficulties and give skills and strategies to help with these problems, (2) how to manage the relationships between carers, ourselves and the person with eating disorder, (3) to practice skills of reflective listening and how to manage crises and conflict, how to assess and manage risk, (4) how to address the carers' own needs and how tackle difficult behaviours the ABC way, (5) discussion about the problem solving of difficult scenarios and (6) manage skills to improve mood and coping such as activity scheduling and interrupting vicious cycles.

D) Description of the Workshop Leaders
Dr. Treasure is a Professor of Psychiatry at Guy’s Hospital in London. She has done lots of research and written many articles on eating disorders. She has also written self-help books on bulimia and anorexia nervosa. Wendy Whitaker is a Social Worker in the Eating Disorder Unit at Bethlem Royal Hospital. She has worked for many years in this Unit. She has immense experiences with parents and coordinates the Family Day in the Unit.
Dr. Ana Rosa Sepulveda has clinical experience with eating disorders, working with adolescent and carer support groups. She has completed a thesis titled ‘Eating Disorder Prevalence in a University Population’. She currently works at the Institute of Psychiatry co-facilitating Collaborative Caring Workshops alongside Prof Janet Treasure.


Workshop 11

Time for CHANGE: How to Improve Outcomes for Addictive Behaviour

Ryan, F. Central &  North West  London Mental Health NHS Trust

Change Habits and Negative Generation of Emotion (CHANGE) is a therapeutic approach designed to address addiction and related emotional disorders. The aim is to introduce participants to this integrated psychological approach to assessment and intervention with substance misuse and associated emotional disorders This dual role primarily requires the cognitive behaviour therapist to facilitate more effective management of addictive impulses. Parallel with this, the therapist must also foster enhanced emotional self-regulation skills. The treatment package integrates components from behaviour therapy, cognitive therapy and motivational enhancement interventions.

The workshop is relevant to both specialist practitioners in the substance misuse field as well as those who encounter this in the context of treating other disorders such as depression and anxiety. Pre-existing knowledge of CBT approaches to addiction will not be necessary, although an interest in the field would be expected. This evidence based approach aims to apply CBT strategies to problems of disengagement from and non-compliance with treatment.

The content will involve didactic presentation, demonstration of practice skills and provision of study aids and reading lists. The workshop will begin with a review of recent developments in the addiction sciences, with particular emphasis on cognitive neuroscience findings. Common reasons why treatment fails will be described and explained. Empirically based remedial strategies will be outlined and demonstrated. The workshop aims to provide participants with a coherent conceptual grasp of the field of addiction and to equip them with relevant practice skills.

Participants should learn:

  • The current status and efficacy of psychological treatment of addictions;
  • An integrated approach to assessment and intervention with addictive disorders and co-occurring problems;
  • Strategies designed to enhance motivation and commitment to therapy and reduce non-compliance;
  • Key outcome variables and how to measure them.

Frank Ryan is a consultant clinical psychologist in the NHS and specialises in working with addictive behaviours. He is a regular presenter at cognitive behaviour therapy conferences. He is also an Honorary Research Fellow and at Birkbeck College, University of London, where he lectures on CBT.


Newman, C. (2004) Substance Abuse.

In Contemporary Cognitive Therapy: Theory, Research and Practice.

Leahy R.L. (Ed). Guilford Press.

Ryan, F (2002) Detected, selected, and sometimes neglected: Cognitive processing of cues in addiction. Experimental and Clinical Psychopharmacology, 10. 67-76.


Workshop 12

Bridging Theory and Practice in Cognitive Behaviour Therapy: An Introduction

Danny C K Lam,  Kingston  University & St George's  Hospital  Medical  School

Despite advancements in cognitive behaviour therapy research, there is evidence of a gap between theory/research findings and what is practised in clinical settings. Many clinicians, particularly those who are new to or inexperienced in the approach, have problems basing their intervention on the scientist practitioner model. There is a need to critically reflect and evaluate what clinicians do in the change process, since effective intervention is based on the empirical foundation of clinical practice. This skills-based workshop aims to make effective use of cognitive behaviour therapy research findings in clinical practice, particularly in skills development, its application in the change process, and in the treatment of mental health problems. It aims to facilitate an understanding of how thought, emotion, and behaviour are reciprocally influencing one another in the development of mental health problems such as depression and anxiety disorders, and of how these problems are maintained within the psychosocial framework. Such understanding is important not only in effective therapeutic intervention, but also in minimising relapse. This interactive workshop will involve participants at both conceptual and practical levels to go through the process of identifying and assessing the clients mental health problems using a case formulation approach. It also focuses on ways of working through these problems using a combination of Socratic questioning skills, guided discovery, cognitive, emotive, and behavioural techniques.

Learning objectives - Participants should be able to: Discuss the importance of shared responsibility between therapist and the client in the change process and how this can be achieved. Demonstrate the psychosocial mechanisms underlying the patients problems and ways of developing a case formulation. Illustrate the selection and the use of a range of appropriate behavioural, emotive and cognitive strategies that can be used during and between sessions. Discuss the process of normalization of mental health problems.

Training modalities: A range of teaching and learning activities will be used to encourage active participation and these include role-play, demonstration, and didactic approach.


Danny C.K. Lam (2004). Cognitive behaviour techniques. S. Freeman & A. Freeman (eds.). Handbook of Cognitive Behaviour Therapy in Nursing Practice, Springer Publishing Company, New York.

Danny C.K. Lam & Julia Gale (2004). Cognitive behaviour therapy: an evidence based framework in working with dysfunctional thoughts, Counselling Psychology Quarterly, 17, 1, 53-67.

The workshop leader: Danny C.K. Lam is a principal lecturer and a cognitive behaviour therapy trainer. He is a dynamic and enthusiastic teacher and clinician, with many years of experience in teaching and running CBT workshops. His workshop at the WCBCT in 2004 Kobe, Japan was positively evaluated. He will be a co-presenter with Paul Salkovskis at a pre-congress workshop in the EABCP in Greece on cognitive-behavioural treatment of health anxiety. His expertise is reflected in his publications, including the contribution of a chapter on cognitive behaviour techniques in a book edited by S. Freeman & A. Freeman.


Workshop 13

Motivational Interviewing with Personality Disorders

van Bilsen, Henck P.J.G.,  Kneesworth  House  Hospital

Aims of the workshop: (1) To introduce participants in working with the transtheoretical model of change in working with personality disorders and (2) to present variations to the standard motivational interviewing model in order to make it more 'personality-disorder-friendly'.

For whom: Participants who work with personality disorders or who work with difficult/challenging patients

Content: Motivational Interviewing was initially introduced for working with people with addiction problems. In the last decade it has been introduced to a variety of fields: eating disorders, children & adolescents and also personality disorders. Patients with a diagnosis of personality disorder are notoriously difficult to treat. It would not be an overstatement to say that when cognitive behaviour therapists are working with personality disorders they are trying to fix hardware problems with software tools. In this workshop Henck van Bilsen will briefly review the transtheoretical model of change (Prochaska & DiClemente, 1984) before moving to the difficulties personality disorders pose for us. His main theme will be that it is not the personality disorders that are difficult, but our own rigid adherence to unhelpful 'self-serving biases'. These beliefs make us project expectations and demands on patients with personality disorders. With which they cannot or will not comply with. Their non-compliance will often result in an unhelpful emotional/behavioural reaction of the clinician which is too often not very therapeutic or motivational. Participants will be invited to examine their set of personal unhelpful 'self-serving biases' in relation to personality disorders. Following on from this more helpful beliefs and attitudes will be presented and the specific motivational interviewing techniques that result from these beliefs will be discussed.


Prochaska, J.O. & DiClemente, C.C. (1984) The transtheoretical approach: crossing the traditional boundaries of therapy,

Malabar , FL: Krieger· William R. Miller & Rollnick, S. (2002) Motivational Interviewing: Preparing people for change, The Guilford Press, New York· Van Binsbergen, M.H. (2003) Motivatie voor Behandeling, Garant, Anwterpen, Belgium ·

Hoogduin, C.A.L. & Hoogduin, W.A. (2003) Omgaan met moeilijke mensen, CCPNymegen, The Netherlands

Workshop leader: Henck currently works as the consultant clinical psychologist in the personality disorder service of Kneesworth House Hospital (a medium secure forensic psychiatric facility). Henck has been teaching cognitive behaviour therapy since the mid eighties and has been using motivational interviewing and teaching about it for more then 20 years. He is generally considered to be an inspiring teacher.