Akershus University Hospital, Department of Psychiatry, Psychiatry Center Jessheim - Stanislaw Malicki (ACT/MF; Non-degree/License; Norway)

Our research team works on the adaptation and implementation of cutting-edge clinical science into natural clinical environment.
Our program focuses on outcome studies, mediators and moderators of change, the development of new treatment methods and conceptual models, organization of treatment and evidence-based supervision.

A position in our team, with its guaranteed clinical supervision, fulfills requirements for obtaining a permanent license as clinical psychologist in Norway (autorisasjon som psykolog) and partially fulfills requirements for obtaining a license as specialist in clinical psychology (psykologspesialist).

Alliant International University / California School of Professional Psychology - Jill Stoddard (ACT; PhD/DPhil/PsyD; USA)

Clinical training in Dr. Stoddard's lab focuses on ACT and mindfulness/acceptance-based work. Topics of research in Dr. Stoddard's lab include emotion regulation (e.g., differences between mindful acceptance, suppression, and cognitive reappraisal), ACT, compassion/self-compassion, CBT, and anxiety/PTSD.

More information about Dr. Stoddard's lab and her contact information can be found at http://www.alliant.edu/cspp/programs-degrees/clinical-psychology/psyd-sandiego.php [3]

Bowling Green State University: Mindful Behavior Therapy and Psychophysiology Lab - William O'Brien (ACT/RFT/MF/FC; PhD; USA)

The fundamental mission of the Mindful Behavior Therapy and Psychophysiology (MAPLab) is to develop knowledge and methods that can be used to alleviate preventable/unnecessary human suffering and enhance well-being. We strive to advance this overarching goal by: (a) engaging in basic research designed to better understand the nature of biobehavioral disorders; (b) engaging in applied research focused on the development and evaluation of innovative clinical procedures; (c) sharing our learning through teaching, supervision, and scholarly writing; and (d) providing direct clinical services to persons in hospital settings, nursing homes, community medical settings, and outpatient mental health settings using a scientist-practitioner model of service delivery.

The MAPLab is a component of the Behavioral Medicine Concentration area in the APA-Approved Clinical Psychology Training Program at Bowling Green State University.  William H. O'Brien, Ph.D., ABPP is the director of the lab and typically 6-10 doctoral students are engaged in MAPLab research and practice at any one time. Undergraduate students assist with research projects as well. Current MAPLab projects include:

1. A RCT evaluating the effectiveness of ACT for nursing aides who experience injury, assault, and abuse

2. Acceptance, mindulness and heart rate variability during exposure to acute stress

3. Acceptance and medical outcomes among Latinos with HIV/AIDS

4. A RCT evaluating the effectivness of ACT for Latinos with HIV/AIDs

5. Acceptance and immunological functioning among medical patients in a long term acute care hospital;

6. A single subject investigation of ACT for nursing home residents

7. An evaluatoin of Functional Analytic Psychotherapy for nurshing home residents

8. A meta-analysis of the effectivness of mindfulness-based interventions for persons with Type II diabetes

9. A evaluation of therapy process-outcome relationships in a group-based ACT intervention for work stress

Please see our webpage for additional information and updates on research findings:

https://www.bgsu.edu/arts-and-sciences/psychology/graduate-program/clinical/health-psychology/map-lab.html

Brigham and Women's Hospital, Harvard Medical School - Megan Oser (MF, ACT, Behavioral; USA) Non-degree

CLiCS (Cultura, Linguagem e Comportamento Simbólico) - Research Group on Culture, Language and Symbolic Behavior (CLICS). Julio de Rose, William Perez, João de Almeida, & Roberta Kovac (RFT; MS, Ph.D; Brazil)

Institutions affiliated:
Federal University of São Carlos (UFSCar, São Carlos, Brazil)
Paradigma - Center of Behavioral Sciences (São Paulo, Brazil).

Research leaders
Julio C. de Rose (UFSCar / Coordinator)
William F. Perez (Paradigma - Coordinator)
João Henrique de Almeida (UFSCar)
Roberta Kovac (Paradigma)

Contact: will.f.perez@gmail.com
Website: http://www.clicsgrupodepesquisa.org/ 

Catholic University of America (Washington, DC) - Carol Glass and Diane Arnkoff (MF; MA, Ph.D; USA)

Anxiety, Mindfulness, and Psychotherapy Integration (AMPIR) Lab – Carol Glass and Diane Arnkoff (MF; MA, Ph.D; USA)

The AMPIR lab conducts research broadly focused on mindfulness interventions, including methods and constructs used in ACT. Recent research has included outcome studies of optimal ways to teach mindfulness in mindfulness interventions for stress in university students; mindfulness and cognitive factors in anxiety; neuroticism and psychological inflexibility; the role of self-compassion, mindfulness, and psychological inflexibility as predictors of psychological health; meta-analysis of mindfulness vs. CBT for changing positive and negative affect; development of a measure of mindful thoughts; and mindfulness-based treatments for trauma. Additionally, we are interested in how mindfulness can be integrated into a range of theoretical orientations, and have developed and evaluated a mindfulness-based intervention for athletes. Our Ph.D. program in clinical psychology can include supervision in CBT and mindfulness-based interventions as part of the second-year practicum.

For more information visit the lab webpage:
https://sites.google.com/site/cuaampir/ [4]
 

Center for Comprehensive Services Carbondale, Illinois - John Guercio (Applied RFT; non-degree; USA)

Research Focus:

The use of RFT technology to impact sexually deviant behavior in adults with acquired brain injury (ABI).

Using relational operants as part of a treatment package to address substance abuse issues in ABI.

Analysis of racial bias in the ABI population and interventions that employ RFT treatment protocols.

Check us out here [5].

Chapman University (Orange, CA) - Georg H. Eifert (ACT; MA(MFT); USA)

We have developed ACT treatment protocols for anorexia, anger, and anxiety disorders. The two books on anger and anorexia were written for lay people, whereas the anxiety book is a therapist guide.

We are currently investigating the effectiveness of our new unified treatment protocol -- ACT for Anxiety Disorders [6] -- compared to standard CBT for persons suffering from anxiety disorders. The study itself is conducted in the Anxiety Disorders Behavioral Research Lab at UCLA (directed by Michelle Craske) in collaboration with John Forsyth (SUNY Albany). Our ACT for Anxiety Disorders [6] website provides more detailed information on our approach and downloadable therapist resources.

For more information and a list of recent publications, please visit Georg Eifert's faculty home page [7].

For more information on our ACT books on anorexia, anger, and anxiety disorders click here [8]

Contextual Behavioral Science and Therapy Institute - Michel Reyes (Masters and Non Degree Training in ACT, FAP, DBT, BA; MPs; Mexico)

CONTEXTUAL BEHAVIORAL SCIENCE AND THERAPY INSTITUTE 

The Contextual Behavioral Science and Therapy Institute is a private institution aimed to the dissemination, training and research on contextual behavioral science in Mexico, its research staff collaborates with different public institution across Mexico and receives research assistants and clinical psychology students willing to colaborate in clinical research in exchange of clinical training. The lab receives research assistants who want's to collaborate with curent ongoing research projects or who desire to purpose protocols of their own.

This research group began in Jalisco Mental Health Institute in 2009 and continued in the National Institute of Psychiatry Ramón de la Fuente since 2013 under the direction of Michel A. Reyes Ortega, clinical professor of that institute and the National Autonomous University of Mexico. The research conducted has been focused in the extension of ACT and FAP brief protocols to several domains.

CONTACT

Mexico City: michel.reyes@terapiascontextuales.org

Gdl. Jalisco: anmed21@gmail.com

RESEARCH/ACADEMIC STAFF

Michel A. Reyes Ortega Ph.D. - *Clinical Proffesor in National Autonomus University of Mexico Faculty of Medicine (UNAM).

Nathalia Vargas Salinas Ph.D. - *Clinical Proffesor in National Autonomus University of Mexico Faculty of Medicine (UNAM).

Angélica Ramírez Cárdenas M.D. - *Jalisco Institute of Mental Health (SALME).

Claudia Ramírez Ávila M.Ps. - *National Autonomus University of Mexico Faculty of Medicine (UNAM).

Humberto Villa Cortes M.Ps. - *Centro Integral de Salud Mental Chimalhuacán.

José Ignacio Cruz Gaitán M.Ps. - *Guadalajara Autonomous Unviersity (UDG).

Milagros Ascencio Guirado M.Ps. - *Private Practice.

Carina Coria Libenson M.Ps. - *Private Practice.

Drexel University: Acceptance Based Behavior Therapy Program - Evan Forman & James Herbert (ACT; PhD; USA)

Acceptance-Based Behavior Therapy Program

Led by Evan Forman & James Herbert
Drexel University, Philadelphia, PA

Our research team has a number of overlapping research interests that span psychotherapy processes and outcome, acceptance-based behavioral strategies for emotional and behavioral health problems, the nature and treatment of various anxiety disorders, and science versus pseudoscience.

The research team was recently awarded a NIH grant for the Mind Your Health project; this randomized controlled trial compares acceptance-based behavioral treatment versus standard behavioral treatment for obesity.

We are also conducting a RCT to compare the effectiveness of two forms of cognitive behavioral therapy (CBT) for social anxiety disorder: cognitive therapy (also known as traditional CBT), and a newer model of CBT known as acceptance and commitment therapy (ACT).

Visit the Forman Herbert Lab Group [9] for more information.

Duke University Medical Center - Rhonda Merwin (ACT/ACT processes/Behavioral/FC; PhD/non-degree; USA)

ACTatDuke is a program of research, clinical services, and professional training led by Dr. Rhonda Merwin. Opportunities to participate in ACT-based research and clinical training are available to Duke students, psychiatry residents and clinical psychology interns at Duke medical center. Individuals from other universities (or post bach students) interested in clinical research experience in preparation for graduate school may also participate as paid research assistants or volunteers. ACT training includes: ACT didactic, ACT individual and group supervision, and the option for specialized training in ACT with eating disorders (includes an eating disorder seminar and case conference). Current ACTatDuke projects include more basic research on interoception among individuals with anorexia nervosa and psychophysiological antecedents to eating disorder symptomatology among individuals with type 1 diabetes (project funded by the National Institute of Diabetes, and Digestive and Kidney Diseases). Applied studies focus on ACT-based interventions for these populations.

For more information visit: www.ACTatDuke.org

or contact Rhonda Merwin [10].

Eastern Michigan University-Tamara Loverich (ACT/FC/MF/Behavioral; MS, PhD, USA)

Dr. Loverich completed her PhD in clinical psychology with an emphasis in forensic psychology in 2002. She worked as an assistant professor of clinical psychology at Central Michigan University from 2001-2006 when she moved to Eastern Michigan University.

Dr. Loverich is very engaged in undergraduate and graduate education, research, clinical supervision and practice.

Her research interests include emotion regulation and experiential avoidance broadly speaking, overeating and other excessive behaviors as emotion regulation strategies, and modern behavior therapies that address emotion dysregulation including Acceptance and Commitment Therapy and the Mindfulness-based therapies. An interest in multiculturalism pervades all of these areas of study, and all are studied utilizing modern behavioral theories and methods.

She has published articles, chapters, and a workbook in the areas of behavioral assessment and treatment, sexual deviance, treatment for sexual self-control problems and multicultural considerations in clinical practice. Her research has shifted emphases from emotion and sexual self-control to emotion regulation and obesity. Articles in this area are currently under review. She is no longer doing research in human sexuality.

Dr. Loverich teaches Behavioral Assessment, Psychological Perspectives on Prejudice and Discrimination, Assessment and Treatment of Diverse Clinical Populations, Atypical Sexuality, and Modern Behavior Therapies.

She supervises doctoral fellows in behavioral assessment and psychotherapy, is the coordinator of the Clinical Behavioral Master's program, and is the coordinator of all clinical psychology practica in the community.
 

Her email address is tpenix@emich.edu.

Florida Institute of Technology - Josh Pritchard (BA/RFT: MS, Ph.D.)

Florida Institute of Technology offers a Master of Science in Applied Behavior Analysis and Organizational Behavior Management as well as PhD in Behavior Analysis. 

Josh Pritchard's lab is currently conducting research in applied and basic investigations into computer delivered methods to build  comparative and deictic framing repertoires in various population (nuerotypical children and developmentally delayed adults).  

http://www.joshpritchard.com/site/content/lab [11]

Florida Institute of Technology - Victoria Follette (ACT; PhD; USA)

Victoria Follette's research laboratory focuses on third-wave approaches to research and treatment for trauma related difficulties, couple problems and domestic violence. Members of the laboratory conduct both basic and psychotherapy outcome research, examining acceptance and mindfulness processes and practice Acceptance and Commitment Therapy, Dialectical Behavior Therapy and Functional Analytic Psychotherapy. Victoria Follette's research laboratory focuses on third-wave approaches to research and treatment for trauma related difficulties, couple problems and domestic violence. Members of the laboratory conduct both basic and psychotherapy outcome research, examining acceptance and mindfulness processes and practice Acceptance and Commitment Therapy, Dialectical Behavior Therapy and Functional Analytic Psychotherapy. For more information please visit Victoria Follette's faculty page [12].

Fred Hutchinson Cancer Research Institute (ACT; post-doc; USA) - Jonathan Bricker

Dr. Bricker takes ongoing letters of interest and CVs for potential post doctoral students to be a part of his Tobacco & Health Behavior Science Research Group [13]. Selection is highly competitive.

Jonathan Bricker, PhD, is founder and leader of the Tobacco & Health Behavior Science Group. A licensed clinical psychologist, he is an Associate Member (equivalent to Associate Professor) in the Division of Public Health Sciences at the Fred Hutchinson Cancer Research Center. He is also an Associate Professor (Affiliate) in the Department of Psychology at the University of Washington. His expertise is in (1) developing and testing innovative interventions for health behavior change and in (2) understanding the long-term psychosocial predictors of health behaviour change. He has been applying this expertise to smoking cessation and plans to expand to other key health behaviors. He has served as principal investigator or co-investigator on a variety of NIH research projects. Among his current research grants, he has a five-year $3.2 million NIH grant for the new “Webquit” study of web-delivered Acceptance and Commitment Therapy for adult smoking cessation and he also has a $3.2 million NIH grant for the "PATH Study" comparing Acceptance & Commitment Therapy with traditional Cognitive Behavioral Therapy. He has published over 40 peer-reviewed research articles in major scientific journals. Currently, he serves as Senior Editor of the journal Addiction and Consulting Editor of Psychology of Addictive Behaviors - the highest impact substance abuse journals. Dr. Bricker received his PhD in Clinical Psychology from the University of Washington.

Email jbricker@fhcrc.org for more information.

George Fox University, Evergreen Clinical - Brian Goff (ACT; PsyD; USA)

Evergreen Clinical is a nonprofit outpatient clinic exclusively using ACT as it's therapeutic intervention. Clients are underinsured and underemployed individuals. The therapists are doctoral students from the PsyD program at George Fox University. Dr. Goff is an adjunct faculty at George Fox University and is interested in ACT, RFT, and contextual behaviorism.

More information can be found at www.evergreenclinical.org [14].

George Mason Univ: Lab for the Study of Social Anxiety, Character Strengths & Related Phenomena- Todd Kashdan (ACT; PhD; USA)

Click on the link below to learn more about the Laboratory for the Study of Social Anxiety, Character Strengths, and Related Phenomena directed by Dr. Todd B. Kashdan at George Mason University

http://mason.gmu.edu/~tkashdan/ [15]

Click on the following link to download articles or book chapters (email if you have any problems):

http://mason.gmu.edu/~tkashdan/publications.html [16]

Ghent University - Dermot & Yvonne Barnes-Holmes (RFT, ACT; MSc, PhD; IRE)

The Members Learning and Implicit Processes Lab in the Psychology Department at Ghent University is one of the most active and prolific RFT research labs in the world. The lab encompasses research activities relevant to many fields of psychology, including child language development, the development of perspective-taking, metaphor, rule-following, goal-setting, emotional responding, and human sexuality, as well as a variety of conceptual issues relating to contextualism, derived relational responding and Relational Frame Theory more generally.

• Lab Website [17]

Goldsmiths College, University of London - Frank Bond (ACT/RFT; MSc; UK)

The work in this lab focuses on several ACT/RFT-related areas: 1. Testing the outcomes and mediators of change of ACT interventions in work organisations. 2. Examining the effects of psychological flexibility on health and productivity in the work place. 3. How to measure psychological flexibility. 4. The effects of psychological flexibility on learning and performance. 5. The effects of micro ACT interventions on analogue pain. 

Visit Frank Bond's website [18].

Text from Frank's website: "There are two overriding aims of my current research, which is in the area of Occupational Health Psychology. First, I am examining the organisational and psychological factors that determine work effectiveness (e.g., productivity, absenteeism) and employee health (e.g., mental/physical health). Second, I am developing and testing theory-driven interventions for improving these outcomes. These interventions are of two types. The first involves redesigning people's work, in order to create an organisation, or department, that allows people to use their knowledge, skills, and abilities most effectively and efficiently. This is accomplished by, for example, giving people more control over how they carry out tasks, changing communication patterns, or clarifying roles so that they are less ambiguous and conflicting. The second type of intervention attempts to train individuals to cope more effectively with the normal, everyday stressors that exist at work. In particular, my team is now developing and evaluating training programmes that are based on cognitive-behaviour therapies, including newer 'acceptance-based', or 'mindfulness', ones. We are currently implementing and testing all of our interventions in both public and private sector organisations."

Hofstra University (NY): Psychological Evaluation Research and Counseling Clinic: ACT Specialty Clinic (ACT; PhD; USA)

This specialty clinic/lab serves the Ph.D. program in Clinical Psychology at Hofstra University. Doctoral stuudents interested in learning acceptance-based approaches, particularly ACT and MBSR, do their practicum work here. It is common that students in the lab serve as therapists for dissertations of upper level graduate students. In the past, we have evaluated the efficacy of the acceptance-based approach for chronic pain, pain tolerance, anxiety, and driving anger. We have also been using acceptance-based approaches to help people with medical conditions, such a hypothyroidism, lead more fulfilling lives.

Contact the ACT Clinic at 516-463-6633 or e-mail at ACTclinic@hofstra.edu

Illinois Institute of Technology - Patty Bach (ACT/RFT; PhD; USA)

[19]

Patty Bach's research laboratory [20] investigates Acceptance and commitment therapy; Relational Frame Theory (RFT) and the role of verbal behavior in psychopathology and problem behavior; disordered eating and stigma. Visit her academic website for updated information.

Institute of Psychology, Chinese Academy of Sciences---Zhuohong Zhu, Ph.D (ACT/RFT; Beijing, China)

Institute of Psychology, Chinese Academy of Sciences
Location: Beijing, China
Chief Psychologist: Zhuohong Zhu / Director: Jing Cao
Positions: 6 open positions for research assistants

Professor Zhuohong Zhu’s research  group at the Institute of Psychology, Chinese Academy of Science, focuses on the studies of “Psychological Flexibility”. In addition, the research group strives to promote the application of Acceptance and Commitment Therapy(ACT) along with Relational Frame Theory(RFT) to help children with Autism and their parents to better understand the syndrome and facilitate recovery training.

By the end of August, 2016, Professor Zhu’s research group has had 6 full-time master's students, 16 part-time master's students, and 2 Postdoctoral fellow. Right now, the group has 12 full-time master's students, and two Postdoctoral fellows. Sixteen academic articles about ACT have been published.
The Research Group is currently looking for six research assistants. They will be working on assisting research projects regarding how to apply ACT practically. For example, they will help assess the effectiveness of ACT on the psychological flexibility of elders, teachers, parents, cancer patients, and uremia patients; the influence of RFT on improving metaphorical competence for Autism and how RFT facilitates children’s linguistic capabilities and etc. Last but not least, the research assistants will be able to get involved with course development of ACT and RFT for people who are interested in becoming ACT therapists.

Welcome students who plan to apply for master’s degree to contact us.

Email：zhuzh@psych.ac.cn
 

Integral Center of Contextual Psychoterapy (Centro Integral de Psicoterapias Contextuales-CIPCO)-Dr. Fabián Olaz (ACT/FAP/RFT/DBT/MF/BA/IBCT/Applied RFT/Behavioral/FC (Doctoral and Non Degree Training)

CIPCO is a private center of psychoterapy aimed  to the dissemination, training and research on contextual behavioral science in Argentina. Our main goal is to give therapeutic assistance and training from a Contextual Behavioral point of view. From this center, we perform activities of private psychotherapeutic assistance, as well as research (in coordination with the Interpersonal Behavior Laboratory [21], University of Córdoba) and training. In CIPCO we work from a contextual approach to psychotherapy, based on a philosophy which prioritize the therapeutic alliance as the basis for an effective and efficient therapeutic work, adapting our interventions to the specific needs and demands of each client. 

We offer different training opportunities such as Interships, Supervision, Long term and Short term courses in Contextual Behavioral Psychoterapies and Peer consultation Groups. 

Focus of Program

ACT/FAP/RFT/DBT/MF/BA/IBCT/Applied RFT/Behavioral/FC

Level of Training/Degree offered (if any)

Non Degree

Doctoral (Doctor of Psychology )

Country in which the program/lab is located:

Argentina

CONTACT

Website: http://www.cipco.com.ar [22]

E-mail: consultacipco@gmail.com [23]

ACADEMIC STAFF

Dr. Fabián Olaz

Dr. Adrian Fantini

Lic. Guillermo Lionel Ponce Japaze 

Lic. Emilia Schultz

Lic. Yanina Alladio

Lic. Victor Hugo Fabriss

Lic. Manuela O Connell

Lic. Juan Pablo Coletti

Mgter. Victoria Martinez

CLINICAL STAFF

Dr. Fabián Olaz

Dr. Adrian Fantini

Lic. Gabriela Cabanillas

Lic. Guillermo Lionel Ponce Japaze

Lic. Cecilia Waeldesbull

Lic. Emilia Schultz

Lic. Yanina Alladio

Lic. Paula Viglietti

Lic. Anibal Jalil

Lic. José Nicolás Bernhardt

Lic. Lorena Petrón

Lic. Anesh Vasek

Mgter. Victoria Martinez

Lic. Araceli Tavera

CURRENT RESEARCH PROJECTS (In colaboration with LACI [21])

1. Development of a RFT Based Graphic adventure to develop Perspective Taking and Empathy in children (2016-2017).
2. Relationship Improvement Study. researching the processes that contribute to the improvement of social connection (2016-2017).
3. Argentinian Adaptation of the AAQ – II
4. Evaluation of the effectiveness of a Mindfulness Based program for preventing burnout in psychotherapists
5. Constructing and explanatory model of social anxiety in college students
6. Development and Evaluation of a Telepsychology software for the treatment of Social Phobia and Fear of Public Speaking in university students.

PUBLICATIONS

Journals

1. Morán, V. E., Olaz, F. O., & Del Prette, Z. A. (2015). Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation. The Spanish journal of psychology, 18, E95.
2. Morán, V.E. & Olaz, F.O. (2014). Análisis Bibliométrico sobre Instrumentos de Evaluación de las Habilidades Sociales en América Latina. Revista de Psicología, 23 (1), 93-105.
3. Olaz, F., Medrano, L.A. & Cabanillas, G.A. (2014). Effectiveness of Social Skills Training experiential method to strengthening social self efficacy of university students. International Journal of Psychology and Psychological Therapy, 14 (3), 377-396.
    

Book Chapters

1. Olaz (in press). Obstáculos comuns na ACT (Terapia de Aceitação e Compromisso) e como enfrentá-los contextualmente. Em Practical Handbook off Acceptance and Commitment Therapy. Porto Alegre: Sinopsys.
2. Olaz, F. O. (in press). O uso da Terapia de Aceitação e Compromisso no Tratamento dos Transtornos Alimentares. Em Da Rosa Finger (ed.), A Prática da Terapia Cognitivo Comportamental (TCC) dos Trastornos Alimentares. Porto Alegre: Sinopsys
3. Olaz (in press). Desarrollo de un programa de entrenamiento en empatía para psicoterapeutas: Aportes del contextualismo funcional. Em Benevides Soares, De Sousa Pereira Guizzo, Fortes Wagner, Barbosa Romera Leme e Del Prette (2015), Habilidades Sociais: Diálogos e intercâmbios sobre pesquisa e prática. Porto Alegre: Sinopsys.
4. Olaz (2015). “FACT: Integrando ACT e FAP. Em Lucena dos Santos P., Pinto-Gouveia, J. e Da Silva Oliveira, M. (2015) Terapias Cognitivo-Comportamentais de Terceira Geração (pp. 343-375). Porto Alegre: Sinopsys
5. Olaz, F. O. & Schoendorff, B. (in press). Aplicações da Terapia de Aceitação e Compromisso em Clientes Diagnosticados com Transtorno Limite da Personalidade. Em Dornelles, V. G. (In Press).Transtorno da Personalidade Borderline: Da etiologia ao Tratamento. Brasil: Sinopsys Editora
6. Schoendorff, B. & Olaz, F. O. in press). A Matrix como estratégia motivacional no tratamento de Clientes Diagnosticados com Transtorno Limite da Personalidade. Em Dornelles, V. G. (In Press)Transtorno da Personalidade Borderline: Da etiologia ao Tratamento. Brasil: Sinopsys Editora
7. Olaz, F. O. (in press). Um programa de Intervenção baseada no modelo Matrix de Terapia de Aceitação e Compromisso para profissionais de saúde mental. Em Sheila Giardini Murta, S., Leandro França, C. & Brito dos Santos, K. Prevenção e Promoção em Saúde Mental: Fundamentos, Planejamento e Estratégias de Intervenção.
8. Pérez, R., y Fabián O. Olaz (2012) Los tests Psicológicos en la Psicología Contemporánea. En Couto, G., Drummond Pires y Sancineto da Silva Nunes, C. (Orgs), Os Contornos Da Psicología Contemporânea. São Paulo: Casa do Psicologo
9. Olaz, F. O., Cabanillas, G. A. y Medrano L. (2011) Programas vivenciais versus instrucionais de habilidades sociais: Impacto sobre a auto-eficácia social de universitários. En Almir Del Prette y Zilda A.P. Del Prette (Orgs.). Programas de habilidades sociais: Evidências (experimental e quase experimental) de efetividade. Río de Janeiro: Vozes. ISBN 978-85-8040-091-5
10. Olaz (2009). Contribuições da Teoria Social-cognitiva de Bandura para o Treinamento de Habilidades Sociais. En Del Prette, A. & Del Prette, Z. A., Psicologia das Habilidades Sociais: Diversidade Teórica e suas Implicações. Rio de Janeiro: Vozes. ISBN 978-85-326-3874-8.

Books

1. Polk, K. L., Schoendorff, B., Webster, M. & Olaz, F. O. (2015). he Essential Guide to the ACT Matrix: A Step-by-Step Approach to Using the ACT Matrix Model in Clinical Practice. EEUU: New Harbinger
2. Olaz, F. O. & Morán V. E. (2014) Habilidades Sociales en la Formación y Ejercicio de la psicoterapia. Teoría e Investigación en Argentina. Saarbrücen (Alemania): Editorial Académica Española.
    

POSTGRADUATE TRAINING

Clinical Especialization in Contextual Behavioral Psychoterapies: Orientation in clinical behavioral therapy (with CEFI, Centro de estudos da Familia e o individuo, Brazil).

Contextual behavioral therapy related training, courses and workshops.

CLINICAL SERVICES

Adult Psychotherapy:

Individual, Couple and Family Therapy.

Specialized Treatment for BPD and PTSD.

Children and Adolescent Psychotherapy:

Individual and Family Therapy

Parent Training

Kean University (Hillside, NJ) - Jennifer Block Lerner, Frank Gardner, Andrew Wolanin (ACT, MF; PsyD; USA)

This is a combined program in school and clinical psychology. Please read more about the program at Kean University in New Jersey here [24], and the faculty's research interests here:  http://www.kean.edu/~psyd/research_interests.html [25].

Kore University in Enna: KUBE Lab - Nanni Presti (ACT, RFT, FC, Behavioral; PsyD/MSc; Italy)

The KUBE lab (Kore University Behavioral Lab) was founded in 2014 by Nanni Presti, after his arrival at Kore University. It connects students, researchers, and professionals in a nurturing community for people and ideas. The laboratory is located at the heart of Sicily, at Kore University in Enna.

The lab team includes undergrad and grad students investigating RFT based applications in special education, experiential avoidance tasks using the IRAP, and the effects of Acceptance and Commitment Therapy (ACT). The areas of application of ACT range from traditional clinical settings to workplaces and from chronic pain to sports. Lab members are also contributing to the validation of ACT related scales and other clinical tools. A special focus is dedicated to studying the integration of technology in clinical and education settings, collaborating with the School of Computer Science at Kore University of Enna, Behavioral Labs in Canatina, the Department of Engineering of the University of Modena and Reggio Emilia, and CERN.

Space in the lab is divided into four soundproof cubicles with computers and two rooms for children, adults, and groups.

Lab Facebook page:  www.facebook.com/korebehavioral?ftref=ts [26]

La Salle University (Philadelphia, PA) - LeeAnn Cardaciotto (MF, ACT processes; MA, MFT, PsyD; USA)

LeeAnn Cardaciotto's research team is comprised of Psy.D., Master's and undergraduate students interested in studying mindfulness, acceptance, defusion, and compassion (for self and others).  They have several ongoing projects related to the measurement these constructs using self-report and non-self-report measures; the differential roles of the two key components of mindfulness, awareness and acceptance, in a variety of outcomes and contexts; and examining mindfulness and self-compassion in the areas of social anxiety and disordered eating.  Visit her academic website [27]for updated information.

Louisiana Contextual Science Research Group, University of Louisiana at Lafayette - Emily Sandoz (ACT, RFT, BA); MS, USA)

[28]

There's something special about Lafayette.  I first entered the Psychology Department at UL Lafayette as a student 17 years ago. In August 2010, I returned as an Assistant Professor of Psychology. From the moment I stepped back onto campus, I could feel it, although it's hard to articulate. I think it's something to do with people being there by choice. People don't just reside in Lafayette, they Live here, with intention and commitment. 

Since landing back here in August 2010, I've picked up a handful of master's students, two handfuls of undergrads, some curious colleagues, a couple of cool folks from the Lafayette community, and periodic visitors from just about anywhere. On paper, we call ourselves the Louisiana Contextual Science Research Group.  In practice, we are just "the lab."

Broadly, my lab is a community of folks inspired by the idea of a world in which folks get to embrace their ongoing experiences and actively create lives that they care about AND dedicated to building a science of that. We build that science using specific theoretical perspectives grounded in behaviorism with an emphasis on Relational Frame Theory and the psychological flexibility model in Acceptance and Commitment Therapy. We apply these perspectives to any places where we see folks (even folks in the mirror) getting stuck and alienated from the things that matter to them. We do projects that we care about and I say "we" because a lab member's projects are the lab's projects. So far this has included us launching projects on behaviors as diverse as parenting, disordered eating, stigma, altrusim, body image, anxiety, bystander, and sexual behavior - approaching each through the lens of contextual behavioral science.

And we adopt CBS not only in how we approach our research, but also in how we approach our process.  We are a lively group with diverse interests, and we have no idea how to accomplish supporting each other in creating lives we care about right there in the lab. And we keep trying, building, tearing down, and reinventing.  My lab is still young - growing, and changing everyday and I honestly don't know exactly how it will look in a month or a year or ten years, but I am committed to making it a community in which its members have space to grow into the folks we want to be, a little at a time, everyday.

Some of you have been coming around and have heard me say stuff like this before, and have come to sort of like it. Others are probably wondering if I'm about to ask for  your first-born or offer you participation in the chicken ritual.  Let me say this - if this sounds like something you would work for, I'd love to be able to call my lab "ours."

Click the links below to access info about our current studies or to download my CV. Feel free to contact me or any of the labbies with any questions about the work we're doing or the format of our program.

Much love,

emily

Emily K. Sandoz, Ph.D.
Associate Editor, Journal of Contextual Behavioral Science
Emma Louise LeBlanc Burguieres/BORSF Endowed Professor of Social Sciences
University of Louisiana at Lafayette
emilysandoz@louisiana.edu
337.482.1479
337.371.5440

"Trudy, the play was soup... the audience - art."
 

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Madrid Institute of Contextual Psychology (MICPSY, Instituto de Psicología Contextual Madrid) - Carmen Luciano, Fran Ruiz, Bárbara Gil-Luciano, Adrián Barbero, Ángel Alonso (ACT/RFT, masters, SPAIN)

Madrid Institute of Contextual Psychology (MICPSY) is a private institution integrating specialized training, research and psychological services in contextual therapies, relational frame theory and functional contextualism (ACT, FAP & RFT). It is located in Madrid (Spain) and is wide connected to several labs, institutions and universities throughtout the world.

MICPSY is directed by Carmen Luciano and founded by Bárbara Gil-Luciano, Adrián Barbero & Ángel Alonso. It is connected to the University of Almeria (Experimental and Applied Analysis of Behavior Research Group, directed by Dr. Carmen Luciano), Fundación Universitaria Konrad-Lorenz (Clinical Psychology Lab, directed by Dr. Fran Ruiz), University of Gante (Learning & Implicit Processes Lab, directed by Dr. Dermot Barnes-Holmes) and University of Los Angeles (Anxiety and Depression Research Center, directed by Dr. Michelle Craske).
 

MADRID INSTITUTE OF CONTEXTUAL PSYCHOLOGY

• Carmen Luciano (Full Professor and Director of the Doctoral Programme in Functional Analysis in Clinical Contexts at the University of Almería, Spain; Director of MICPSY)
• Bárbara Gil-Luciano (Teaching and Research Academic Staff at the University of Almería & MICPSY; Clinical psychologist at MICPSY; Founder of MICPSY)
• Adrián Barbero (Teaching and Research Academic Staff at the University of Almería & MICPSY; Clinical psychologist at MICPSY; Founder of MICPSY
• Ángel Alonso (Teaching and Research Academic Staff at MICPSY; Clinical psychologist at MICPSY; Founder of MICPSY)
• Francisco Ruiz Jimenez (Associate Professor & Director of the Doctoral Programme in Psychology at Fundación Universitaria Konrad-Lorenz, Bogotá, Colombia)

NATIONAL & INTERNATIONAL TEACHING STAFF (2016-2017)*

• Carmen Luciano - Full Professor, University of Almeria (Spain)
• Marino Pérez Álvarez - Full Professor, University of Oviedo (Spain)
• Kelly Wilson - Associate Professor, University of Mississipi (EEUU)
• Niklas Törneke - Psychiatrist and psychotherapist (Sweden)
• Miguel Ángel Vallejo - Full Professor, University of National Education (Spain)
• Francisco Ruiz Jiménez - Associate Professor, Fundación Universitaria Konrad-Lorenz (Colombia)
• Jennifer Villate - Faculty of Psychiatry, University of Washington (EEUU)
• Matthieu Villate - Evidence Based Practice Institute (EEUU)
• Graciela Rovner - ACT Institute (Sweden)
• Bárbara Gil-Luciano - Teaching and Research Staff, University of Almería & Madrid Institute of Contextual Psychology (Spain)
• Adrián Barbero Rubio - Teaching and Research Staff, University of Almería & Madrid Institute of Contextual Psychology (Spain)
• Ángel Alonso Sanz - Teaching and Research Staff, Madrid Institute of Contextual Psychology (Spain)
• Luis Jorge Ruiz Sánchez - Teaching and Research Staff, University of Almería & Madrid Institute of Contextual Psychology (Spain)

* Please visit http://micpsy.com/formacion/ [42] for updated info

NATIONAL & INTERNATIONAL RESEARCH STAFF

• Experimental and Applied Behavior Analysis Research Group [43] (University of Almeria, Spain)
• Clinical Psychology Laboratory [44] (Fundación Universitaria Konrad-Lorenz, Colombia)
• Learning & Implicit Processes Lab [45] (University of Gante, Belgium)
• Anxiety and Depression Research Center [46]( University of Los Angeles, EEUU)

 NATIONAL & INTERNATIONAL TRAINING (2016/2017)*

• Master in Contextual Therapies (ACT, FAP & mindfulness techniques) - Spanish
• ACT for Children & Adolescents - Spanish
• ACT Courses for others domains than clinical (Education, Workplace, etc) - Spanish, sometimes English
• Online Specialized Courses in Contextual Therapies - Spanish
• Clinical Supervision (online & Madrid) - Spanish

* Please visit http://micpsy.com/formacion/ [42] for updated info

PUBLICATIONS (1983-2017)

Please visit http://micpsy.com/publicaciones-terapias-contextuales/ [47]

CURRENT PUBLIC & PRIVATE RESEARCH PROJECTS

Please visit http://micpsy.com/investigacion-desarrollo/ [48]

PSYCHOLOGICAL SERVICES

Clinical Psychology (adults, adolescents and children; individual, grupal), educational and work settings

Missouri State University - Ann Rost (ACT/RFT; MS; USA)

Ann Rost's faculty page [50]. Her research interests include: Acceptance and commitment therapy; Pain and cancer coping, Behavior analysis, Health psychology. Read more about the clinical psychology master's program [51].

Morehead State University (Morehead, KY) - JT Blackledge (ACT/RFT; MA; USA)

At the MSU ACT/RFT Research Lab in Morehead, Kentucky, I am currently conducting ACT process and outcome research with advanced undergraduates and Masters students.

Please read more about the program here [52].

National Cancer Institute, Center for Cancer Research (ACT; graduate externship; USA)

The Neurobehavioral Group takes part in a graduate training consortium with psychology programs in the area surrounding Bethesda, Maryland and accepts 2 students every year to work with the program. During the year long externship ACT therapy is among the many activities they can do. Universities which often participate include: George Washington University, American University, Gallaudet University, Catholic University, Howard University, and the University of Maryland. However, participation is not limited to those listed and students located farther from Bethesda are still eligable.

Read more about the Neurobehavioral Program here [53].

Please contact Dr. Staci Martin at martins@mail.nih.gov for more information.

National University of Córdoba-Interpersonal Behavior Laboratory-Dr. Fabian Olaz (ACT/RFT/MF/ACT processes/Applied RFT/Behavioral/FC-Licenced and Doctoral)

The Interpersonal Behavior Laboratory is one of the laboratories of the Research Center of the Faculty of Psychology,  National University of Cordoba. Argentina. In the LACI we perform training and research on contextual behavioral science, and  also develop basic and applied research on any subject related to interpersonal behavior in a broad sense.  Our mission implies contributing to scientific knowledge and to develop interventions to enhance interpersonal human potential, and to contribute to the improvement of interpersonal relationships and mental health. Our research staff collaborates with different public and private institutions (Integral Center of Contextual Psychoterapies) in all the country and receives research assistants and clinical psychology students willing to colaborate in our lines of inquiry. We are currently wortking in transcultural reserach about ACT and FAP processes  with other institutions of the world (Center for the Science of Social Connection. Department of Psychology, University of Washington, Contextual Behavioral Science and Therapy Institute, México)

Focus of Program/Lab

ACT/RFT/MF/ACT processes/Applied RFT/Behavioral/FC 

Level of Training/Degree offered (if any)

Licenced Psychologist

Doctoral (Doctor of Psychology )

Country in which the program/lab is located:

Argentina

Website: http://blogs.psyche.unc.edu.ar/laci/laci-2/ [54]

CONTACT

Dr. Fabián O. Olaz

fabidelarenta@gmail.com

RESEARCH/ACADEMIC STAFF

Senior Researchers: 

Dr. Fabián Olaz

Dr. Carlos Arias

Dra. Paula Irueste

Doctoral Students:

Lic. Valeria Morán (Doctoral Student)

Lic. Guillermo Lionel Ponce Japaze (Doctoral Student)

Undergraduate Students

Romanella Fátima Brezzo

Silvina Belén Giménez

María Antonella Gilla

Aylen D’Alessandro

Ximena Dutto

CURRENT RESEARCH PROJECTS

1. Development of a RFT Based Graphic adventure to develop Perspective Taking and Empathy in children (2016-2017). 
2. Relationship Improvement Study. researching the processes that contribute to the improvement of social connection  (2016-2017).
3. Argentinian Adaptation of the AAQ – II
4. Evaluation of the effectiveness of a Mindfulness Based program for preventing burnout in  psychotherapists
5. Constructing and explanatory model of social anxiety in college students
6. Development and Evaluation of a  Telepsychology software for the treatment of Social Phobia and Fear of Public Speaking in university students.

PUBLICATIONS

Journals

1. Morán, V. E., Olaz, F. O., & Del Prette, Z. A. (2015). Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation. The Spanish journal of psychology, 18, E95.
2. Roldan, F., Sorbellini, D., Olaz, F., y Petit, C. (2015). “Difusión social de modelos de comportamiento interpersonal de jóvenes, en diarios de la ciudad de Córdoba”. Anuario de Investigaciones de la Facultad de Psicología de la Universidad Nacional de Córdoba, 2 (1). Disponible en http://revistas.unc.edu.ar/index.php/aifp
3. García Terán, , Cabanillas, G.A., Morán, V.E. & Olaz, F.O. (2014). Diferencias de género en habilidades sociales en estudiantes universitarios de Argentina. Anuario Electrónico de Estudios en Comunicación Social “Disertaciones”, 7(2), pp. 114-135. Disponible en: http://erevistas.saber.ula.ve/index.php/Disertaciones/
4. Morán, V.E. & Olaz, F.O. (2014). Análisis Bibliométrico sobre Instrumentos de Evaluación de las Habilidades Sociales en América Latina. Revista de Psicología, 23 (1), 93-105.
5. Olaz, F., Medrano, L.A. & Cabanillas, G.A. (2014). Effectiveness of Social Skills Training experiential method to strengthening social self efficacy of university students. International Journal of Psychology and Psychological Therapy, 14 (3), 377-396.
6. Dascanio, D., Olaz, F. O., Fontaine, A. M. G., Rolim Rodrigues, O. M. P., Del Prette, A. & Del Prette, Z.A.P. (2012) The intellectual and academic performance of adolescents contaminated by lead: relation with social skills. Temas em Psicologia, 20 (1), pp. 45-59.
7. Herrera Lestussi A., Freytes M. V., López G. E. & Olaz, F. O. (2012).Habilidades Sociales en Estudiantes Universitarios de Psicología. Un Estudio Comparativo. International Journal of Psychology and Psychological Therapy, 12 (2). , 277-287.
8. Olaz, y Pérez, E. (2012). Creencias de Autoeficacia: desarrollo de escalas y líneas de investigación. Revista Tesis, 1, 157-170.
9. Carot J., Carranza, E., Olaz F. O., y Ponce, L. F. (2012) Autoeficacia para la Investigación en Estudiantes Universitarios. Revista Tesis, 1, 61-77.
10. Morán, V., Prytz Nilsson, N. S., Suarez, A. B. y Olaz F.O. (2011) Estado de la investigación en Habilidades Sociales en el Laboratorio de Comportamiento Interpersonal (LACI) Córdoba – Argentina. Revista Estudos e Pesquisas em Psicologia, 11 (2), pp. 507-527.
11. Azpilicueta, , Olaz., F.O., Cupani. M. (2011) Adaptación del Skills Confidence Inventory (SCI) de Betz, Harmon y Borgen (1996) en una muestra de adolescentes argentinos. Revista Electrónica de Motivación y Emoción, 14 (37). Disponible en: http://reme.uji.es/reme/numero37/indexsp.html.
12. Zoni, M. P. y Olaz, F.O. (2011). Adaptación Argentina de la escala Cisneros para evaluar Mobbing. Revista Electrónica de Motivación y Emoción, 14 (37). Disponible en: http://reme.uji.es/reme/numero37/indexsp.html.
13. Medrano, L, Olaz, O. & Pérez E. R (2009).Modelo social cognitivo del rendimiento académico en ingresantes universitarios. La contribución de la autoeficacia social académica. Revista Tesis, 1 (1), pp. 87-106.
14. Olaz, O., Medrano, L, Greco, M. E. y Del Prette, Z. A. (2009). Adaptación Argentina del Inventario de Habilidades Sociales IHS – Del-Prette. Spanish Journal of Psychology, 12 (2), pp. 756-766.
15. Medrano, L. A. y Olaz, O. (2008) Autoeficacia Social en Ingresantes Universitarios: su relación con el Rendimiento y la Deserción Académica. Revista de Psicología General y Aplicada, 61 (4), pp. 369-389.
16. Echavarri, M., Godoy, J.C. & Olaz, F. O. (2007) Diferencias de género en habilidades cognitivas y rendimiento académico en estudiantes universitarios. Universitas Psicológicas, 6 (2), 319-329.
17. Olaz, F. (2003). Modelo Social Cognitivo de desarrollo vocacional. Revista Evaluar, 3 (Online). Facultad de Psicología. Universidad Nacional de Córdoba. Disponible en: http:// revistaevaluar.com.ar. Olaz, F. (2003). Autoeficacia y variables vocacionales. Revista Psicología Educativa. 9, (1), pp. 5-14.
18. Olaz, F. (2003). Autoeficacia, Diferencias de género, y Comportamiento vocacional. Revista Electrónica de Motivación y Emoción [Online], 6 (13). Disponible en: http://reme.uji.es/articulos/aolazf5731104103/texto.html.
19. Olaz, F. (2003). Aportes del Meta-Análisis a la Teoría de la Autoeficacia para el Desarrollo de Carrera. Revista Estudios de Psicología 25 (1). pp. 57-72.
20. Olaz, F. (2003) Autoeficacia y Diferencias de Género. Aportes a la explicación del Comportamiento Vocacional. Revista de Psicología General y Aplicada, 56, (3), pp. 353-370. España.
21. Fogliatto, H; Pérez, E; Olaz, F; Parodi, L. (2003) Cuestionario de intereses profesionales revisado (CIP-R). Análisis de sus propiedades psicométricas. Revista Evaluar, 3 (Online). Facultad de Psicología. Universidad Nacional de Córdoba. Disponible en: http:// revistaevaluar.com.ar.

Book Chapters

1. Olaz (in press). Obstáculos comuns na ACT (Terapia de Aceitação e Compromisso) e como enfrentá-los contextualmente. Em Practical Handbook off Acceptance and Commitment Therapy. Porto Alegre: Sinopsys.
2. Olaz, F. O. (in press). O uso da Terapia de Aceitação e Compromisso no Tratamento dos Transtornos Alimentares. Em Da Rosa Finger (ed.), A Prática da Terapia Cognitivo Comportamental (TCC) dos Trastornos Alimentares. Porto Alegre: Sinopsys
3. Olaz (in press). Desarrollo de un programa de entrenamiento en empatía para psicoterapeutas: Aportes del contextualismo funcional. Em Benevides Soares, De Sousa Pereira Guizzo, Fortes Wagner, Barbosa Romera Leme e Del Prette (2015), Habilidades Sociais: Diálogos e intercâmbios sobre pesquisa e prática. Porto Alegre: Sinopsys.
4. Olaz (2015). “FACT: Integrando ACT e FAP. Em Lucena dos Santos P., Pinto-Gouveia, J. e Da Silva Oliveira, M. (2015) Terapias Cognitivo-Comportamentais de Terceira Geração (pp. 343-375). Porto Alegre: Sinopsys
5. Olaz, F. O. & Schoendorff, B. (in press). Aplicações da Terapia de Aceitação e Compromisso em Clientes Diagnosticados com Transtorno Limite da Personalidade. Em Dornelles, V. G. (In Press).Transtorno da Personalidade Borderline: Da etiologia ao Tratamento. Brasil: Sinopsys Editora
6. Schoendorff, B. & Olaz, F. O. in press). A Matrix como estratégia motivacional no tratamento de Clientes Diagnosticados com Transtorno Limite da Personalidade. Em Dornelles, V. G. (In Press)Transtorno da Personalidade Borderline: Da etiologia ao Tratamento. Brasil: Sinopsys Editora
7. Olaz, F. O. (in press). Um programa de Intervenção baseada no modelo Matrix de Terapia de Aceitação e Compromisso para profissionais de saúde mental. Em Sheila Giardini Murta, S., Leandro França, C. & Brito dos Santos, K. Prevenção e Promoção em Saúde Mental: Fundamentos, Planejamento e Estratégias de Intervenção.
8. Pérez, R., y Fabián O. Olaz (2012) Los tests Psicológicos en la Psicología Contemporánea. En Couto, G., Drummond Pires y Sancineto da Silva Nunes, C. (Orgs), Os Contornos Da Psicología Contemporânea. São Paulo: Casa do Psicologo
9. Olaz, F. O., Cabanillas, G. A. y Medrano L. (2011) Programas vivenciais versus instrucionais de habilidades sociais: Impacto sobre a auto-eficácia social de universitários. En Almir Del Prette y Zilda A.P. Del Prette (Orgs.). Programas de habilidades sociais: Evidências (experimental e quase experimental) de efetividade. Río de Janeiro: Vozes. ISBN 978-85-8040-091-5
10. Olaz (2009). Contribuições da Teoria Social-cognitiva de Bandura para o Treinamento de Habilidades Sociais. En Del Prette, A. & Del Prette, Z. A., Psicologia das Habilidades Sociais: Diversidade Teórica e suas Implicações. Rio de Janeiro: Vozes. ISBN 978-85-326-3874-8.
11. Pajares, F y Olaz, F. (2008) Teoría Social Cognitiva e auto-eficácia: uma visão geral. En Bandura, , Azzi, G. R., Polydoro, S., Teoria Social Cognitiva Conceitos Básicos. São Paulo: ARTMED. ISBN: 8536311177.
12. Olaz, F. (2008). La medición y la evaluación en Psicología: concepciones y modelos. En Marino, y Murillo, P. Manual del ciclo de Nivelación 2009 (4ta edición). Asociación cooperadora de la Facultad de Ciencias Económicas de la Universidad Nacional de Córdoba. ISBN 978-987-1436-12-5.
13. Olaz, F. (2006). La medición y la evaluación en Psicología: concepciones y modelos. En Marino, y Murillo, P. Manual del ciclo de Nivelación 2007 (2da edición). Asociación cooperadora de la Facultad de Ciencias Económicas de la Universidad Nacional de Córdoba. ISBN-10 987-22736-7-7, ISBN-13978-987-22736-7-5.
14. Olaz, F. (2005). La medición y la evaluación en Psicología: concepciones y modelos. En Marino, J. Pautassi, R. y Murillo, P. Manual del ciclo de Nivelación 2006. Universidad Nacional de Córdoba. ISBN 950-33-0532-2.
15. Olaz, F. (2000) Interpretación de los resultados de una prueba. Pruebas referidas a normas. En Tornimbeni, S.; Pérez, E.; Baldo, M. (compiladores), Introducción a los Tests Psicológicos. Córdoba: Ed ISBN: 987-9452-07-0.

Books

1. Polk, K. L., Schoendorff, B., Webster, M. & Olaz, F. O. (2015). he Essential Guide to the ACT Matrix: A Step-by-Step Approach to Using the ACT Matrix Model in Clinical Practice. EEUU: New Harbinger
2. Olaz, F. O. & Morán V. E. (2014) Habilidades Sociales en la Formación y Ejercicio de la psicoterapia. Teoría e Investigación en Argentina. Saarbrücen (Alemania): Editorial Académica Española.
3. Olaz, F. O. & Medrano L. A. (2013). Metodología de la Investigación para Estudiantes de Psicología. Manual de entrenamiento y práctica. Córdoba: Brujas
4. Olaz, F. O. (2012) Escala de Autoeficacia Social para Universitarios (EAS- U) Estudios Psicométricos y Bases Conceptuales. Saarbrücen (Alemania): Editorial Académica Española. ISBN: 978-3659038112
5. Tornimbeni, S., Pérez, E., Olaz, F. (2008) Introducción a la Psicometría. Buenos Aires: Paidós. ISBN: 978-950-12-6085-4.
6. Pérez, E., Passera, , Olaz, F., y Osuna, M. (2005) Orientación, Información y Educación para la Carrera. Buenos Aires: Paidós. ISBN 950-12-6077-1.
7. Tornimbeni, S., Pérez, E., Olaz, F. & Fernández, A. (2004) Introducción a los tests psicológicos (Tercera edición). Córdoba: Brujas. ISBN: 987-1142-24-2.
8. Tornimbeni, S., Pérez, E., Baldo, M., Fernández, A. & Olaz, F. (2003). Introducción a los tests psicológicos (Segunda edición). Córdoba: Brujas. ISBN: 987-9452-93-3.

National University of Ireland, Galway - Ian Stewart & Denis O'Hora (RFT/ACT processes; MSc, PhD; IRE)

• Ian Stewart [55]

Dr. Stewart's research interests span both the experimental analysis of language and cognition and applications of RFT (including ACT) to education and other settings. Current RFT [56] projects include work on derived equivalence relations; interference between non arbitrary and arbitrary relational responding; hierarchical relational responding; Crel and Cfunc control; the Implicit Relational Assessment Procedure; analogical reasoning; Training and Assessment of Relational Precursors and Abilities (TARPA); and the precursor skills required for arbitrarily applicable relational responding. Current ACT [57] projects include the experimental analysis of the effect of values in the context of acceptance.

• Denis O'Hora [58]

"My research is influenced by a number of philosophies or approaches. These include Skinner's experimental analysis of behaviour or operant psychology, Hayes, Barnes-Holmes and Roche's relational frame theory, Kelso's coordination dynamics and Spivey's (and Dale and Richardson's) continuity of mind. The common feature of these approaches is that they consider the person to be an ever-changing collection of responses to an ever-changing world. That is, we are continually learning from the world around us and changing through that learning. The constant world that we see around us (including the constant person that we think we are) is both the result of relatively stable attractor states in the responding of our perceptual equipment, and consistencies established in language. Current specific research lines include the effects of goal statements on behavior over time (with Tammemagi and Maglieri), how we interpret the passing of time using the concepts of Before and After (with Hyland, Smyth and Leslie), brain changes that correlate with category formation (with Sigurjonsson, Stewart and Leader). I am also interested in the applied utility of my research in organizational, educational and care settings. I am a member of the Perception, Cognition and Action research group and the Clinical, Biological and Behavioural Psychology research cluster."

Oregon Research Institute (ORI) - Shawn Boles (ACT/RFT, non-degree, USA)

Current RFT/ACT Research and Development Projects at ORI:

• RFTMain - Shawn Boles. Developing a web-based system to serve multiple laboratories via management of experiments using any RFT Method (e.g., IRAP)
• ACT and Adolescent Smoking Cessation - Tony Biglan
• ACT and Teacher Burnout- Tony Biglan
• Exploring the Verbal Networks of Adolescents with respect to Healthy and Harmful Behaviors - Shawn Boles, Tony Biglan and Miwa Yasui

Portland Psychotherapy Clinic, Research, & Training Center - Portland, Oregon (ACT/RFT; post-doc; USA)

The Portland Psychotherapy Clinic, Research, & Training Center [59] is a research and training clinic [60]that focuses on promoting the role of science in guiding psychotherapy practice. Portland Psychotherapy uses an innovative social enterprise model to support ongoing research [61] at the center. Training opportunities for students [62] include a postdoctoral fellowship program and a clinical practicum as well as opportunities to volunteer to help with research [61].

We regularly provide classes and workshops in Acceptance and Commitment Therapy and other evidence-based therapies [63]. We also have a specialty clinic devoted to the treatment of mood disorders [64] and another one focused on anxiety disorders [65]. Here are some of our publications [66] and a bit about our business model [67].

Past research projects have included (see here for current projects [68]):

• Developing interventions for chronic shame using self-compassion and perspective taking
• Experimental studies of the interpersonal behavior of high self-critics
• Longitudinal research on the course of shame and self-compassion in therapy
• Stigma toward addiction, particularly in the context of addictions treatment systems
• Interventions for stigma toward "mental illness"
• A randomzied effectiveness trial of Mindfulness-Based Relapse Prevention
• Development of an Implicit Measure of Experiential Avoidance
• Daily diary and multimodal assessment of emotion in predicting drinking behavior
• Memory and false memory from the perspective of relational frame theory
• Training spatial diectics

We regularly offer [69]trainings that are mainly in the Pacific Northwest area [63]. [69]

RFTAC Lab (RFT Applied to Clinical Issues). William Perez & Roberta Kovac (RFT, ACT processes, Applied RFT, Behavioral, Functional Contextualism; MS; Brazil)

Institution:

Paradigma - Center of Behavioral Sciences (São Paulo, Brazil)

Research leaders
William F. Perez
Roberta Kovac

Contact: will.f.perez@gmail.com
Page: http://www.clicsgrupodepesquisa.org/ 

San Jose State University - Jennifer Gregg (ACT/RFT; MA; USA)

Jennifer Gregg's [70] research focuses on the application of acceptance and commitment therapy to chronic medical conditions.

Click here to read more about the master's program [71].

Southern Illinois University - Chad Drake (ACT/RFT/FC; PhD; USA)

I supervise an ACT practicum team and a lab at SIU in Carbondale, Illinois. Carbondale is about 2 1/2 hours from St. Louis, Missouri, and a 5-hour train ride to Chicago. Though not necessarily a paradise for city dwellers, SIU is a charming campus and southern Illinois a surprisingly scenic place. 

Currently (April 2017), my practicum team is developing an ACT protocol and measures, and we are beginning a program of component research designed to inform and improve that protocol. My lab has also been engaged in a program of IRAP research. Feel free to check out my faculty website as well as my personal site for more information:

http://cola.siu.edu/psychology/faculty-staff/faculty-list/drake-chad.php

http://chaddrake.com/siu-cbs-lab/ 

Also, feel free to contact me if you have an interest in applying to our adult clinical program.

Chad

chad.e.drake@gmail.com

Southern Illinois University Carbondale - Mark Dixon (ACT/RFT: MSc, Ph.D.; USA)

At SIU Carbondale the ACT labs in the Behavior Analysis and Therapy program serves as a training and research platform for our MS. and Ph.D. students. The labs provide students with training under the guidance of Dr. Mark Dixon. Dr. Dixon’s lab currently works with, pathological gamblers, individuals with obesity, students with anxiety disorders, children with brain injury, children diagnosed with autism, in classroom behaviors, and school workers (i.e. teachers). Our faculty and students have participated in cross national and international research.

Here is a sample of published research by Dr. Dixon and Dr. Rehfeldt pertaining to ACT and Relational Frame Theory: :

Dixon, M. R., Dymond, S., Rehfeldt, R., Roche, B., & Zlomke, K. R. (2003). Terrorism and Relational Frame Theory. Behavior & Social Issues, 13(1), 129-147.

Dixon M., & Zlomke K. (2005). Using the precursor to the relational evaluation procedure (PREP) to establish the relational frames of sameness, opposition, and distinction. Revista Latinoamericana De Psicologia [serial online]. 2005;37(2):305-316. 

Dixon M., Zlomke K., & Rehfeldt R. (2006). Restoring Americans' Nonequivalent Frames of Terror: An Application of Relational Frame Theory. Behavior Analyst Today [serial online]. July 2006;7(3):275-289.

Dixon, M. R., & Lemke, M. M. (2007). Reducing Prejudice towards Middle Eastern Persons as Terrorists. European Journal Of Behavior Analysis, 8(1), 5-12.

Ninness, C., Dixon, M., Barnes-Holmes, D., Rehfeldt, R., Rumph, R., McCuller, G., & ... McGinty, J. (2009). Constructing and Deriving Reciprocal Trigonometric Relations: A Functional Analytic Approach. Journal Of Applied Behavior Analysis, 42(2), 191-208.

Dymond, S., Bateman, H., & Dixon, M. R. (2010). Derived Transformation of Children's Pregambling Game Playing. Journal Of The Experimental Analysis Of Behavior, 94(3), 353-363.

Wilson, A. N., & Dixon, M. R. (2010). A Mindfulness Approach to Improving Classroom Attention. Journal of Behavioral Health and Medicine, 1, 137-142, (2).

Dr. Mark R. Dixon, Ph.D., BCBA-D

Dr. Dixon holds a PhD degree from the University of Nevada (1998 graduation) and is a Professor and Coordinator of the Behavior Analysis and Therapy Program at Southern Illinois University. For the past five years he has also served as the Director of an SIU initiative (Behavioral Consultant Group) to infuse behavior analysis within schools, alternative education, and residential facilities serving individuals with autism and other developmental disabilities. Mark also runs a behavioral therapy clinic (Project HEALTH) for persons suffering from problem gambling, or from obesity. Dr. Dixon has published 3 books, over 100 peer reviewed journal articles, and delivered over 300 presentations nationally and internationally. Dr. Dixon is recognized as one of the most skilled programmers of behavior analysis research and data collection systems worldwide. His software has been distributed across many countries and has been translated into foreign languages. Mark has been the Editor of the peer-reviewed journals “Journal of Behavioral Health and Medicine, and "Analysis of Gambling Behavior”. He is also a former Associate Editor for “Journal of Applied Behavior Analysis” and Associate Editor for the “Journal of Organizational Behavior Management”. Mark's research and/or expert opinions have been featured in Time Magazine, Newsweek, The New York Times, National Public Radio, This American Life and local affiliates of ABC, CBS, PBS, and the Southern Illinoisan.

Suffolk University (Boston, MA) - Lisa Coyne (ACT/RFT; PhD; USA)

Our research lab is interested in the following broad areas of investigation:

1. Adaptation of ACT-based principles to enhance behavioral prevention and intervention approaches for children, adolescents, and families

2. Parent experiential avoidance and its role in the development and maintenance of impaired parenting, emotion socialization practices, and
child behavior problems

3. Using ACT to enhance teacher behavior management strategies

4. Developing methodology to assess the impact of experiential avoidance in parent-child relationships

Current Research Projects in the Child Research Lab at Suffolk University:

1. Treatment Development & Pilot of an Acceptance and Mindfulness-Based OCD Protocol for Young Children (Aged five to eight)

2. The Role of Parental Experiential Avoidance during In-Session Exposure for Pediatric OCD

3. The Impact of Parent Experiential Avoidance on Parent-Child Interaction in Mindful Awareness vs. Emotion Control Conditions

4. Parental Experiential Avoidance and Context-Specific Stress Tolerance

5. Childhood Reactive Aggression, Emotion Socialization, and Experiential Avoidance

Click here for more information [72].

Suffolk University (Boston, MA): Acceptance, Mindfulness and Emotion Lab - Sue Orsillo (ACT, MF; PhD; USA)

The Acceptance, Mindfulness and Emotion Lab at Suffolk University is coordinated by Sue Orsillo, faculty in the clinical psychology doctoral program. Learn more about current projects by clicking the links below.

• Lab web page [73]

• Sue Orsillo's faculty web page [74]

Swansea University: Louise McHugh & Simon Dymond (RFT/ACT processes; MSc, PhD; Wales)

The RFT & ACT Lab is a sub-group of the Learning and Behaviour research group [75] at Swansea University in Wales.

Co-coordinated by Louise McHugh, current research projects include work on perspective-taking, derived semantic priming, transformation of functions, experimental psychopathology (fear, avoidance, thought suppression), and the development of hierarchical relations. A growing group of undergraduates, postgraduates, and externally funded researchers participate in lab meetings, conferences, and workshops. A new Masters in Behaviour Analysis commenced in September 2006 during which students will have the opportunity to pursue a research project in RFT or ACT related topics.

Visit Louise McHugh's academic website [76].

Visit Simon Dymond's academic website [77].

The Chicago School - Sandra Georgescu (ACT; MA, PsyD; USA)

The Chicago School [78] offers both M.A. and Psy.D. level training in clinical psychology and applied behavioral analysis. Interests among faculty are broad - see faculty profiles for descriptions.

Univ of Mississippi Med Cntr: Personality & Emotion Research & Treatment Lab - Kim Gratz & Matthew Tull (ACT/MF; nondegree; USA)

Kim Gratz, Ph.D. and Matthew Tull, Ph.D. are Co-Directors of the PERT Laboratory at the University of Mississippi Medical Center in Jackson, MS. The PERT Lab offers opportunities to get involved with research at the volunteer, undergraduate research assistant, pre-doctoral internship and post-doctoral levels. Visit the PERT lab web page [79] to find out more information about on-going projects and current opportunities.

Dr. Gratz is Director of Personality Disorders Research and Director of the Dialectical Behavior Therapy Clinic. Dr. Gratz's clinical and research interests focus on the role of emotion dysregulation and experiential avoidance in borderline personality disorder (BPD) and deliberate self-harm. In particular, her research focuses on understanding the nature and consequences of emotional dysregulation and avoidance in BPD and self-harm (through the use of novel behavioral/experimental paradigms), and applying this understanding to the development of more effective treatments for these conditions. She is also interested in the emergence of borderline personality and related pathology among children and adolescents, and the intergenerational transmission of borderline personality pathology between mothers and their children. Recent projects include: experimental investigations of emotion dysregulation, experiential avoidance, and emotional unwillingness in BPD and deliberate self-harm; an experimental investigation of the validity, markers, and associated consequences of an anxious-avoidant subtype of BPD; an examination of the personality traits and underlying processes associated with borderline personality symptoms in childhood; an examination of the rates and correlates of deliberate self-harm among children and adolescents in low-income communities; a laboratory-based study of BPD-relevant personality traits and emotion regulation capacity among women and their 12-23 month-old children; and the further development of an acceptance-based, emotion regulation group therapy for deliberate self-harm among women with borderline personality traits.

Dr. Tull is Assistant Professor and Director of Anxiety Disorders Research. Dr. Tull's research focuses on emotion regulation within the anxiety disorders, with a particular focus on PTSD. His research examines the ways in which: (a) emotion regulation strategies that function to avoid emotion (and internal experience in general) may serve as a vulnerability factor for the development and maintenance of post-traumatic symptoms; and (b) emotional approach and acceptance (such as through mindfulness) may serve as a protective factor for anxiety disorder-related pathology. This research stems from a growing body of theoretical and empirical literature that suggests a paradoxical effect of emotional avoidance/control and, conversely, the potential benefits of accepting and being mindful of one's internal experience.

University College Dublin (RFT; PhD; Ireland) - Louise McHugh

[80]

Louise's research interests are centered on the experimental analysis of language and cognition from a behaviour analytic and Relational Frame Theory perspective, including especially the development of complex cognitive skills such as as perspective-taking and the process-level investigation of behavioural and cognitive psychotherapies including Acceptance and Commitment Therapy. She has published over 40 papers on these topics and has received funding from several sources including the British Academy, the Leverhulme Trust, the Waterloo Trust and the Welsh Assembly. Most recently she was awarded a European Marie Curie career integration award to join the faculty at UCD.

Faculty Page [81]

Program Page [82]

University at Albany, SUNY - John Forsyth (ACT/RFT; PhD; USA)

Our lab -- the Anxiety Disorders Research Program (ADRP) [83] -- focuses on the science and practical application of Acceptance and Commitment Therapy (ACT) and related mindfulness-based traditions to understand, prevent, and alleviate anxiety disorders and related forms of human suffering; applications of self-help and telehealth to expand the reach and impact of psychosocial interventions; using experimental psychopathology to unpack ACT processes [i.e., acceptance/experiential avoidance] that may potentiate human suffering and point to its successful alleviation. 

More broadly, we aim to understand processes that transform normal human thoughts and painful emotions into life shattering problems associated with anxiety disorders, mood disorders, and even problem anger [84]. We focus on these problems to understand human suffering, not as ends in themselves.

The ADRP laboratory has an explicit process-oriented translational focus. Everyone in the lab is involved in basic and applied treatment-oriented research with subclinical and clinical populations.

We struggle intensely with philosophical and conceptual issues and make efforts to integrate this activity with our basic and applied work.

Students are treated as junior colleagues. This is the model. This is the model that paved the way for the early success of behavior therapy. It is a model that is reflected in the collective lab values statement (see attached below) that we, as a group, have developed.

To date, we have focused on understanding the role of excessive thought and emotion regulation in the development, maintenance, and treatment of anxiety disorders. Included here are studies on how emotion regulation transforms normal fear learning and other experiential processes into clinical problems, the measurement of experiential avoidance, acceptance, and defusion. We have assisted with a multisite collaborative project (the UCLA-Albany Study; see Arch et al., Journal of Consulting and Clinical Psychology) testing our unified treatment protocol -- ACT for Anxiety Disorders [85] -- vs. standard CBT for persons suffering from anxiety disorders.  We have completed two large clinical trials evaluating The Mindfulness and Acceptance Workbook for Anxiety [86] when used in a pure self-help context (writing up the papers now).  We have also contributed to measurement development (e.g., The Believability of Anxious Feels and Thoughts Questionnaire -- a measure of cognitive fusion; see Herzberg et al., Psychological Assessment).  There are many other current projects underway, specifically evaluating fusion/defusion using the IRAP and the relation between mindfulness and values.

Our lab also routinely provides ACT consultation and both brief and intensive ACT professional training workshops for professionals interested in learning more about ACT. For additional information please contact Dr. John P. Forsyth [87](via his website) or at the following address:

John P. Forsyth, Ph.D.  Professor of Psychology,  University at Albany, SUNY Department of Psychology, SS399 1400 Washington Avenue Albany, NY 12222 U.S.A. Ph: (518) 442-4862 Fax: (518) 442-4867 Email: forsyth@albany.edu [88]

Relevant Links:

Dr. Forsyth's Offical Website [87]

Dr. Forsyth's Research Lab - The Anxiety Disorders Research Program  [83]

University at Albany, Psychology Department [89]

ACT for Anxiety Disorders OnLine Research [90]

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University of Almería - Carmen Luciano (ACT/RFT; PhD; Spain)

 View the Spanish presentation of the lab [91]. The research group with the name of Experimental and Applied Behavior Analysis began in the University of Granada in 1985 and continued in the University of Almería since 1994 under the direction of Carmen Luciano Soriano, professor in the University of Almería, Spain.

The research conducted has been focused in the functional analysis of verbal behavior with special interest in the basic-applied dimension. The research conducted has involved children, parents and adults as well as some research was done with non-human organisms. In the last ten years, the research has been –and it is- tracking the functional analysis of Language and Cognition in the context of the Relational Frame Theory and the analysis of Acceptance and Commitment Therapy.

The basic-applied dimension research projects concerns:

1. the conditions to establish relational frames, the analysis of the verbal regulation and the analysis of the transformation of functions,
2. analyzing the verbal contexts defining the unflexible verbal regulation involved in problematic Experiencial Avoidance,
3. the transformation of functions in the ACT clinical methods,
4. the extension of ACT brief protocols to several domains, and
5. the extension of the analysis of relational frames to establish verbal behavior in children with delayed psychological development.

ACTUAL RESEARCHERS working in the projects:

Dr. Carmen Luciano Soriano, Univ. Almería (mluciano@ual.es)

Dr. Inmaculada Gómez Becerra, Univ. Almería (igomez@ual.es)

Dr. Francisco Molina Cobos, Univ. Almería (fjcobos@ual.es)

Dr. Olga Gutiérrez Martínez, Univ. Granada (olgaguti@ugr.es)

Dr. Marisa Páez Blarrina, Spanish Assoc. Cancer (marisa.paez@aecc.es)

Dr. Carmelo Visdómine, (jcvisdomine@hotmail.com)

Dr. Francisco Cabello, Univ. La Rioja (francisco.cabello@dcst.unirioja.es)

Dr. Francisco Montesinos, Spanish Association Cancer (francisco.montesinos@aecc.es)

Dr. Sonsoles Valdivia Salas, Univ. Almería (sonvaldivia28@hotmail.com)

Dr. Miguel Rodríguez Valverde, Univ. Almería (mvalver@ual.es)

Dr. Mónica Hernández, Univ. Valladolid (mohernan@ual.es)

Laura Carmen Sánchez, Univ. Almería (lss250@ual.es)

Israel Mañas Mañas, Univ. Almería (imanas@ual.es)

Francisco Ruiz Jiménez, Univ. Almería (frj939@ual.es)

Javier Hilinger Sánchez, Univ. Almería (jhilinger@hotmail.com)

Also, Dr. Dermot Barnes-Holmes, Dr. Ivonne Barnes-Holmes (Maynooth, Ireland), and Dr. Michael Dougher (Albuquerque, New Mexico) are colloborating in several of the main projects.

ACTUAL FUNDING:

Actual funding projects directly connected to RFT and ACT are:

• “Derivation of Functions: Analysis of verbal contexts in Experiential Avoidance and in ACT clinical methods”. Financed as Excelent Projects Program by the Andalusian Govertment, 2006-2008.
• “Analysis of Experiencial Avoidance and defusion methods in ACT”. Financed as I+D+I Ministry of Education Program. (2006-2008).
• “Addictive behaviors and altering functions in young people” by Andalusian Govertment”, (Grant to Javier Hilinger), 2004-2006.
• “Development of a telehealth resource for young people engaging in problematic Cybersex on the Internet” by European Comission (Project coordinated by E. Quayle, Cork, Ireland) (Grants to Francisco Ruiz Jiménez and Sonsoles Valdivia Salas)
• “Transformation of Functions according to several relational frames” financed by Ministry of Science and Education (Grant to Miguel Rodríguez Valverde, 2003-2006).
• “Analyzing equivalence” financed by Andalusian Govertment (Grant to Israel Mañas Mañas, 2004-2006).
• “Multiple Esclerosis and Acceptance and Commitment Therapy” by University of Almería (Grant to Laura del Carmen Sánchez Sánchez).

THESES

The following theses to achieve the doctor degree (Pre-doc theses are not included here) that have been done under the umbrella of the research group are:

1. Miguel Ángel Delgado Noguera: Influence of a educational training in Sports Education. University of Granada, Ph.D. in 1989.
2. Luis Valero Aguayo: Experimental analysis of new behaviors through equivalence relations. University of Granada, Ph.D. in 1990.
3. Antonio Fernández Parra: Experimental analysis of the formation of phobic behaviors. University of Granada, Ph. D.. in 1990.
4. Javier Herruzo Cabrera: "Say-do" correspondence training. University of Granada, Ph.D., in 1992.
5. Mercedes Vernetta: Diferential effect of two methods in gymnastic skills. University of Granada, Ph. D. 1995.
6. Inmaculada Gómez Becerra: (In)sensitivity to contingencies and verbal behavior. University of Almería, Ph. D. 1996.
7. Francisco Javier Molina Cobos: Learning behaviors through imitation. Implications of verbal behavior. University of Almería, Ph.D. 1997.
8. Serafín Gómez García: Rupture of equivalence relations (co-directed with Dermot Barnes-Holmes). University of Almería, Ph. D. 1998.
9. Mª Carmen Vives: Vocal articulation deficits and generalization. University of Almería, Ph. D. 1999.
10. Carmen Berrocal: Functional analysis in obesity (co-directed with Flor Zaldívar). University of Málaga, Ph. D. 2000
11. Olga Gutiérrez Martínez: Comparison between acceptance and control strategies in a paradigm of self-control. University of Almería, Ph. D. 2003.
12. Carmelo Visdómine: Locus of control and transference of functions. Univesity of Almería, Ph. D. 2004.
13. Marisa Páez: Avoidance and control strategies in patients with breast cancer. University of Almería, Ph. D. 2005.
14. Francisco Cabello Luque: Equivalent relations and protocol analysis by the silent dog method (co-directed with Dermot Barnes-Holmesd). University of Almería, Ph. D. 2005.
15. Francisco Montesinos: Psychological impact of "cancer" and defusion strategies. University of Almería, Ph. D. 2005.
16. Sonsoles Valdivia: Motivational analysis and transfer of functions (co-directed with Michael Dougher). University of Almería, Ph. D. 2005.
17. Mónica Hernández: Quitting smoking and control versus acceptance strategies (co-directed with Jesús Gil Roales-Nieto). University of Almería, 2006 (next presentation).

Relevant publications are:

Related ACT/RFT books:

Luciano, M. C. (dir) (2001). Terapia de Aceptación y Compromiso. Libro de Casos (Acceptance and Commitment Therapy. Cases book.). Promolibro: Valencia.

Wilson, K. G., & Luciano, M. C. (2002). Terapia de Aceptación y Compromiso. Un tratamiento conductual orientado a los valores. (Acceptance and Commtiment Therapy. A behavioral treatment oriented to values). Pirámide: Madrid.

University of Barcelona - Olga Gutiérrez-Martínez (ACT/RFT; PhD; Spain)

Please read more about the program [92] at the University and Dr. Gutiérrez-Martínez' faculty page [93] for contact information.

University of Chester — Lee Hulbert-Williams, Nick Hulbert-Williams, Kevin Hochard (ACT/RFT; PhD/MRes; UK)

Our CBS lab makes up the largest sub-unit of the Chester Research Unit for the Psychology of Health (CRUPH). We have broad interests. Our largest stream of work concerns the applicability of ACT in supporting those with chronic health conditions, especially cancer. We have also published work on mindful eating and sleep issues. Members of the lab are testing out ways to use CBS intervention techniques, like ACT, in settings other than the traditional therapy room. We have a growing stream of work tackling questions in RFT, such as relational coherence. 

We are one of the larger groups of coaching psychologists in a UK university, and we are especailly keen to explore how CBS can be more effectively applied outside of the traditional therapy setting. 

For further information, see: http://www.chester.ac.uk/node/35013 [94]

University of Chichester: Ian Tyndall & Shane McLoughlin (RFT / FC; MPhil / PhD; UK)

At the University of Chichester, we're particularly interested in the experimental analysis of human behavior. We study how improving the precision and fluency of operant responding predicts (1) neural activity, (2) performance on tests of intellectual ability, (3) scholastic and real life outcomes. We also design new experimental paradigms aimed at predicting and influencing complex relational networking processes such as analogical responding and perspective taking. Members of our lab are currently collaborating on projects where we investigate implicit cognition, pain and itch, working memory, psychosis, and dementia using an RFT paradigm. We work with a variety of populations and currently have projects underway exploring relational responding in children, adults, and the elderly.

Contact:

s.mcloughlin@chi.ac.uk [95]

University of Cyprus - Maria Karekla (ACT; MS, PhD; Cyprus)

Maria Karekla received her doctorate degree in Clinical Psychology from the University at Albany, SUNY. She completed her residency at the University of Mississippi Medical Center and Veterans Administration Hospital. Currently holds the position of Lecturer of Clinical Psychology at the University of Cyprus and is a licensed clinical psychology. She actively and systematically participates in psychological research projects that have received awards by (among others) the European council and Pompidou’s group, and the Association for the Advancement of Behavior Therapy. Her research focuses on areas of health promotion and the investigation of individual difference factors (especially experiential avoidance) as they relate to the development and maintenance of various forms of psychopathology (especially anxiety disorders and health related problems). She is a member of the clinical psychology and school psychology program development committees at the University of Cyprus and is a key member in the development of the doctoral level clinical psychology program. Maria is currently a member of the European Awarding Committee for the specialization of psychotherapy of EFPA and has served as a liaison of the Cyprus Psychologists Association to numerous subcommittees and task forces of EFPA. A number of her research projects have received local, EU and other funding. Dr. Karekla’s “ACTHealthy: Anxiety disorders and Health Psychology” research laboratory has cooperated with other institutions, business and bodies both in Cyprus and abroad on numerous project.

Research Interests

- Individual factors and development of Anxiety Disorders
- Evaluating and Treating Anxiety Disorders (particularly using new technologies such as the internet and virtual reality)
- Acceptance and Commitment Therapy
- Experimental Psychopathology and Synasthimata
- Psychophysiology
- Quality of life parameters
- Enrichment health behaviors and develop self-management behaviors that affect health (including compulsive behaviors such as smoking)

Please see Dr. Maria Karekla's Faculty Page [96] for more information or contact here at mkarekla@ucy.ac.cy

Clinical Psychology Research Laboratory Click to find out more about the Department of Psychology at the University of Cyprus [97].

University of Denver (ACT; PsyD; USA)

University of Denver clinical psychology doctoral degree in professional psychology (PsyD) [98].

Faculty training in ACT: Ragnar Storaasli, John McNeill, and Chad Emrick.

University of Edinburgh - David Gillanders and Nuno Ferreira (ACT/RFT/MF; PhD/MSc; United Kingdom)

The department of clinical and health psychology is situated in the School of Health in Social Science. We offer three programmes: The Doctorate in Clinical Psychology, a PhD in Clinical Psychology, and a Masters by Research in Clinical Psychology. Only the Doctorate covers eligibility to become a chartered psychologist and to work in clinical practice in the UK. The PhD and MScR routes are funded by self funding or grant, that applicants must secure for themselves. The professional practice doctorate is fully funded. Places are very competitive. For further details of these programmes, including entry and fees, please visit our website at http://www.ed.ac.uk/schools-departments/health/clinical-psychology [99]

Within each of these programmes, students have the opportunity to undertake research with Dr. David Gillanders or with Dr. Nuno Ferreira. Further details of their programmes of research in contextual behavioral science can be seen via the above website.

University of Hawai'i Manoa - Akihiko Masuda (ACT/RFT; PhD; USA)

I am a contextual behavioral scientist. I have a solid background in clinical behavior analysis and acceptance- and mindfulness-based psychotherapies. I am very much interested in experimental analysis of psychopathology and a behavioral model that accounts for a wide range of clinical and social issues. I am also interested in the mechanisms of change in behavioral interventions. I have been investigating the role of behavioral processes, such as acceptance and cognitive defusion, on psychopathology and clinical outcomes of behavioral interventions. Given my multicultural background, diversity issues are also of my great interest. I have been working on research projects, investigating mental health related stigma in diversity contexts and the role of psychological flexibility in the relation between mental health stigma and psychological distress. Clinically, I have exceptional training in mindfulness-based cognitive behavioral interventions, especially Acceptance and Commitment Therapy (ACT). My clinical experiences are broad with diverse clinical populations in a wide range of clinical settings, including university counseling center, outpatient clinic, residential home, and community mental health hospitals. Recently, I have been actively involved in therapist training, supervision, and treatment consultation. Visit Akihiko Masuda's faculty page [100] for updated information on my research.

University of Houston, Clear Lake - Chad Wetterneck (ACT; MA; USA)

Chad Wetterneck, Ph.D. is an Assistant Professor for the clinical program at The University of Houston – Clear Lake’s. He currently heads a lab focused on investigating anxiety and ACT related constructs and collaborates with Mary Short, Ph.D. in co-leading investigating factors related to Internet pornography use.

Recent projects from Dr. Wetterneck’s research labs have examined:

• Variations in the report of OCD related symptomology by ethnicity

• The acceptability of ACT and CBT based on treatment rationales for social anxiety and treatment expectations for ACT and CBT based on treatment rationales for social anxiety

• The nature and frequency of sexually intrusive thoughts and their relationship to experiential avoidance and past experience of traumatic sexual events

• The relationship of experiential avoidance, sexual compulsivity, and impulsivity to Internet pornography (IP) use

Dr. Wetterneck has excellent training in ACT including multiple training workshops, serving as the lead therapist in a randomized controlled trial of acceptance-enhanced behavioral treatment of trichotillomania, and co-leading an ACT supervision group in the greater Houston area. He received his doctorate from University of Wisconsin-Milwaukee under the supervision of Doug Woods, Ph.D. and completed his internship at Baylor College of Medicine under the supervision of Carla Sharp, Ph.D. Dr. Wetterneck has specific interests and experience with anxiety, obsessive-compulsive spectrum disorders, and Acceptance and Commitment Therapy.

Visit Dr. Wetterneck's faculty page [101] for more information.

University of Jyväskylä - Raimo Lappalainen (ACT; master's, doctorate, licensure; Finland)

Visit Dr. Lappalainen's faculty page [102] and read more about this program here [103].

University of Massachusetts at Boston - Liz Roemer (MF, ACT; PhD; USA)

Visit the link below to view Liz Roemer's current and former graduate students and examples of their recent research on experiential/emotional avoidance, emotion regulation and mindfulness as they relate to anxiety as well as recovery from traumatic exposure.

Liz Roemer's lab webpage [104]

Liz Roemer's faculty webpage [105]

University of Mississippi - Kelly Wilson & Kate Kellum (ACT/RFT; PhD; USA)

This is the short version of the two-part mission of the Wilson-Kellum Lab at Ole Miss:

Part 1: The Content Mission. Yes, the lab has a mission. To make theoretical and empirical analyses of the role of basic verbal processes in complex human behavior; to aim these analyses at topics that seem central to a life lived well; and, to pursue the applied implications of these analyses in the service of improving lives.

Part 2: The Process Mission. To create an environment in which behavioral scientists are nurtured. The lab will mindfully pursue the professional development of its members in order to equip them to play an important role in the bettering of the human condition through the development, dissemination and application of this science. Professional development is understood in our group in the very broadest possible sense. Too often in psychology and other disciplines, professional development has been very narrowly construed--i.e., becoming a competent psychologist. In our lab, we are interested in the development of whole persons. Joining the lab means making a commitment to have lab be about supporting others, and in allowing yourself to be supported, in the development of a whole life.

• Lab Manifesto [106]

Click on the Lab Manifesto link for the full lab mission statement.

• Kelly Wilson's Academic Homepage [107]

We have an APA accredited doctoral program in clinical psychology and also offer Ph.D.'s in experimental psychology at the University of Mississippi. Kate Kellum and I co-direct this lab. If you are interested in doctoral training with us, you should look at the Lab Manifesto and at my Academic Homepage. Surf around my website and you will get a pretty good sense of the culture of our workgroup. If you are thinking about doc training, please do yourself a favor and think hard about the culture of the place you are trained. If you pick well, your graduate training will end with sweet sorrow. You will know it is time to go, but, there will be tears shed as you leave. We are not the most famous or richest place to be trained, but we offer something here that you cannot get elsewhere.

If you are interested in training opportunities and upcoming workshops, visit my training pages.

• Kelly Wilson's Training Pages [108]

University of Nevada, Reno - Steve Hayes (ACT/RFT; PhD; USA)

The University of Nevada lab is focused on creating a scientific paradigm that supports human transformation.

It seeks the development of a coherent, pragmatically useful, innovative, empirical, behavioral approach to psychological science that will enable significant steps forward in our understanding of human beings, the creation of human progress, and in the alleviation of human suffering.

It consciously tries to give away its research program by supporting the development of successful research laboratories with these goals world wide.

The lab has been at the forefront in the development of functional contextualism, Relational Frame Theory, and Acceptance and Commitment Therapy.

Labbies with Steve Hayes after he received the "Lifetime Achievement Award" from the Association of Cognitive and Behavioral Therapies in 2007

Doctoral graduates from Steve Hayes's lab who also agree to a "science oath" receive the "Behavioralis Junkus degree" and learn the secret behavioral handshake.

Below are links to the current labbies, a list of "Behavioralis Junkus degree" recipients, and a comprehensive list of all dissertations to come out of the lab.

University of New Mexico - Mike Dougher (RFT/ACT; PhD; USA)

Read more about the program here [109].

Mike Dougher's research interests:

Experimental and clinical behavior analysis. Primary research focuses on the experimental analysis of complex human behavior including stimulus equivalence and relational responding. Other interests include contextualistic methods of psychotherapy and psychotherapy research, and integrative psychotherapies.

Mike Dougher's faculty page [110].

University of North Texas - Amy Murrell (ACT/RFT; PhD; USA)

My research team is a pretty large group, with diverse interests - all of us are working on projects related to functional contextualism, RFT, or ACT, in some fashion. Our work group currently includes me, seven graduate students, and seven undergrads. I currently have two grants -a foundation grant and some state funds - to work on an RCT examining ACT vs. TAU for PTSD in adults following domestic violence and/or sexual assault. Several of my students are working on projects with children who have witnessed such violence. But, as I mentioned, we have a variety of things going on here! Here is a link to my website, where you can read about the further about our most current research projects. You can check it out here:

http://psychology.unt.edu/dr-amy-murrell/ [111]

University of Queensland (ACT; MPsychClin, PhD; Australia) - Kenneth Pakenham

Dr. Pakenham's research interests are in the areas of Acceptance and Commitment Therapy (ACT), positive psychology and clinical health psychology. His specific research interests include: the application of ACT to specific populations, and investigation into adaptation to negative or stressful life events particularly using stress and coping frameworks. Particular negative or stressful life events of interest include chronic illness (e.g., Multiple Sclerosis, AIDS, cancer, heart disease), and caregiving. He is interested in both the physiological and psychological processes involved in the adaptation process for the person directly affected by the stressful event and significant others (carers). He is also interested in training clinical psychology trainees in ACT competencies as well as self-care skills. Dr. Pakenham has a 3 year ARC funded project that is examining the psychosocial impact of caring for a parent with an illness or disability and IS involved in numerous other funded projects.

Faculty Page [112]

Program Page [113]

University of South Florida - Timothy Weil (Behavioral/Applied RFT/RFT; MA, Ph. D.; USA)

Dr. Timothy Weil's lab holds an emphasis on basic behavioral principles and applications while seeking ways to combine those with the more recent behavioral developments of Relational Frame Theory. The lab particularly seeks ways to incorporate RFT principles into more traditional Verbal Behavior models to increase the effectiveness of this training with targeted individuals.

The lab also seeks ways to use an ACT based approach to increase the effectiveness of traditional behavioral approaches with a variety of populations including parents and individuals diagnosed with traumatic brain injury. Specifically, the lab seeks to deliver ACT based behavioral interventions in a protocolized way as to make it accessible to other behavior analysts.

In addition, the Lab supports all forms of traditional behavior analysis research in applied settings (including clinics, group homes, and adult day training facilities) involving a variety of different populations (from children and adults diagnosed with developmental disabilities, individuals with a traumatic brain injury, parents of individuals with traumatic brain injury, as well as typically developing populations of all age ranges) and skills.

Dr. Weil's staff page may be found here [114] and information about the USF ABA Master's program may be found here [115].

University of Tampere (ACT; MA; Finland)

Read more about the program in the department of psychology here [116].

University of Washington (ACT; PhD; USA) - Jonathan Bricker

Students interested in UW adult clinical PHD program [117] can include mention of interest Dr. Bircker's lab [13], as their co-mentor with core faculty, in their personal statement on the application. Selection is highly competitive.

From Dr. Brickers Faculty Page [118]:

"I mentor UW psychology students and early career research scientists who are passionate about acceptance and mindfulness therapies for improving health behavior. Currently, our Tobacco and Health Behavior Science Research Group conducts a wide variety of National Institutes of Health (NIH)-funded randomized clinical trials testing Acceptance and Commitment Therapy (ACT) for health behavior change—with an emphasis on smoking cessation. ACT is a new form of cognitive behavioral therapy that teaches skills in increasing openness to one’s feelings, urges, and thoughts while taking values-guided actions. Modalities of intervention delivery are individual-level face-to-face, group, phone, web, and smartphone. Within the context of these trials, I provide mentoring in developing research topics, scientific questions, analysis planning and interpretation, and writing up articles for publication in peer-reviewed journals. Past student research topics include: (1) acceptance-based theoretical mediators of web-delivered ACT for smoking cessation, (2) therapy fidelity of phone-delivered ACT, and (3) comparison of ACT with Motivational Interviewing. Past students have published first-authored papers in prestigious journals including Health Psychology and Addiction. Mentees become core members of our collaborative group of psychologists, research therapists, statistician, data collectors and coders, and program manager based at our state-of-the-art offices of the Fred Hutchinson Cancer Research Center at beautiful South Lake Union."

Click here to learn more about the Tobacco & Health Behavior Science Research Group. [13]

University of Wisconsin-Milwaukee Behavior Therapy & Research Lab - Doug Woods (ACT; PhD; USA)

Research in the BTRL has two related foci. One focus is on understanding and developing treatments for OC-Spectrum disorders in children and adults. A second focus is on evaluating the efficacy of Acceptance and Commitment Therapy and trying to understand the related mechanisms of change. The BTRL is directed by Dr. Doug Woods. Visit the lab website [119] to view the most current research projects.

ONGOING ACT-RELATED RESEARCH

Treatment Studies

Behavior Therapy for Adults With Chronic Skin Picking
This study is funded by the Trichotillomania Learning Center, Inc. We are looking for adults over the age of 18 with a Chronic Skin Picking problem. The study is being conducted to compare ACT+HRT to a TAU condition for CSP. Treatment is free for those who qualify. The study has not started yet, but should begin sometime in the Summer of 2005. Please contact Chris Flessner for more information on this study, or call (414) 229-6078.

Behavior Therapy for Adults with Trichotillomania
This study seeks to evaluate the best way to administer a ACT+HRT for trichotillomania in adults. The study is being conducted in conjunction with the Trichotillomania/BFRB Specialty Clinic, and is offered to Clinic clients as one potential option for treatment.

ACT Related Studies Examining Factors Underlying Psychopathology

Experiential Avoidance as a Mediator Between Unpleasant Private Experiences and CSP

COMPLETED RESEARCH

Treatment Studies

Woods, D. W., Wetterneck, C. T., & Flessner, C. A. (2006) [120]. A controlled evaluation of acceptance and commitment therapy plus habit reversal for trichotillomania. Behaviour Research and Therapy, 44, 639-656.

Teng, E. J., Woods, D. W., & Twohig, M. P. (in press). Habit reversal as a treatment for chronic skin picking: Comparison to a wait-list control. Behavior Modification. Twohig, M. P. & Woods, D. W. (2004). A Preliminary Investigation of Acceptance and Commitment Therapy and Habit Reversal as a Treatment for Trichotillomania. Behavior Therapy, 35, 803-820.

ACT Related Studies Examining Factors Underlying Psychopathology

Begotka, A. M., Woods, D. W., & Wetterneck, C. T. (2004). The relationship between experiential avoidance and the severity of trichotillomania in a non-referred population. Journal of Behavior Therapy and Experimental Psychiatry, 35, 17-24.

Marcks, B. A. & Woods, D. W. (2005) [121]. A comparison of thought suppression to an acceptance-based technique in the management of personal intrusive thoughts: A controlled evaluation. Behaviour Research and Therapy, 43, 433-445.

Norberg, M. M., Woods, D. W., & Wetterneck, C. T. (2005). Examination of the mediating role of psychological acceptance in relationships between cognitions and severity of chronic hairpulling.

Wetterneck, C. T., & Woods, D. W. (2005). Hair pulling antedecents in trichotillomania: their relationship with experiential avoidance.

University of Wisconsin-Milwaukee Depression Treatment Speciality Clinic - Jonathan Kanter (FC; PhD; USA)

The UWM Depression Treatment Specialty Clinic [122] is a clinical research laboratory devoted to understanding depression and improving access to services and treatment for depression in the Milwaukee area.

In our lab we encourage developing an understanding of behaviorism as a way to understand and research psychotherapy. The basic ideas are:

1. Behavior is best understood in terms of the context in which it occurs or has occurred in the past. We look into people's lives and the world they live in to understand why they feel and act the way they do.

2. The relationship that a therapist forms with the client is extremely important. Good, intense client-therapist relationships are incredibly powerful and can lead to powerful changes.

3. We do not consider a psychological problem to be solved until the person’s behavior has improved. We aim to help people enjoy active and meaningful lives that they feel are worth living. This means that treatment may not be about reducing depression (although it may be) but it may also be about finding one’s values and how to live life in the service of those values.

Visit the lab site and Jonathan Kanter's faculty page [123] for more information.

University of Wollongong - Joseph Ciarrochi (ACT/RFT; MA, MSc, PhD; Australia)

The University of Wollongong research lab, located in New South Wales, Australia, is dedicated to conducting ACT & RFT research at all levels of the basic-applied continuum. Currently, Joseph Ciarrochi's work focuses primarily on validating the effects of Acceptance and Commitment Training with normal populations (e.g., the NSW Police Force; secondary school-based ACT interventions), as well as on ACT-relevant instrument validation and population-based studies.

Joseph provides research supervision to University of Wollongong students, and is happy to consult on/participate in ACT/RFT research conducted in Australia, New Zealand, and elsewhere.

Uppsala University - Joanne Dahl (ACT/RFT; MSc, PhD; Sweden)

The ACT Lab in Uppsala at the department of psychology represents a concerted effort in forwarding ACT clinical research. It aims at supporting students doing or interesting in doing clinical research in ACT at all levels. The vision of the Lab is to work towards a breadth of application, clarity of protocols, ease and clarity of training therapists, clarity of adherence and competence , adequacy of process measures, tightness of the control conditions, tests against known technologies, links to basic processes and large scale effectiveness. The Lab is open to all interested student at the department of psychology, both the clinical psychology program as well as the other programs at the department. It is open to students of all levels but will probably be of most interest to those involved in or close to being involved in the masters level thesis or doctoral dissertation. The program scheduled for every other Friday afternoon between 13-1600 is comprised of a combination of smaller lectures in general methodological areas such as the use of END NOTE reference system, statistical programs, update on research followed by a practical part where students may use the group to practice clinical skills of ACT needed for research projects.

Read updates at Joanne Dahl's website [124].

The following is a list of the areas of ACT where there are ongoing studies at some stage, along with areas that need to be addressed. This organisation may help new students see where they might like to aim research efforts.

• Breadth of Application

• Behavior medicine

• Chronic Pain

  Long term musculoskeletal pain Chronic headache

• Epilepsy

  Treatment of partial complex seizure drug refractory Treatment of partial complex seizures for people in developmental countries with no access to anticonvulsant drug therapy Lab studies: dismantling effects of ACT and BT on seizure process

• Diabetes

• Eating disturbances

  Anorexia Obesity

• Constipation

• Asthma

• Psychiatric disorders

• Social Phobia

• Psychometric studies

• Process measures: ACT specific

  Bull’s eye AAQEP (AAQ for epilepsy) AAQ in Swedish

• Biological measures such as the use of EEG, EMG, GSR, MRT or other psychophysiological measures to study process of treatment.

• Relational Frame Theory

  Study circle Stigmatization study for epilepsy Cooperation with RFT labs in the UK Development of IRAP/RFT Lab (may involve younger students)

• Values work

  Standardization of values compass protocol Values workbook IRAP RFT lab study for Values frames

• Protocols

  Uppsala 4 session base protocol (a good place to start) Create video tapes of individual and group sessions Development of a base manual.

• Education and training

  Vertical organization of students where students with experience train new students in protocols, ACT core skills and the use of measurements. Students doing clinical thesis may use the lab to practice skills, get help with problems in developing manuals, clinical skills, measurement problems, statistics and writing up of the project.

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Utah State University - Michael Levin (ACT/RFT; PhD; USA)

I'm an assistant professor in the Combined Clinical, Counseling, School Psychology Ph.D. program at Utah State University. Our lab has broad research interests within the contextual behavioral science tradition, but our work is particularly focused on developing and testing acceptance and mindfulness-based treatments implemented through computerized and other self-help formats (i.e., websites, mobile apps, bibliotherapy). We are also particularly interested in examining the components and processes of change for ACT. We’ve conducted research in a variety of problem areas including addictive behaviors, depression, anxiety, obesity and stigma, in part because of interests in transdiagnostic approaches. Current projects include developing a transdiagnostic web-based ACT program for distressed college students, developing a values-focused web-based program for psychiatric outpatients, and evaluating mobile app interventions.

I received my Ph.D. under Steve Hayes at University of Nevada, Reno (UNR). I also have training in other contextual CBTs including DBT and FAP from my time at UNR.

USU is an exciting place for CBS research and contextual CBT clinical training. Michael Twohig [125] is a faculty member in the combined program and offers a practicum in ACT. There are also several behavior analysts in the psychology department faculty and the combined program is now offering an informal contextual behavioral science emphasis area for graduate student training.

To learn more about my research and USU visit the links below:

USU psychology website: http://psychology.usu.edu/ [126]

USU Lab Website: http://usucbs.com/ [127]

You can also contact me by e-mail at Michael.Levin@usu.edu

Utah State University - Michael Twohig (ACT/RFT; PhD; USA)

I am an associate professor in the clinical psychology program at Utah State University. Our (the lab's) research generally focuses on treatment development and treatment evaluation. We work to determine the effectiveness of particular treatment modalities, but we have an equal emphasis on determining why these treatments work (mechanisms of action). Our work focuses on therapies in the "behavioral" and "empirically supported" tradition including ACT, CBT, and BT or exposure therapies. I have done a lot of work in anxiety disorders, especially OCD and trichotillomania, but I am very interested in many clinical areas. I also work with both adult and child populations.

I have very good training in ACT. I received my Ph.D. under Steve Hayes at Reno. I am also well trained in CBT after doing my clinical internship under Maureen Whittal, Melisa Robichaud, and Jach Rachman at UBC in Vancouver, BC. I work very hard to help my students do well in whatever area of psychology they are interested in whether it be clinical, research, or both. We have a very active research lab and students should expect to be successful while working with me. I also offer training in ACT throughout your entire time at USU. We have a very nice research space and student's are generally funded throughout their time at USU.

Finally, the snowboarding, hiking, rock climbing, etc. are wonderful in Utah!

If you have an interest in working with me please contact me by phone or e-mail [128]. Mike

Western Michigan University - Scott Gaynor (FC/ACT/RFT/FAP/BA; PhD; USA)

Dr. Gaynor's research interests include psychotherapy process and outcome, especially applying contemporary behavior therapy approaches. He and his laboratory are currently working on intervention studies involving children, adolescent, and young adult samples. He is also interested in the experimental analysis of human and non-human behavior.

The Behavior Research and Therapy Laboratory is committed to the scientist-practitioner model. As such, our intervention studies have two related purposes. First, for the participants involved, we hope to provide interventions that can legitimately improve their lives. Second, while providing these interventions we attempt to rigorously evaluate them, hoping to determine empirically if and why they are helpful. Currently we are working on intervention studies involving children, adolescent, and young adult samples.

Visit Dr. Gaynor's Home Page [129] for more information or contact him at scott.gaynor@wmich.edu

The clinical psychology program at Western Michigan University is a behavioral program, and faculty there conduct research and train in modern behavioral psychotherapies such as Functional Analytic Psychotherapy (FAP), Acceptance and Commitment Therapy (ACT) and Behavioral Activation (BA).

Visit the program webpage [130] for further information.

Wichita State University - Rob Zettle (ACT/RFT; PhD; USA)

Dr. Zettle is a tenured professor in the clinical psychology program at Wichita State University. Dr. Zettle was Steven Hayes' first doctoral student and thus has had extensive training in ACT (>20 years). Students who enter the clinical psychology doctoral program at Wichita State University and work with Dr. Zettle can receive training in ACT.

The common thread running through Dr. Zettle's research is an attempt to better understand the roles that languaging and verbal behavior play in the initiation, maintenance, and alleviation of human suffering from a functional contextualistic perspective. Some of the research projects are more basic in nature, while others are more explicitly applied and clinical in their focus. More basic research projects focus on the development of both self-report and behavioral ways of assessing processes that contribute to psychological flexibility/rigidity as well as experimentally manipulating these same processes in impacting analogues of clinical forms of human suffering, such as anxiety and mood disorders. More applied research projects compare the clinical outcomes and related processes associated with traditional cognitive-behavioral interventions in treatment of depression versus ACT and related acceptance and mindfulness-based approaches.

Recent and upcoming publications from Dr. Zettle's lab include:

Gird, S., & Zettle, R. D. (in press). Differential response to a dysphoric mood induction procedure as a function of level of experiential avoidance. The Psychological Record.

Petersen, C. L., & Zettle, R. D. (in press). Treating inpatients with comorbid depression and alcohol use disorders: A comparison of acceptance and commitment therapy versus treatment as usual. The Psychological Record.

Zettle, R. D. (in press). Acceptance and commitment theory of depression. In P. L. Fisher & A. Wells (Eds.), Treating depression: Principles and practice of CBT, MCT, and third wave therapies. Chichester, United Kingdom: Wiley.

Zettle, R. D. (2005). The evolution of a contextual approach to therapy: From comprehensive distancing to ACT. International Journal of Behavioral Consultation and Therapy, 1, 77-89.

Zettle, R. D., Barner, S. L., & Gird, S. (2009). ACT with depression: The role of forgiving. In J. T. Blackledge, J. Ciarrochi, & F. Deane (Eds.), Acceptance and commitment therapy: Current directions (pp. 151- 173). Bowen Hills QLD: Australian Academic Press.

Zettle, R. D., Petersen, C. L., Hocker, T. R., & Provines, J. L. (2007). Responding to a challenging perceptual-motor task as a function of level of experiential avoidance. The Psychological Record, 57, 49-62.

If you are interested in joining/working with Dr. Zettle's lab, more information about his lab and his contact information can be found at www.wichita.edu [131].

Observation Request Form for Trainings

This form is only for those individuals who are in the process of preparing their Peer-Reviewed ACT Trainer applications. If you have more than one possible observable training, please submit one form for EACH training.

Training Resources for RFT/FC/BA Competencies

The Training Committee would like to help existing and potential Trainers to develop their knowledge of the scientific, conceptual, and philosophical underpinnings of ACT, and thus we suggest below some materials and activities that may be beneficial. Across time, we would like to see the evolution of a ‘library’ of recommended readings. In addition, the Training Committee may consider the development of eLearning modules related to clinical applications of RFT and FC.

US ACT-friendly Pre-Doctoral Psychology Internship?

We in the ACBS Student SIG/Committee are interested in compiling a more comprehensive list of psychology internship placements in the US and Canada with some kind of exposure to ACT. Our current list on the ACBS website is awesome but needs to be updated to better represent the wonderful ACT-related opportunities! If you are currently at a location that does any kind of ACT work, we would like to hear from you! If you are interested, we ask that you email houyuan@ualberta.ca at least the name of the University/Hospital/Consortium/Facility etc. and a contact person with email address. Once we have that information we hope to compile and update for future students to use as a guide/reference! Thank you in advance for any help you can give to make this endeavor possible.

Take care,

Houyuan Luo

ACBS Student Representative

University of Alberta

Baylor College of Medicine - TX

The Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, offers a fully American Psychological Association approved internship training program in clinical psychology. Interns in the Baylor program are accepted into one of seven tracks, differentiated on the basis of the population served and/or the location of the training experience. While each track has a somewhat different clinical emphasis, all interns have core seminars and training experiences in common and carry adult psychotherapy patients in the Baylor Adult Psychiatry Outpatient Clinic. The number of positions available in each track and the sequence of rotations may vary, depending upon funding and resource availability. Training content and clinical emphasis, however, remain constant. Currently, ten intern positions are available.

The Adult Anxiety Track is particularly ACT-friendly. This internship track consists of a year-long placement at the Menninger Compulsive Disorder Treatment Program. The treatment philosophy of the program is firmly rooted in evidence-based cognitive-behavioral therapy. The Menninger OCD Treatment Center, with the capacity of 15 patients, is a specialized in-patient program providing intensive cognitive-behavioral therapy, medication management and milieu treatment for adults and adolescents with severe obsessive-compulsive disorder (OCD), OCD Spectrum disorders and other anxiety disorders. Previous interns in this track have been allowed to incorporate ACT into their work.

There are a few other psychologists at the internship site with varying knowledge on ACT. In addition, there are opportunities to learn more about and practice DBT in other areas of the internship. For more information about the internship you can visit their website http://www.bcm.edu/psychiatry/?PMID=2205 [176]

Boston VA

Place: Boston VA
APA Accreditation: Accredited
Training Director & Lead / Director: Stephen Quinn
Chief Psychologist: Jennifer Vasterling Ph.D.
Positions: 18
Stipend: 26208
Primary Agency Type: Consortium
Descriptor The primary objective of the Boston Consortium is to provide a comprehensive predoctoral training program that assures the development of adequate levels of proficiency across the basic core competencies of clinical psychology including assessment, behavior change and psychotherapy, consultation, attention to issues of diversity, professional ethics, and scholarly inquiry / clinical research. We view the internship year as critical in the transition of the individual from graduate student to professional psychologist. We encourage the development of a professional identity, professional values, and a professional demeanor along with these competencies in the practice of psychology. The expectation is that by the end of the training year, an intern will be able to function competently and independently (i.e., entry level practice or better) in the core competencies, listed above. Within the training program, general skills are emphasized. However, when feasible and appropriate to training needs, the development of specialist skills also is encouraged. We provide training in professional psychology in the following rotations for 2013 - 2014:Clinical Child Psychology; General Mental Health; Ctr for Returning Veterans (OEF/OIF); Adult Trauma - (Behavioral Sciences Div. and Womens Health Sciences Div. of the National Ctr for PTSD); Medical Psychology / Behav Med; Substance Abuse Treatment Programs Resid & Outpt; Dual Diagnosis (PTSD/Substance Use Disorder); Inpatient Mental Health - Therapeutic Recovery; Neuropsychology; Geropsychology; Rehabilitation Psychology;Our rotations are located at the Boston Medical Center (Child rotation); VA Boston Healthcare System - Brockton, Jamaica Plain (Boston), and West Roxbury campuses; plus, a child clinical externship at Boston University (Center for Anxiety & Related Disorders).Our internship is a member of the Academy of Psychological Clinical Science (APCS), and we encourage applications from APCS programs.
Website: http://www.boston.va.gov/psychologytraining/20142015InternshipTrainingBrochure.pdf

Boys Town, part of the Nebraska Internship Consortium in Professional Psychology

Place: Boys Town, part of the Nebraska Internship Consortium in Professional Psychology
APA Accreditation: Accredited
Training Director & Lead / Director: Dennis McChargue
Chief Psychologist: Dennis McChargue
Positions: 28
Stipend: 34000
Primary Agency Type: Consortium
Descriptor The NICPP adheres to a scientist - practitioner approach to psychological practice within an ecological-developmental framework. Although the exact goals of each of the agencies may differ to some extent, all are committed to a training philosophy that emphasizes ethical problem solving; evidence-based assessment and intervention practices; access to supervision that facilitates reflective, scientifically-based practice and to other resources supportive of this goal; access to diverse clients; research activities; and to a training plan that combines experiential learning with other modes of education. Specific training objectives include assisting interns to: (a) apply ethical decision making to complex clinical and research activities; (b) deepen their understanding of the role of psychology as a science and a practice in many professional settings; (c) refine their commitment to life-long scholarship and contributions to the science and practice of psychology; and (d) develop competencies to evaluate the efficacy of work with diverse clients and systems.
Website: http://cehs.unl.edu/nicpp/

Brigham Young University - Predoctoral Internships in Professional Psychology

The Counseling and Career Center (CCC) at Brigham Young University (BYU) offers four full-time, 12 month internships for doctoral-level graduate students in Clinical or Counseling Psychology. The internships for the school year begin in August. Each position carries a stipend of $25,500 and includes all benefits accorded full-time University personnel (vacation and sick leave, holidays; medical, dental, and life insurance; library privileges; bookstore discount; and discounted tickets to University events). The CCC Psychology Internship, which began in 1989, is fully accredited by the American Psychological Association.

The program provides supervised training experiences in a full range of psychological services. Interns function as colleagues of the professional faculty and staff and participate in all services and staff development activities of the Center.

One of the supervisors, Kirk Dougher, is very active in teaching people the process of using acceptance in their theory and practice. Full info on the internships can be found here [177].

Kirk Dougher can also be contacted for information about the supervision and the primary applications in the rotations.

Kirk Dougher, BYU, 1500 WSC, Provo, Utah 84602

1-801-422-3035 

kirk_dougher@byu.edu

Bronx VA

Our internship recently doubled in size from 4 to 8 interns. As a result, I am now supervising an intern for my PTSD/SUD clinic for half of the year for approximately 16 hrs. If you are interested in applications of ACT for complex presentations, there will be no shortage of opportunities. Interns typically carry a weekly caseload of around 8-10 patients. Additionally, Interns will co-facilitate a 12-week Seeking Safety group, an integrated EBP for PTSD/SUD and a 12-week group ACT group. Both groups also use contingency management to foster group attendance. There are also opportunities to co-facilitate a Cognitive Processing Therapy group, or to learn how to provide individualized Prolonged Exposure. Lastly, I am in the process a developing a program evaluation project, so there may be opportunities to participate in a systematic evaluation of my clinic's services, an experience that would be an asset in many clinically or research-oriented Post-doc fellowships.

Perspective interns who are interested are welcomed to contact me at: Jonathan.Weinstein@VA.gov.

Brown Medical School, Providence, RI

The internship at Brown Medical School has 4 tracks--neuropsychology, behavioral medicine, adult, and child (general and pediatrics). Both the adult and the behavioral medicine tracks are "ACT friendly." I know less about the child tracks--others might add their input about the child rotations.

In the adult track, there is a women's partial program that trains in DBT, and interns familiar with ACT have mentioned that they gained a better understanding of ACT principles through this rotation. There are also some people familiar with ACT in the alcohol center at Butler Hospital and at the RIH inpatient rotation (mood disorders rotation).

In the behavioral medicine track, there is one rotation (RIH behavioral medicine track--anxiety and sleep disorders) that is very ACT friendly. Both of the Miriam rotations (A and B) are also open to ACT and mindfulness concepts (chronic pain, weight management, smoking cessation).

Overall, the internship is hospital-based, and 4 hrs/week are reserved for research. You are required to submit at least one research project by the end of the year. Keep those details in mind when applying to make sure it's a good fit aside from the ACT friendly rotations.

Added by Kristy Dalrymple on 7/23/2013:

In addition to the information here, the predoctoral internship at the Alpert Medical School of Brown University also has a MIDAS Project Clinical Research Track (a separate track from the Adult Clinical track, yet under the adult division). The MIDAS track (which stands for the Methods to Improve Diagnostic Assessment and Services Project) typically has one internship slot available per year, with potential opportunities for a postdoctoral fellowship. Interns in this track spend the first 8 months (20% time) at an ACT and mindfulness-based partial hospitalization program at Rhode Island Hospital, including conducting ACT and mindfulness-based group and individual therapy sessions. Note that the primary rotation consists of 50% time clinical research, and applicants should consider this when applying to the MIDAS track.

CPIP at University of Vermont

Place: CPIP at University of Vermont
APA Accreditation: Accredited
Training Director & Lead / Director: Karen Fondacaro Ph.D.
Chief Psychologist: Masha Ivanova Ph.D.
Positions: 2
Stipend: 25000
Primary Agency Type: Academic Health Center
Descriptor The Clinical Psychology Internship Program at the University of Vermont is a predoctoral internship program that received accreditation from the American Psychological Association (APA) in July 2013 and is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). The internship is located in Burlington, Vermont, within the Behavior Therapy and Psychotherapy Center (BTPC) and the Vermont Center for Children, Youth and Families (VCCYF). The focus of intern training at the BTPC is with the Connecting Cultures Specialty Service, providing culturally competent evidence-based treatment to torture survivors and refugee populations from over 25 countries. Interns in the BTPC also engage in multi-disciplinary services with providers including social workers, teachers, lawyers, and refugee advocates. In addition to direct clinical services, the Connecting Cultures program offers outreach services, presentations and evaluation/research opportunities. Connecting Cultures is also a component of the New England Survivors of Torture and Trauma (NESTT) program. The VCCYF specializes in the application of evidence-based strategies from the family perspective, addressing both child and parental emotional and behavioral problems. Through the use of health promotion, prevention, and intervention, the VCCYF uses the Vermont Family Based Approach to help the well remain well, prevent at-risk children from developing emotional and behavioral problems, and intervene comprehensively on behalf of children and families challenged by psychopathology. At the VCCYF, interns will collaborate with professionals in psychiatry, psychology, social work, nursing, and genetics. We currently have two interns placed in the Internship. We encourage applications for the 2014-2015 year. Access http://www.uvm.edu/medicine/vccyf/?Page=internship.html for an application and further information or contact Kathleen Kennedy, Ph.D. 
Website: http://www.uvm.edu/medicine/vccyf/?Page=internship.html 

Central Arkansas Veterans Healthcare System - Predoctoral Internship

The Central Arkansas Veterans Healthcare System (CAVHS) is a two division, consolidated, medical center with medical, surgical, psychiatric, and rehabilitation units, plus nursing home facilities. This VA Medical Center includes every major VA program and was commended by the Joint Commission of Accreditation of Healthcare Organizations (JCAHO) as being "Outstanding" at their last accreditation review. The CAVHS Psychology Internship has been fully accredited by the American Psychological Association since 1979. The Psychology Internship program provides three training tracks: General, Behavioral Health, and Neuropsychology.

The “Outpatient PTSD” rotation offers interested interns an opportunity to learn and practice Acceptance and Commitment Therapy (ACT). Training opportunities include co-facilitating group psychotherapy sessions, conducting individual therapy sessions, performing functional analytic/case conceptualization interviews, participating in a weekly experiential group for staff practicing ACT, doing supervised readings on Relational Frame Theory (RFT), the basic science underlying ACT, and individual/group supervision.

Interested interns are encouraged to contact Vincent Roca, primary supervisor for the Outpatient PTSD rotation, for additional information. Full info on the internship can be found at

http://www.littlerock.va.gov/careers/psychology/internship/overview.asp [178].

J. Vincent Roca, Ph.D.

PTSD Clinical Team (PCT) Team Leader

501-257-3227

John.Roca@va.gov

Central Texas Veterans Health Care System

Place: Central Texas Veterans Health Care System
APA Accreditation: Accredited
Training Director & Lead / Director: Andrew Cook
Chief Psychologist: Frederick Willoughby
Positions: 6
Stipend: 23974
Primary Agency Type: Veterans Affairs Medical Center
Descriptor "CTVHCS offers training in a variety of contexts including general medical/surgical hospital, psychiatric inpatient, a domiciliary, integrated and home-based primary care, and multiple outpatient clinics. Please see our web brochure for further description of the training opportunities within each setting.

Our program places 6 interns annually, two at each of its three primary training sites: Temple and Waco VA Medical Centers, and the large Austin VA outpatient clinic. Our training model is ""reflective-practitioner"", which is a form of scholar-practitioner training. We emphasize the value of reflecting on professional practices through intensive case study, locating and incorporating relevant scientific/professional knowledge and seeking experiential wisdom. Our program focuses on the development of competency in 15 professional domains, based on the APA model for competency benchmarks in professional psychology. We have been continuously accredited by the APA for over 30 years. Our program was re-accredited for seven years in 2011. The internship year is divided into three, four-month major rotations. Interns spend a minimum of 28 hours per week on the major rotation. We offer major rotations in outpatient mental health clinics, inpatient psychiatry, substance abuse treatment, rehabilitation and reintegration (domiciliary), integrated primary care, residential and outpatient PTSD, family program, neuropsychology and rehabilitation. Please see our brochure for a complete listing. We offer opportunities to pursue specialized professional competencies via minor rotations for 4 to 8 hours per week (e.g. military sexual trauma, neuropsychological assessment, clinical research, assessment, group therapy, serious mental illness (SMI), compensation & pension exams, blind rehabilitation, training and program development, etc.). We have approximately 65 licensed full-time psychologists on staff between our training sites, as well as a number of recent graduates who are in the process of becoming licensed."
Website: http://www.centraltexas.va.gov/services/Psychology_Internship/Psychology_Internship.asp

Central Washington Family Medicine,Yakima, WA, U.S.A.

Category (e.g., practica, internship, externship, post-doc, workshop, CE, computer-based learning module, etc.)

  We welcome students coming to train for varying amounts of time. We have had some students and professionals come for 10-week rotations and have had others just do a day or two. We also may be having a Master's level intern this year.

How it relates to Contextual Medicine, or to what degree it integrates contextual behavioral science with medicine

  We have a Behavioral Health Consultant (BHC) team of three psychologists (one of which is Kirk Strosahl, PhD), a Master of Counseling, and a MSW on staff who use ACT and other contextually-based interventions with medical patients.

Contact information of either yourself or some other person/place to get more information or to apply

Follow this link: http://cwfmr.org/student-rotations

Bridget Beachy, PsyD

bridget.beachy@gmail.com or bbeachy@forest.edu

330-397-4349

Central Washington University, The Medical and Counseling Clinic, Ellensburg, WA

Central Washington University Student Medical and Counseling Clinic has an APA-accredited internship program for students from counseling, clinical, and combined doctoral psychology programs. The link for our online brochure is below. We are a great site for students who are interested in both counseling center work and rural psychology. We are also a colocated medical and counseling clinic and therefore afford our interns with lots of opportunities to work closely with our medical staff. Another fairly unique aspect of our program is the training in the use of Acceptance and Commitment Therapy. We are open, supportive, and encouraging of other theoretical orientations and approaches, but want to highlight ACT as something that sets us apart from many sites. We particularly seek intern applicants who have experience with college students and a strong commitment to diversity and multiculturally competent service delivery. If you have any questions about our program, please the Training Director, Cindy Bruns, PhD, at brunsc@cwu.edu.

http://www.cwu.edu/medical-counseling/doctoral-internship

Duke University Medical Center

The Duke internship has been known for providing quality DBT training, but a critical mass of ACT-trained faculty are increasingly available to provide experience using ACT with eating and anxiety disorders, among others. It is expected that over the next several years, opportunities for ACT-specific training at DUMC will grow as a result of recently awarded grant-funding to develop ACT for adolescent anorexia nervosa (Duke PI: Rhonda Merwin; Towson PI: Alix Timko). The Durham VA (adjacent to the med center campus) is also ACT-friendly and currently has an ongoing ACT consultation and study group.

Visit: http://psychiatry.duke.edu/modules/psych_education/index.php?id=3 [179]

for up-to-date information on training opportunities.

Updated 4/26/14

Place: Duke
APA Accreditation: Accredited
Training Director & Lead / Director: Karen Wells PhD
Chief Psychologist: Richard Surwit PhD
Positions: 11
Stipend: 24000
Primary Agency Type: Medical School
Descriptor Duke University Medical Center's Clinical Psychology Internship Program provides one year of doctoral-level internship training in essential skill areas of clinical psychology: assessment and diagnosis, effective intervention, consultation and evaluation, and supervision skill areas. The training model is scientist-practitioner. Two tracks are offered: Adult and Child, each with specific areas of concentration. Adult track consists of Adult CBT and Adult Health. Child track consists of Clinical Child & Pediatrics. These do not overlap so applicants must apply to one only: CBT, Health, Child, or Peds. Please see our website for a more detailed description about our program, the application process, our requirements for applying, and other information that may be useful to those interested.
Website: http://education.psychiatry.duke.edu/training-programs/psychology-internship/program-introduction

East Bay Behavior Therapy Center,Walnut Creek, CA, USA

Supervisor and contact person: Patricia E. Zurita Ona, Psy.D.

Accreditation: N/A
Post-doctora positions open: 1
MFT internships: 2
Stipend: available for MFT interns
Type of setting: private practice
Weekly supervision including experiential, hands-on-training in conducting intakes, case formulation, and treatment plan.
Monthly didactic seminar
Monthly team meeting

website: eastbaybehaviortherapycenter.com

Email:ebbehaviortherapycenter@gmail.com 

The EBBTC is a private center dedicated to the "therapy, research and training" of empirically-supported treatments for children, adolescents, and adults located in Walnut Creek, CA. We're a group of compassionate and caring behaviorally oriented therapists committed to our clients. At our center, behavioral therapy is not just a therapy approach; it's a way of looking at the world and understanding human behavior. Compassion and caring are the hallmarks of our therapy work with the added benefits of behavioral interventions.

FAU’s Counseling and Psychological Services - FL

Place: FAU’s Counseling and Psychological Services
APA Accreditation: Not Accredited
Training Director & Lead / Director: NA
Chief Psychologist: M. Kirk Dougher Ph.D.
Positions: 2
Stipend: 27000
Primary Agency Type: University Counseling Center
Descriptor: FAU Counseling and Psychological Services is a comprehensive university counseling center that provides services to enrolled students paying the University health fee. Interns will be providing individual, relationship and group therapy; crisis intervention; referrals for psychiatric consultation; therapeutic psychological assessment; drug and alcohol use assessment; educational workshops and outreach presentations; consultation with students, faculty and staff; and supervision to less advanced graduate students in training.  Interns have the option to pursue roations in various areas such as: sports psychology, psychodrama, working with the glbt population, therapeutic assessment, trauma work, eating disorders and counseling center administration. The Training Committee is open to consider new rotations created by the intern.  Our program places interns on our Boca Raton campus. Interns recieve supervision from a multitude of supervisors:  primary, secondary, group, assessment, rotation, and outreach.  They also meet with the Training director on a regular basis. Our inaugural internship class started in August, 2013 and we have created our program so that it is consistent with APA guidelines. We are currently APPIC members and plan to apply for APA accreditation in the future. 
Website: http://www.fau.edu/counseling/internship.php 

Family Counseling Center: A Division of Trinity Services - - Chicagoland, IL

The Family Counseling Center is a division of Trinity Services, Inc, a not-for-profit, non-sectarian organization providing a wide range of behavioral health programs, supports, and services for children and adults. The Family Counseling Center is a full-service community mental health network with several facilities in the metropolitan area of Chicago, Illinois.

Interns have the opportunity to help people exhibiting a wide variety of clinical concerns. Our didactic training experiences will consist of weekly group consultation sessions, a monthly journal club, guest lecturers, and specialized ‘clinic’ meetings focused on performing and researching empirically supported treatments for different disorders.

Supervision focuses on Functional Analytic Psychotherapy (FAP), Acceptance and Commitment Therapy (ACT), Dialectical Behavior Therapy (DBT), and contextual-behavioral models of psychotherapy intervention, and we currently run weekly didactic training in ACT and DBT. An optional rotation in one of Trinity’s psychosocial rehabilitation units using mindfulness-based treatment for individuals with psychotic disorders is also available.

For more information, please visit our website: http://www.trinity-services.org/home.htm [180]

For inquiries, please contact D.J. Moran: djmoran@trinity-services.org

Geisinger Medical Center - PA

Place: Geisinger Medical Center
APA Accreditation: Accredited
Training Director & Lead / Director: Christine Chew
Chief Psychologist: Stephen Paolucci
Positions: 7
Stipend: 22365
Primary Agency Type: Private General Hospital
Descriptor Geisinger Medical Center, a tertiary care teaching hospital, serves a population of more than 2 million in central and northeastern Pennsylvania. In addition to the internship, Geisinger has over 25 medical residencies and fellowships.By focusing on broad training in clinical psychology and behavioral medicine, the internship primarily prepares interns for careers as practitioners in medical or applied practice settings. We adhere to the scientist-practitioner model of psychological practice. Clinical training experiences follow the apprentice model. Interns are supervised by faculty members directly involved in providing clinical services to specific patient groups within the medical center. Interns function with a good deal of autonomy, assuming junior level staff responsibilities.Participants in the program are expected to:- Further develop basic clinical skills to begin independent practice;- Understand the medical culture;- Learn to serve as members of interdisciplinary teams within the medical center;- Work with culturally diverse groups;- Learn to consult with physicians;- Apply clinical research skills in a clinical setting;- Uphold high standards of patient care and professional ethics.Interns expand their skills in assessment, psychotherapy, consultation and research. Clinical experiences are of primary importance in the internship with particular emphasis placed on learning behavior change methods for use with medical patients. Faculty frequently use cognitive-behavioral, ACT, and motivational interviewing approaches although other treatment methods with empirical support are encouraged.Interns choose 1 of 2 tracks: 1) adult clinical/behavioral medicine (3 interns) or 2) child clinical/pediatric psychology (4 interns). Contact the program for details.4 weekly education conferences complement the clinical component of the internship. Research opportunities exist.Postdoc opportunities available for year 2.
Website: http://www.geisinger.edu/Residencies/psych/ 

Hennepin County Medical Center in Minneapolis - MN

Place: Hennepin County Medical Center in Minneapolis
APA Accreditation: Accredited
Training Director & Lead / Director: Monica Mandell PhD, LP
Chief Psychologist: Amelia Versland PhD, LP
Positions: 4
Stipend: 25000
Primary Agency Type: State/County/Other Public Hospital
Descriptor Hennepin County Medical Center has been a psychology training site since 1965. It is a large teaching hospital and a Level I Trauma Center. Our internship program is accredited by the Commission on Accreditation (CoA) of the American Psychological Association (APA). While we emphasize a strong foundation in assessment and intervention as well as consultation to our medical services, we also strive to individualize the internship experience. Our setting offers interns the opportunity to work with an ethnically, culturally, and socioeconomically diverse patient population. In addition, being part of a large teaching hospital and trauma center provides our interns many unique training experiences.
Website: http://www.hcmc.org/education/PsychologyInternship/HCMC_D_044968

Linden Oaks at Edward, Naperville, IL

Training Director, M. Joann Wright, Ph.D.

ABOUT THE TRAINING PROGRAM:
WIth a strong commitment to teaching predoctoral interns the theories and practices of functional contextual behaviorism, Linden Oaks at Edward's Doctoral Training Program offers several weekly hours of individual and group supervision and didactic training in ACT, RFT, DBT and MBCT.  Predoctoral students work on specific pre-determined inpatient and outpatient units (e.g., Chemical Dependency, Eating Disorders, Anxiety, Adolescent, Geriatric) to employ contextual behavioral techniques through individual and group treatment. 

The internship opportunities at Linden Oaks at Edward offer exceptional training. Predoctoral interns have the ability to do individual, family, group, multi-family group, psycho-educational trainings, and case management in an interdisciplinary health care setting. They are supported by and expected to work hand in hand with clinical therapists, medical staff, and other support staff.

The overarching goal of the Predoctoral Training Program at Linden Oaks (The Program) is to provide the opportunity to develop competence in the application of psychological knowledge and practice to clinical problems in a complex medical setting. Combining evidence-based didactic training and clinical supervision, interns are socialized to be entry-level professionals who employ critical thinking, self-reflection, and strategies of scholarly inquiry. The Program places particular emphasis on introducing interns to the breadth and variety of professional roles assumed by psychologists, evidence based treatment applied in individual and group psychotherapy, and application of those principles through in-vivo participation. Integral to an intern’s training is the understanding of multidisciplinary team functioning and participation as a member of the team.

A core focus of intern training is the impact of culture, race, and language and how these patient dimensions impact societal and family dynamics. As the primary setting for this internship is either an inpatient or intensive outpatient setting, emphasis is placed on clinical experiences in working with issues of adjustment for individuals facing a range of emotional and behavioral challenges.
 

ABOUT THE FACILITY:

Linden Oaks at Edward is dedicated to providing the best behavioral health service to teens, adults, families and seniors with compassion, dignity and excellence. As a JCAHO approved 94 bed facility; Linden Oaks is a vibrant, free-standing, not-for-profit psychiatric hospital in the metropolitan Chicagoland area that provides a full continuum of care of inpatient and outpatient services for all the major psychiatric disorders, chemical dependency, adolescent services, eating disorders, self-injury and geriatrics. Linden Oaks receives the majority of its referrals from agencies and physician practices in the western suburbs of the Chicago area, however, specialty treatment referrals span the greater Chicago and Midwest area. Families receiving services on an inpatient basis continue their therapy in our outpatient day hospital level of care. As the behavioral health venture of Edward Hospital, one of Linden Oaks’ greatest resources is its liaison and access to a Heart Hospital, Cancer Center, Children’s Resource Center and Emergent and Immediate Care Centers, etc.

For more information, do not hesitate to contact me at:

M. Joann Wright, Ph.D.
Director of Clinical Training and Anxiety Services
Linden Oaks at Edward
1250 N. Mill Street Suite 101
Naperville, IL 60563
630.646.8021
jwright@edward.org
 

Updated 4/26/14

Place: Linden Oaks at Edward
APA Accreditation: No
Training Director & Lead / Director: M. Joann Wright
Chief Psychologist: M. Joann Wright
Positions: 9
Stipend: 17160
Primary Agency Type: Private Psychiatric Hospital
Descriptor "Linden Oaks is a 94 bed behavioral healthcare facility. We provide inpatient, outpatient, partial hospitalization and intensive outpatient services to the northwestern suburbs of Chicago. Predoctoral students can be placed in one of the following areas:Eating Disorder Unit, Adult Inpatient Unit, Chemical Dependency Unit, Chemical Dependency Intensive Outpatient, Adult Intensive Outpatient, Adolescent Intensive Outpatient, Anxiety Program Intensive Outpatient (Adult), Anxiety Program Intensive Outpatient (Adolescent). It is noteworthy that the availability of predoctoral placements on these and other units change within the year, and therefore might change by the time the placement begins.

We are committed to training students in functional contextual behavior therapies. These therapies include Acceptance and Commitment Therapy, Dialectical Behavior Therapy and Mindfulness-Based Cognitive Therapy. In addition, we train the theoretcial underpinnings of ACT, Relational Frame Theory. Students interested in these treatment approaches are encouraged to apply."
Website: http://www.edward.org  

Loma Linda VA Medical Center, Loma Linda, CA. Near Los Angeles California

Loma Linda VA Medical Center is ACT friendly and providers in ACT have grown there in the last several years.   There are multiple opportunities - we have an APA approved internship program which involves specific rotations in evidenced based services CBT/ACT/DBT which usually last 4 months or longer.  There is also a postdoctoral fellowship position which involves 1 year of more intensive work with ACT and some opportunities with DBT.  There are a number of supervisors that have been trained and certified through the VA national roll out in ACT.   There are also two ACT supervisors that have been trained through the ACT Bootcamp in Reno and an onsite training at the VA by Darrah Westrup PhD. 

Current opportunities include:

ACT group for Anxiety/Depression

ACT group for PTSD (MST patients primarily)

Involvement in Wellness College (recovery-oriented groups designed to help Veterans who are “stuck” to gain skills and transition into the community using ACT and DBT approach). 

Opportunities to see ACT individual patients. 

http://www.psychologytraining.va.gov/lomalinda/ [181]

Thanks.

Scott Grover

Medical College of Georgia-Charlie Norwood VA Medical Center Psychology Internship

Place: Medical College of Georgia (at Augusta University) and Charlie Norwood VAMC in Augusta, GA
APA Accreditation: Accredited
Training Director & Lead / Director: P. Alex Mabe
Chief Psychologist: Lorraine Braswell
Positions: 10
Stipend: 23974
Primary Agency Type: Consortium
Descriptor The Medical College of Georgia (MCG) and the Charlie Norwood Veterans Affairs Medical Center (VAMC) are organized as partners in offering a 12-month, full-time Residency (Internship) in Clinical Psychology. The program begins in early July and carries an annual stipend of $23,974. We currently fund ten Residents. The Residency combines a solid grounding in clinical skills with access to a wide range of mental health and medical settings through which a Resident can develop general clinical-counseling skill as well as special expertise. An "Empirical Clinician" training model guides its focus on teaching practice skills that are empirically supported. Training and supervision is available in both DBT and ACT. Our hospitals and clinics are large regional treatment and training centers with more than 1000 combined inpatient beds and a multitude of specialty treatment programs and clinics. Our program partners with East Central Georgia Regional Hospital (ECRH) - a state funded psychiatric hospital that provides care for individuals with serious and chronic mental health disorders. The Augusta Campus of ECRH consists of three primary inpatient units: Adult Mental Health, General Mental Health, and Forensics. In addition to the generalist training opportunities available, emphasis training is provided through the selection of one of five tracks: Child and Family, Community Psychology, Health Behavior, Medical Psychology -HIV/AIDS,and Psychology of Women. Within the Health Behavior Track options include specialization in Trauma/PTSD and Medical Psychology. At the residency facilities Residents work in close collaboration with primary care physicians, psychiatrists and other physician specialists, and other allied health professionals to develop skills in providing interdisciplinary health care. Finally, an emphasis is placed on developing skills relevant to providing care to underserved populations - children, individuals living with HIV/AIDS, and individuals from underserved rural communities.
Website: http://www.augusta.edu/mcg/psychiatry/psychology/

MidAmerican Psychological Institute - Joliet, IL

The MidAmerican Psychological Institute (MPI) offers a pre-doctoral internship training program in clinical psychology. MPI is an outpatient facility located in Joliet, Illinois, a southwest suburb of Chicago. At MPI we offer psychotherapy and psychological testing services for children, adolescents, and adults. Psychotherapy settings include individual, couple, family, and group. Individuals that seek our services present a wide variety of presenting problems. Interns are supervised by Jennifer L. Patterson, PsyD., LCPC and Daniel J. Moran, Ph.D., BCBA-D and will work with other licensed professionals including social workers, counselors, and community physicians.

At MPI, our vision is to help reduce suffering and increase valued living. To help our clients, our clinicians use evidence-based psychosocial treatments including: Acceptance and Commitment Therapy (ACT), Dialectical Behavior Therapy (DBT), and Functional Analytic Psychotherapy (FAP). Interns will receive individual and group supervision with a focus on ACT, DBT, and FAP interventions. Interns will also participate in didactic trainings. Our belief is that, like our clients, students develop professionally in an environment of openness and warmth while receiving appropriate supervision and guidance.

For more information about our facility please visit: http://www.thempinstitute.com/ [182]
For further information please contact us at:
TheMPInstitute@comcast.net [183]
 

Minneapolis VA Medical Center

The Minneapolis Veterans Affairs Medical Center (VAMC) is an affiliated teaching facility that provides comprehensive inpatient primary, secondary and tertiary care, in medical, surgical, neurological, rehabilitative, and short-term psychiatric modalities, primary and specialized ambulatory care, and rehabilitative nursing home care. This medical center is one of eight in the VA system that house a Women Veterans Comprehensive Health Center, which provides clinical service, education, and research in primary care, preventive medicine, gynecology services, and sexual trauma intervention for female veterans. Psychologists in the department currently have more than $1,000,000 in merit-reviewed, multi-year research grants.

We offer a yearlong seminar in contemporary behavior therapies, with emphasis on DBT and ACT, including experiential workshops, weekly didactic seminar, and weekly small group supervision. We also have a weekly consultation group for DBT and ACT therapists. There are multiple ACT-fluent staff here.

Here is the link to our website:  http://www.minneapolis.va.gov/education/psychology/pre_setting.asp [184]

For information regarding ACT training, contact: 

John P. Billig, PhD, ABPP

email: john.billig@va.gov

phone: 612-725-2073

Mississippi Psychology Training Consortium

University of Mississippi Medical Center/ Veteran's Affairs Medical Center Residency Consortium in Jackson, MS

This consortium has been accredited by the American Psychological Association since its inception in 1964. There are five major areas of concentration (as of June, 2009) with sub-rotations within them, including: 1. Behavioral Medicine, 2. Neuropsychology, 3. Child, 4. Addictions, 5. Adult

ACT-Friendly Rotation:

Community-based Dual Disorder Rotation (Personality Disorders focus)

Dr. Gratz [185]

The goal of this rotation is to learn how to treat psychiatric difficulties that co-occur with substance use disorders. The primary focus will be on the use of empirically-supported principles to treat co-occurring mood, anxiety, and personality disorders (particular, borderline personality disorder [BPD]) among substance users in residential treatment. Core treatment elements include conducting skills-based groups at two community-based substance use treatment programs. Groups at one of these sites will include behavioral activation for depression and dialectical behavior therapy (DBT) for Axis II pathology and emotion dysregulation. Groups at the other site will incorporate skills from DBT, Acceptance and Commitment Therapy, and behavioral principles to increase emotion regulation, decrease risk-taking, and manage HIV. Individual therapy will focus on the treatment of BPD and related pathology using DBT. Residents will have the opportunity to work with underserved populations and to participate in multidisciplinary treatment teams. Opportunities to train staff in DBT and behavior therapy, provide in-services on specific psychiatric disorders, and provide general program consultation to the treatment centers may also be available. Finally, opportunities will be available to develop targeted group therapies and participate in ongoing data collection at one of the sites.

Research opportunities include access to data from completed studies on borderline personality disorder, self-harm, and emotion regulation, as well as the co-occurrence of these difficulties among inpatient substance users. Opportunities to become involved in ongoing data collection examining the role of emotion dysregulation and emotional avoidance in co-occurring substance use and personality disorders are also available. Finally, there may be opportunities to become involved in ongoing research on the intergenerational transmission of borderline personality and related difficulties between mothers and their infants.

Visit the consortium site [186] to find out more.

Montefiore Medical Center - NY

Place: Montefiore Medical Center
APA Accreditation: Accredited
Training Director & Lead / Director: Simon Rego
Chief Psychologist: Scott Wetzler
Positions: 8
Stipend: 40000
Primary Agency Type: Medical School
Descriptor "Based in an academic medical center, our psychology training program emphasizes learning about the nature of psychopathology using diagnosis, case conceptualization and formulation, and a variety of treatment approaches. A scientific approach to the study of psychopathology requires an in-depth understanding of evidence-based treatments - as well as the controversies surrounding them. By the end of their training, interns will have a strong command of the expanding knowledge base in psychopathology, including the complex interrelationship between biological, psychological, and social factors, and the impact they have on thoughts, emotions, and behaviors.

We offer 3 specialized training programs: an adult track, a child and adolescent track, and a *new* combined (child, adolescent, and adult) track.

While each of the specializations has its own goals and objectives (see website for details), they all share the same overarching philosophy: that the internship should provide interns with a broad set of high quality clinical experiences that are sequential, cumulative, of graded complexity, and customized to fit the individual goals of each intern. As such, our program offers a number of elective rotations and makes every reasonable effort to tailor training to the needs and interests of the individual intern. This individualized training program is discussed and finalized prior to the internship start date. We also place great emphasis on supervision, providing at least 5-7 supervision hours per week, using a variety of different theoretical orientations, including: psychodynamic, cognitive behavioral, dialectical behavioral, family/systems, schema-focused, and lifespan developmental approaches. In addition, intern seminars and departmental Grand Rounds run throughout the year, and account for at least 5 hours per week of the interns' time."
Website: http://www.montefiore.org/documents/psychiatry/psychology-internship/Psychology-Internship-Training-Program.pdf 

Mt. Sinai St. Luke's-Roosevelt Hospital Clinical Psychology Internship (Child Track), NYC, NY

http://www.wehealny.org/professionals/residency/psych2_61id.html

National Cancer Institute, Bethesda, MD, U.S.A.

Name and Brief Description of Learning Opportunity

  Health Psychology and Neurobehavioral Research Group: Our group has a training program for students interested in psychology at many different levels, from graduate student externs to postdoctoral fellows. Trainees have the opportunity to gain valuable experience working with chronically ill populations and learning about all aspects of clinical research. A primary focus of our work involves conducting Acceptance and Commitment Therapy with adolescents and adults with chronic pain. Trainees participate in numerous didactic activities, such as weekly case conferences, monthly journal club discussions, individual and group supervision with a licensed psychologist, and educational seminars and symposiums sponsored by various NIH institutes.

Category (e.g., practica, internship, externship, post-doc, workshop, CE, computer-based learning module, etc.)

  We take 1-2 part-time graduate student externs per year, and externships begin in July or August. We also currently have funding for a full-time postdoctoral fellow to be hired this spring. (This was written in February 2015.)

Qualifications required (e.g., academic degree, level of licensure, position in graduate program sequence, amount/type of experience)

  (A) Graduate student externs should have completed at least two years in an APA-approved graduate program in psychology and have experience with cognitive assessments. (B) The post-doctoral fellow should have completed a PhD or PsyD from an APA-approved psychology program. Experience working with medical patients, particularly those with chronic pain, strongly preferred. There is no requirement regarding licensure for the postdoc.

How it relates to Contextual Medicine, or to what degree it integrates contextual behavioral science with medicine

  Our group conducts ACT – both in research studies and clinically - with various medical populations, most of which involve chronic pain. In addition to conducting therapy, graduate student externs will also conduct comprehensive neuropsychological assessments and learn how test results can inform recommendations from a functional contextual perspective.

Contact information of either yourself or some other person/place to get more information or to apply

Staci Martin, PhD
Licensed Psychologist
Staff Scientist, Behavioral Health Core
Clinical & Training Director, Health Psychology and Neurobehavioral Research
National Cancer Institute, National Institutes of Health, Bethesda, MD
(301) 435-3964 office
martins@mail.nih.gov

Central Western Massachusetts VA

Interns interested in ACT are provided ample opportunities to gain clinical experience and receive supervision in this model at the Northampton VA.

Interns interested in conducting ACT-based groups may select a four-month rotation on the Specialized Inpatient PTSD Unit, where ACT forms the backbone of the program philosophy. While on this unit, interns will have opportunities to colead and lead ACT groups that follow a flexible 15-session protocol. They also will colead daily ACT-based groups that are more free-form in nature. In these intensive six-week groups, they will learn how to identify and target key ACT processes in-the-moment. They will learn how ACT may be paired with behavioral activation and "in vivo" exposure, and they will learn how to bring acceptance skills into the work with veterans as they begin approaching previously avoided situations in the community (e.g., crowds). Opportunities also exist to colead an ACT-based anger group through the Intensive Outpatient Substance Abuse program.

Interns interested in building ACT competencies in individual psychotherapy may select a year-long ancillary rotation in ACT where the central focus is on outpatient treatment. Interns on this rotation build a small caseload of clients experiencing a range of problems and they practice working with these clients from an ACT-consistent perspective. Sessions are audio-taped for review by the intern and supervisor.

Interns interested in thoroughly emersing themselves in the ACT model may select both the inpatient and outpatient rotations simultaneously. We have found that the combination of these two rotations provides a rich training experience, and has helped our interns establish a solid foundation in core ACT competencies.

Visit: http://www.psychologytraining.va.gov/northampton/ [187] for up-to-date information. 

Scott Cornelius, Psy.D., National Consultant for the VA ACT for Depression rollout and Staff Psychologist on the Specialized Inpatient PTSD Unit is the supervisor for these rotations.

OhioGuidestone Doctoral Internship

OhioGuidestone offers eight positions in their American Psychological Association accredited doctoral internship training program in clinical psychology.  Interns are accepted into one of seven tracks, differentiated through the programs in which clients are served. Each track has a somewhat different focus in setting and age range, but all interns have core seminars and training experiences in common.  

The agency is ACT friendly in general and the internship director, Robert B. Denton, Psy.D., is active in both ACT training within the agency and utilizes and ACT approach in his private practice.  In addition, there are other therapists throughout the agency that have varying levels of experience with ACT.  Previous years have had and/or requested specific didactic training on the ACT model and interns have incorporate ACT into their clinical work accross tracks.  Specific application of an ACT approach with children and their families is a focus of the discussion.   

For more information about the internship at OhioGuidestone, you may go to their website at http://www.ohioguidestone.org/index.php/employment/page/predoctoral-internship-experience

Pikes Peak Mental Health, Colorado Springs, CO

Pikes Peak Mental Health in Colorado Springs, Colorado is a community mental health center serving both adults and children, with an internship program focused primarily on adult work. Casey Capps, Psy.D. (head of the internship training program) does ACT and enjoys supervising therapists in the ACT model.

Check out the website: www.ppbhg.org [188]

Contact Casey Capps [189] for more information.

Portland VA

Place: Portland VA
APA Accreditation: Accredited
Training Director & Lead / Director: Elizabeth Goy PhD
Chief Psychologist: David Greaves
Positions: 6
Stipend: 25274
Primary Agency Type: Veterans Affairs Medical Center
Descriptor The number one priority in the Portland VA Medical Center's internship program is to give students a positive, supportive training experience. Interns work reasonable hours, are provided ample supervision and didactic opportunities, and are treated as colleagues by the psychology staff. The PVAMC predoctoral internship program assists interns as they prepare for future careers or for additional postdoctoral training. We use a generalist model, focusing on skills of assessment, treatment, consultation, and integrated care with diverse patient populations. Each intern participates in three, 4-month long full-time training rotations. We believe that interns experience greater in-depth learning in a particular specialty area when working full-time in one setting. Rotations we offer include Health Psychology, Outpatient Mental Health, Neuropsychology, Substance Abuse Services, Psychotic Spectrum Disorders, and Posttraumatic Stress Disorder Clinical Team. Interns now may also have clinical experiences at OHSU, our medical school affiliate. Professional development is a primary focus of our training, as we assist interns in transitioning from graduate school to a professional career.
Website: http://www.portland.va.gov/cptp.asp

Southern Arizona VA Health Care System

Place: Southern Arizona VA Health Care System
APA Accreditation: Accredited
Training Director & Lead / Director: Nadine Cole Ph.D.
Chief Psychologist: Michael Marks Ph.D.
Positions: 4
Stipend: 23974
Primary Agency Type: Veterans Affairs Medical Center
Descriptor The internship strongly emphasizes empirically supported treatments.  Rotations offered include Blind Rehabilitation, Evaluation and Brief Treatment of PTSD Unit, Home Based Primary Care, Mental Health Outpatient, Neuropsychology, Polytrauma/TBI, Posttraumatic Stress Disorder Unit, Substance Abuse and PTSD, and Psychological Assessment.  Interns attend weekly didactics as well as a weekly Supervision seminar.  Please see the brochure for a complete description of the rotations and program offerings.
Website: http://www.psychologytraining.va.gov/tucson/

Stony Brook University's counseling and psychological services - NY

Place: Stony Brook University's counseling and psychological services
APA Accreditation: Accredited
Training Director & Lead / Director: Julian Pessier
Chief Psychologist: Julian Pessier
Positions: 4
Stipend: 26000
Primary Agency Type: University Counseling Center
Descriptor Staff at the CAPS are multidisciplinary and versed in multiple treatment modalities, but primarily use contemporary psychodynamic and integrative paradigms to inform training and treatment. We believe these perspectives are broadly inclusive in their depth of understanding and applicability, particularly for Stony Brook University's incredibly diverse population: students come from all corners of the globe, and use our services in proportion to their representation on campus, so interns encounter a unique training experience in culturally competent clinical practice. In addition to training and supervision in brief and longer term individual and group interventions, interns gain exposure to working with triage in on-call and crisis interventions. Interns supervise practicum students and receive supervision in conjunction with this experience; they also gain exposure to mindfulness meditation & how it may be incorporated into more traditional therapies. Our seminar curricula include literature and training in the integration of theory and practice, and ways in which to consider appropriate matches between client and treatment modality. Central to all training is the thoughtful integration of multiple treatment techniques into a fundamentally (contemporary relational) psychodynamic framework. Interns select one of 5 Spring Rotations: 1. MA/BAC: Mandated Assessments and Behavioral Assessment Committee: manage students of concern/in crisis and work within family, educational & legal systems toward resolution. 2. Center for Prevention and Outreach (CPO):Exposure to a myriad of programs for primary prevention (involving staff training, theater improv, peer training, etc.) in the areas of depression/suicide, sexual violence and alcohol and other drug use.  3. Associate Training Director: Exposure to academic & administrative responsibilities of a psychologist overseeing a vibrant training program within a systems framework. 4. Associate Clinical Director: Exposure to academic & administrative responsibilities of a psychologist overseeing a vibrant clinical services delivery program within a systems framework.  5.  Health Professions Satellite Clinic: Provide treatment and innovative community-based interventions to medical, dental, nursing and other health professions students in a thriving satellite office.  
Website: http://www.studentaffairs.stonybrook.edu/caps/docs/2014%20CAPS%20Training%20Brochure.pdf

Trinity Services, Inc. Behavioral Health Department. New Lenox, IL.U.S.A.

Clinical Director: Mike Mecozzi, Psy.D. mmecozzi@trinity-services.org

Trinity Services, Inc. Behavioral Health Department. New Lenox, IL.
https://www.trinity-services.org/

Ideal Applicants to the Program
Trinity Services, Inc. is a not-for-profit organization whose mission is to help individuals with disabilities live full and abundant lives. Trinity is perhaps best known for being the largest provider of residential services for persons with developmental and intellectual disabilities in the state of Illinois. Trinity also has a large Behavioral Health Department for persons with a serious mental illness that first began in 1992, and it is within the Behavioral Health Department that students complete their externship. Currently the Behavioral Health Department serves over 120 individuals who have a serious mental illness and/or mild intellectual disability. These individuals attend one of three Psychosocial Rehabilitation Programs (PSR) 5 days a week.

The PSR programs are all founded upon the principles of Acceptance and Commitment Therapy (ACT), Dialectical Behavior Therapy (DBT) and Functional Analytic Psychotherapy (FAP). On Fridays students attend a didactic seminar and case consultation. In the didactic seminar students learn the principles of the aforementioned therapy models. In case consultation students then learn to apply these models to their clinical cases.

The ideal applicant therefore has an interest in ACT, DBT, and FAP or has an interest in working with persons with serious mental illness and/or mild intellectual disabilities. No previous training in ACT, DBT or FAP is necessary; the student just needs to be open to learning these therapy models. Further, program development and innovation are encouraged at our training site, and we have had several students develop manualized group interventions during their training experience.

At the Neurofeedback, Counseling, and Fetal Alcohol Spectrum Disorder Institute of Illinois (NCFII), we are proud of our student therapist training program. An Ideal applicant would be a student with clinical interest in children and adults diagnosed with neurodevelopmental disorders including Autism Spectrum Disorder, Fetal Alcohol Spectrum Disorder, Intellectual Disability, Attention Deficit/Hyperactivity Disorder, and/or Specific Learning Disability. Clients are also typically diagnosed with co-morbid medical and psychiatric issues.

Supervision Philosophy of the Site

Students are assigned a primary supervisor upon beginning their externship. Students meet with their primary supervisor for an hour on a weekly basis. The primary supervisor holds the degree that meets the supervisee’s training requirements. Supervision with the primary supervisor frequently involves listening to audiotaped recordings of individual therapy sessions. In addition, supervisors promote the development of case conceptualization skills from a contextual behavioral therapy framework. In the past students have also developed manualized group interventions within individual supervision.

In addition to their primary supervisor, students are traditionally assigned a site supervisor. The student’s site supervisor typically holds a degree from a different professional background than the student. Site supervisors can provide “in-vivo” feedback to students regarding clinical interactions in the therapy milieu. In addition, site supervisors provide valuable feedback regarding paperwork and documentation.

The supervisory year begins with both the student and supervisor identifying goals for the supervisory relationship. Over the course of the training year students are encouraged to become more autonomous. Whereas in the beginning of the training year the supervisor may function more as a “teacher” and supervision is more actively structured by the supervisor, towards the end of the year the supervisor may serve more as a “collaborator” and the student more actively structures the supervision.

Research Opportunities

In the past students have completed their Clinical Research Project (CRP)/Dissertation while training at Trinity. Typically students who have completed their CRP/Dissertation initially completed a therapy externship at Trinity, and then stayed at Trinity for their advanced therapy externship. It is during the advanced therapy training that they conducted their research.

Students have also completed additional research projects unrelated to their CRP/Dissertation. There is much flexibility regarding diverse areas of research, as long as any interventions used are consistent with the contextual behavioral therapy models.
 

UT Dallas Student Counseling Center - TX

Place: UT Dallas Student Counseling Center
APA Accreditation: Accredited
Training Director & Lead / Director: Ellie Hakim
Chief Psychologist: James Cannici
Positions: 3
Stipend: 30000
Primary Agency Type: University Counseling Center
Descriptor The UT Dallas internship program utilizes a Practitioner model of training, emphasizing clinical practice and service delivery with the goal of creating ethical and culturally competent generalist practitioners. We use a developmental approach to facilitate the transition from graduate student to professional psychologist.Training is focused on facilitating interns' clinical competence, fostering the development of professional judgment, and enriching interns' scientific and practice-based knowledge. Enhancement of multicultural competence is interwoven into all facets of the training program, reflecting the strong value we place on honoring the diversity and uniqueness of every individual. We are deeply committed to facilitating the integration of interns' personal and professional identities through engaging them in supportive, yet challenging supervisory and mentoring relationships. Additionally, the internship program is based largely on a relational, "use of self" training model, as we believe optimal professional development occurs within the context of self-reflection and personal exploration.The Pre-doctoral Internship at the University of Texas at Dallas has four overarching goals, which reflect our training philosophy. Goal 1: To facilitate interns' clinical competence as generalist practitioners, with an emphasis on counseling center practice. Goal 2: To foster interns' ethical practices and professionalism. Goal 3: To enhance interns' awareness, sensitivity, and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal backgrounds and characteristics (e.g. cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion/spirituality, sexual orientation, disability, size, language, and ses status). Goal 4: To facilitate the integration of interns' personal and professional identities.
Website: http://www.utdallas.edu/counseling/internship

University of California, San Diego/San Diego VA Healthcare System - CA

The University of California, San Diego/San Diego VA Healthcare System offers an ACT friendly internship. Faculty include Dr. Niloofar Afari, an ACT researcher and former graduate student of Steve Hayes. The Psychology Service at the VASDHS represents one of the most academically oriented staffs in the Department of Veterans Affairs hospital system. Currently, fully accessible by the interns are 24 positions assigned to the Psychology Service. Many of the major sub-specialities of professional psychology are represented on the staff, including clinical psychology, neuropsychology, geropsychology, marital and family therapy, alcohol treatment, behavioral medicine, post-traumatic stress disorder, and related psychology research.

Located approximately 12 miles from the hospital in Mission Valley, there are extensive medical facilities and mental health programs for outpatient care at the VA Outpatient Clinic, housed in a modern building which opened in November, 1998. Mental health programs located at the VA Outpatient Clinic include a Mental Health Clinic, the Family Mental Health Program, and the PTSD Clinical Team. The VA Psychology Service also sponsors a Behavioral Medicine Program located in Mission Valley.

For more information about this internship site you can access their website here http://psychiatry.ucsd.edu/psychology/faculty.html [190]

University of Florida in Gainesville - FL

Place: University of Florida in Gainesville, FL
APA Accreditation: Accredited
Training Director & Lead / Director: Natasha Maynard-Pemba
Chief Psychologist: Sherry Benton
Positions: 5
Stipend: 30000
Primary Agency Type: University Counseling Center
Descriptor "The doctoral internship program is an integral part of the mission of the University of Florida Counseling and Wellness Center (CWC), and the entire professional and support staff is involved in the supervision and training of our interns. The training program is designed to prepare interns to function competently and independently as psychologists. Our goals are: to graduate interns who are clinically competent, highly ethical, culturally sensitive, and who have developed a well-defined professional identity. The program follows a practitioner-scholar model of professional training for psychologists, which emphasizes experiential learning. As a practitioner, the intern applies the knowledge gained from scholarly and scientific evidence to clinical practice. As a scholar, the intern is engaged in study of the science of psychology, and is encouraged to contribute to the profession though involvement in scholarly activities. The training staff represents a wide variety of theoretical orientations. Interns provide individual, couples and group counseling, conduct triage and intake assessment, crisis intervention services, provide outreach and consultation services to the university community, provide clinical supervision to master's and doctoral students in counseling psychology and counselor education, and serve on Center committees. The components of training include supervision; formal seminars, which include series on: therapy, professional development, assessment/diagnosis, diversity seminar, and consultation seminar, among others; participation on a collaborative case management team; consultation with training director and Center clinicians. Interns work closely with other clinicians through co-therapy, co-presentations of workshops, and opportunities for collaboration on presentations at national or regional conferences and/or co-authorship on publications. We have several areas of focus that interns may engage in including: mindfulness, couples counseling, group, social justice work, assessment, anxiety reduction, eating disorders, digital outreach, addictions, DBT, s trauma, crisis intervention, LGBTQ, biofeedback, online therapy, international students."
Website: http://www.counseling.ufl.edu 

University of Houston-Clear Lake Counseling Services - TX

UHCL Counseling Services offers an APA-accredited doctoral internship for three full-time interns. We are a Hispanic serving institution (33% of undergraduates), over 50% of students are racial or ethnic minorities, and international students comprise 14% of our student body. We place great emphasis on diversity and multiculturalism throughout our training program and aim to prepare doctoral interns to work with clients from various backgrounds. That goal is fostered through didactic and experiential training as well as exposure to clients who occupy multiple dimensions of diversity. In addition to being a racially and ethnically diverse campus, our students’ average age is 30 and nearly 40% of Counseling Services clients are first-generation college students. Interns can expect to see a wide range of clients, as students who seek counseling roughly reflect the overall demographics of our campus.

All of our staff are ACT-friendly and our new training director is strongly ACT-oriented. We hope you will have a look at our internship materials at the website below and consider applying. 

http://www.uhcl.edu/counselingservices/internship
  [191]

University of Kentucky Counseling Center:Consultation and Psychological Services, Lexington, Kentucky, U.S.A

   The Doctoral Psychology Internship Program at the Counseling Center began its inaugural year on August 13, 2012. The internship will continue with its sixth class on August 7, 2017 with 4 full-time interns. The University of Kentucky is a member of the Association of Counseling Center Training Agencies (ACCTA) and is accredited by IACS (International Association of Counseling Services, Inc. The psychology internship program is a member of APPIC (#2227). The internship is newly accredited by APA starting in April 2015.
   The internship is 12 months, full-time, 2000 hours overall, with 500 direct clinical hours. Applicants must be doctoral candidates from Clinical and Counseling Psychology Ph.D. or Psy.D. programs (preferably APA or CPA accredited) whose training directors have certified that they are eligible and ready for internship. All coursework, practicum experience, and comprehensive exams required for the doctoral degree must be completed by the application date. Candidates who have completed their dissertation will be given preference. Competitive applicants will have college counseling center experience, outreach experience, an interest in multiculturalism, group therapy, and AD/HD assessment, and have completed 500 intervention hours on the AAPI. Our Counseling Center seeks individuals who are collaborative in nature, have strong communication skills, practice good self-care, are open to learning different therapeutic approaches, are independent while valuing consultation and collaboration, and value self-reflection as a tool for professional development.

  While the training in this internship program is not specific to ACT, interns will co-lead an ACT-based group for anxiety with supervision and receive some ACT-specific training in seminars. There is also room to increase services that are ACT-based if desired.

   Details can be found at http://www.uky.edu/counselingcenter/apa-accredited-psychology-internship-program and https://membership.appic.org/directory/display/389. 

Contact Information
Diane Sobel, Ph.D.
Assistant Director/Training Director
University of Kentucky Counseling Center:
Consultation and Psychological Services
106 Frazee Hall
Lexington, KY 40506-0031
Phone: (859)257-8701
FAX: (859)257-3319
Email: diane.sobel@uky.edu

University of Maryland School of Medicine / VA Maryland Health Care System Consortium

There is a large, APA-accredited internship program at the University of Maryland School of Medicine / VA Maryland Health Care System Consortium. At this consortium, there is a formal ACT rotation in the area of PTSD/Substance Abuse dual diagnosis and there are actually several psychologists who could provide ACT supervision; an intern could thus spend a good portion of his/her training year honing ACT skills. 

Please visit: http://www.psychologytraining.va.gov/baltimore/ [192] for up-to-date information. 

University of Nevada, Reno Counseling Services, Reno, NV, U.S.A

   The University of Nevada Counseling Services is a growing university counseling center that provides individual and group psychotherapy, crisis intervention, psychological assessment, outreach including educational workshops and presentations, general consultation and sport psychology consultation, and referrals to community health care providers. These services are undertaken in accordance with the following mission – the mission of Counseling Services is to provide psychological services to University of Nevada Reno students to support and facilitate their personal and academic success and development. We provide some ACT training opportunities. 

   We are pleased to announce we are currently accepting applications for three full-time, one-year (2000 hour) positions for the 2017-2018 internship year. Our stipend is $27,000 plus benefits. All materials must be submitted for review online by December 15, 2016 at 5PM, PST. This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.
   We will notify applicants of selection for an interview by December 31, 2016 by 5PM, PST. Interviews will be conducted by phone and/or Skype and will be set up and conducted in early-mid January.
   Match Day is Friday, February 17, 2017. APPIC Code: 238211
   Because this is a new internship, we are not currently APPIC members or APA accredited. Our application for APPIC membership has been submitted, and we are awaiting decision.

   Details can be found at http://www.unr.edu/counseling/training-program/doctoral-internship. 

Contact information:

Yani L. Dickens, Ph.D., CC-AASP
Director of Training, Assistant Director
Licensed Clinical Psychologist
University of Nevada, Reno
Pennington Student Achievement Center, Suite 420 / Mail Stop 0080
Reno, NV 89557
775-682-8856
ydickens@unr.edu

University of Notre Dame Counseling Center - IN

Place: University of Notre Dame Counseling Center
APA Accreditation: Accredited
Training Director & Lead / Director: Maureen Lafferty Ed.D., HSPP
Chief Psychologist: Susan Steibe-Pasalich Ph.D., HSPP
Positions: 3
Stipend: 24000
Primary Agency Type: University Counseling Center
Descriptor "The internship program strives to train interns in the skills, behaviors, and attitudes of a psychologist working in the context of a university counseling center. These include: professionalism, clinical intervention, outreach and consultation, and supervision. In addition, attention to cultural diversity and evidence-based practice are integrated throughout the course of training. Interns will also develop competency in providing clinical and educational skills in a training concentration including substance abuse, eating disorders, or mind/body therapeutic approaches in the course of the internship year. The program has a dual focus on both clinical training and professional growth. It is expected that interns will make significant developmental transitions during the internship year, including consolidation of a professional identity, enhanced confidence in skills, and increased ability to function autonomously. The training program recognizes the inherent stress that accompanies these transitions. It is designed to provide activities, procedures, and opportunities that facilitate optimal professional growth while remaining sensitive to the challenges of that growth. While interns frequently seek counseling center positions as their first employment, the training at the University of Notre Dame's Counseling Center is broad enough to prepare interns well for a variety of employment settings.

"
Website: http://ucc.nd.edu/professional-training/ [193]

VA Ann Arbor Healthcare System - MI

The VA in Ann Arbor is proud to provide ACT training in the areas of substance use disorders and primary care. We currently train students on group interventions and have ACT groups in our intensive outpatient program for substance use disorders (SUD IOP) as well as primary care mental health (PCMH). We also run ACT groups for tobacco cessation. Many of our clinicians have participated in the roll out for ACT for Depression (ACT-D) and we have a consultant for the rollout on staff. We are also dedicated to program evaluation and are currently evaluating the AAQ for substance abuse (AAQ-SA) via an IRB-approved project.

Here is the link to our training program. http://www.annarbor.va.gov/careers/intern-index.asp

In the 2013/2014 academic year our training program consists of 4 practicum students, 12 interns, and 4 post-doctoral trainees.

VA Hudson Valley Health Care Service, Montrose, NY (35 min from NYC)

The Veterans’ Affairs Hudson Valley Health Care System offers fully-accredited APA internships in Clinical and Counseling Psychology. American Psychological Association, Committee on Accreditation, Office of Program Consultation and Accreditation, 750 First St., N.E., Washington, DC 20002-4242. The website is www.apa.org, and the phone number is (202) 336-5979. Internships are full-time (2080 hours) and consist of two major rotations, of six months duration, plus supplemental rotations based on interns' training needs and areas of interest. The Hudson Valley Health Care System offers opportunities to work with a diverse patient population in a variety of clinical settings. Weekly seminars and one-to-one supervision provide specialized training in a range of assessment and treatment modalities. In addition, interns are offered support for their dissertations or other research interests, and have access to a rich array of professional education within the hospital and in the New York metropolitan area.

Details can be found in attachment.

Contact: 

Jonathan Weinstein, Ph.D.
Clinical Psychologist
Suicide Prevention Coordinator
VA Hudson Valley Health Care System

Jonathan.Weinstein@va.gov

This page contains attachments restricted to ACBS members. Please join or login with your ACBS account.

VA Long Beach Healthcare System - CA

Place: VA Long Beach Healthcare System
APA Accreditation: Accredited
Training Director & Lead / Director: Kenneth Cole
Chief Psychologist: Jeffrey Webster
Positions: 6
Stipend: 26704
Primary Agency Type: Veterans Affairs Medical Center
Descriptor The VA Long Beach Doctoral Internship Program has been fully accredited by APA since 1980, with our next site visit in 2019. Our primary goal is to train interns to conduct an array of psychological services in a general health care facility. Although our psychology staff provide some very specialized services, we believe that training at the predoctoral level should be broadly based rather than narrowly focused. The generalist training that we provide reflects the population of our medical center and outlying clinics. We serve primarily adult veterans and some active military service personnel, the majority of whom are male but with a higher percentage of women in younger cohorts. We've been known for our behavioral health training as well as more traditional psychological services. As with all health care systems, we have undergone a major shift from inpatient to outpatient treatment in both medical and mental health settings. We accept both clinical and counseling students and no distinction is made between them concerning the content of training experiences. We tailor our internship program to the specific needs of each intern. During orientation week, all staff psychologists present to the interns and practicum students to explain what training experiences their rotation offers. With the advisement of the Training Director interns select 4-5 rotations that blend their individual training needs and interests. Our program follows a traditional apprenticeship model where the intern works closely with her or his supervisor. The degree of responsibility and structure afforded the interns depends on their level of experience coming into each rotation. Our program also includes intern seminar, grand rounds, journal club, release time to attend any offered trainings needed for CA licensing at local sites, and other rotation-specific didactic and interdisciplinary experiences. Intern offices are located in the same area to foster close interaction.
Website: http://www.psychologytraining.va.gov

VA Maine Healthcare System (Togus, Maine)

Updated July 14, 2008

The Clinical Psychology Training Program at the Togus, Maine VA currently offers ACT training in the PTSD and Primary Care rotations.

The Intensive Outpatient PTSD Program (IOP) is an intensive ACT training experience. ACT is presented to a cohort of veterans in a "workshop" format across 14 classes (groups) in five days. All aspects of ACT (Let Go, Show Up, and Get Moving) are experienced in the 14 sessions. Veterans who have graduated from a week-long cohort are offered unlimited follow-ups in the form of additional groups or individual "coaching" via the phone or in person. The program conducts 26 cohorts per year. The other 26 weeks are for assessment, individual sessions, research and program development. Interns and Residents become integral parts of the entire process.

Each morning the staff meet to talk about the current cohort, program development, Functional Contextualism, Relational Frame Theory and ACT. Plus we often are providing training to visiting clinicians.

The PTSD IOP strives to remain on the cutting edge of effective treatment for veterans struggling with trauma-related suffering.

We have recently started up a strong research program in conjunction with the University of Maine at Orono.

Interns and Residents will get a rich and moving educational experience in this dynamic and often entertaining process.

The IOP staff are Kevin Polk, Ph.D. and Jerold Hambright, Ph.D.

The Primary Cary Behavioral Health is and ACT rotation headed by John Agee, Ph.D. (a former postdoctoral Resident in the PTSD IOP). The rotation involves learning and implementing brief (as little as one session) psychological interventions based on ACT and other mindfulness-based therapies.

While the PTSD IOP is intense and dynamic, at the same time it is part of a laid back and friendly Togus Psychology Training program.

Contact Kevin Polk, Ph.D. at polkkev@gmail.com

Updated 4/26/14

Place: VA Maine Healthcare System
APA Accreditation: Accredited
Training Director & Lead / Director: Diana Sholtz
Chief Psychologist: Kevin Polk
Positions: 3
Stipend: 23974
Primary Agency Type: Veterans Affairs Medical Center
Descriptor
Website: http://www.maine.va.gov/psychtrain 

VA Palo Alto Health Care System (Palo Alto, CA)

We have an ACT friendly internship program here at Palo Alto VA with an opportunity to be trained in ACT and co-lead ACT groups.

I also run an ACT Mini-Rotation.

Purpose of Mini Rotation:

Many individuals suffering from mental health issues often actively work to avoid their personal experiences of emotion, thought and sensation. However, these very actions often result in loss and increased suffering. Acceptance and Commitment Therapy (ACT) is a behaviorally based intervention designed to address avoidance of internal events and the role that language plays in human suffering. The therapy specifically uses a number of verbal, experiential and homework interventions to help patients make experiential contact with previously avoided private events (thoughts, feelings, sensations), without excessive verbal involvement and control – and to make powerful life enhancing choices. ACT is a manual-based intervention that can be applied with a number of populations. The proposed mini-rotation will provide a combination of didactic and supervised clinical experience in the use of ACT with PTSD patients at the National Center for PTSD (NCPTSD).

Structure of the Mini-Rotation:

Time Commitment: Trainees interested in the mini-rotation would agree to participate as a co-facilitator/trainee in group psychotherapy sessions. The group time-slots depend on the unit where the therapy is being conducted. All ACT groups are currently being held at the Menlo Park Division. Trainees would also be expected to attend a weekly, one-hour, individual or group supervision and read relevant materials. The time commitment is approximately 4 hours per week. The trainee needs to negotiate with the supervisors of his/her major rotations for the necessary time or do this rotation as an add-on above the basic 40 hours.

Robyn D. Walser, Ph.D.
Associate Director for Education
National Center for PTSD, Dissemination and Training Division
VA Palo Alto Health Care System
robyn.walser@va.gov
http://www.paloalto.va.gov/MentalHealth/PsychologyTraining.asp [194]

Updated 4/26/14

Place: Palo Alto VA
APA Accreditation: Accredited
Training Director & Lead / Director: Jeanette Hsu
Chief Psychologist: Steven Lovett
Positions: 14
Stipend: 28382
Primary Agency Type: Veterans Affairs Medical Center
Descriptor The VA Palo Alto Health Care System Psychology Internship program is committed to the scientist-practitioner model of psychology. The internship program at VA Palo Alto is a member of the Academy of Psychological Clinical Science, a coalition of doctoral training programs and internship sites that share a goal of producing and applying scientific knowledge to the assessment, understanding, and amelioration of human problems. Palo Alto has many strengths in training including opportunities to gain both breadth and depth in multiple areas. There are opportunities for training in interventions with adults and families and in psychological/neuropsychological assessment within: geriatric settings; medically-based settings including primary care, specialty medical clinics, and rehabilitation; inpatient, residential, and outpatient mental health settings; trauma treatment settings; and substance use disorder treatment settings. We also offer rotations to enhance skills in clinical research and program evaluation. Our limitations include few clinical opportunities to see children, except as part of family treatment, or to work with developmentally-disabled adults. Assignment to rotations and selection of supervisors is based primarily on the intern's training needs and interests, and are determined after the Match. The internship year is divided into two six-month periods. Within each 6-month period, interns spend half-time at each of two sites. There also are some optional mini-rotations that require from 3 to 6 hours per week, which add extra hours to our basic 40 hour work week. In addition to training assignments, interns have Wednesday afternoons set aside for a year-long intern seminar series. We believe that psychologists should be prepared to work as members of interprofessional health care teams, interacting collaboratively with the full range of disciplines that provide health care services. Most of our care settings are interprofessional.
Website: http://www.paloalto.va.gov/services/mental/PsychologyTraining.asp

VA Puget Sound Health Care System, Seattle WA

We have an ACT friendly internship program at the Seattle VA with several supervisors and clinics involved in both ACT and Mindfulness therapies.

Opportunities to get intensive ACT exposure include work with PTSD, Substance Use Disorders, Co-Occurring Disorders, and Chronic Pain populations, serving Veterans and their families. Many of the placements in the psychology internship program are open to ACT and Mindfulness approaches as well. See our brochure for potential placements and ACT-friendly supervisors here: www.psychologytraining.va.gov/seattle/ [195]

Opportunities include:
• to help develop and co-lead ACT groups
• to co-lead Mindfulness groups
• to recieve individual training and supervision in ACT
• to participate in ACT didactics and group supervision, and a quarterly Mindfulness and Acceptance Journal Club
• to create or participate in ongoing acceptance and mindfulness based research projects
• guidance for further local training opportunities and links to the Washington State Chapter of ACBS
 

VA Sierra Nevada in Reno, NV

Place: VA Sierra Nevada in Reno, NV
APA Accreditation: Accredited
Training Director & Lead / Director: Cindy Barber PhD
Chief Psychologist: Lynn Boutilier PhD
Positions: 4
Stipend: 23974
Primary Agency Type: Veterans Affairs Medical Center
Descriptor: The mental health staff members at the Ioannis A. Lougaris Medical Center are committed to the training of professional psychologists consistent with a scholar-practitioner training model. Within a supportive and collegial atmosphere, we seek to facilitate development of a reflective approach to practice that integrates empirical knowledge and delivery of clinical services. Interns are viewed as making the transition from the student role to the professional colleague role over the course of the training year, honing the clinical skills ultimately required for independent practice. Opportunities are offered for continued training in areas of practice that interns may already be familiar with, as well as introduction to unfamiliar treatment orientations and clinical challenges.

At the start of the training year, interns undergo several days of orientation to our department as well as 3 days of orientation to the medical center. They visit potential rotation sites and potential supervisors to compose a training experience that best fits their interests and needs. The Training Director and Training Co-Director are advocates for interns and other Psychology trainees at the facility. The Director and Co-Director meet regularly with interns to respond to their concerns.

Interns receive informal feedback from supervisors throughout the year in addition to formal evaluations at mid-rotation and at the end of each rotation. Evaluations emphasize the intern's strengths and identify areas in need of improvement. In turn, interns evaluate their supervisors and the supervision experience. Evaluations are mutually shared and discussed between intern and supervisor in an atmosphere that fosters personal and professional development. Written summaries of these evaluations are furnished to the intern and graduate institution at mid-year and at the end of the training year. It is expected that interns will differ in the extent to which they require training in the expected competencies. It is further expected that there may be instances where an intern's behaviors, attitudes, or other characteristics impact the learning process, relationships with others, and/or patient care. These issues are typically addressed in supervision, but if skill deficits are noted in any of these areas, a formal remediation plan may be established to address the deficits. If skill deficits cannot be remediated, provisional completion of the internship and/or termination from the internship will be considered.
 
Website: http://www.psychologytraining.va.gov 

VAMC Cleveland - Parma Outpatient Clinic (Cleveland, Ohio)

Cleveland is among the largest Medical Centers in the country and the Parma Outpatient Clinic is a brand new facility with a large mental health department.

Psychology Interns are involved with a weekly introductory transdiagnostic ACT group and also an ACT psychotherapy group for men who have experienced sexual trauma. They can employ ACT individually with a wide range of clients and have the opportunity to design and implement any specialty group intervention of interest. We also maintain a full DBT program available to Interns.

Trainees could request a full four-month clinical rotation with an experienced ACT provider (a VA Roll-out consultant since its inception; trained in DBT by Marsha Linehan) with an option to continue for the full year in a Clinical Enrichement of up to eight hours weekly. Multiple ACT- and DBT-trained providers are part of the clinical milieu.

Contact: Kevan McCutcheon, Ph.D

(216) 739-7000 ext. 2316

Kevan.McCutcheon@Va.Gov [196]

4/26/14 Update:

Place: Cleveland Ohio VAMC

APA Accreditation: Accredited
Training Director & Lead / Director: Robert Goldberg
Chief Psychologist: Edgardo Padin-Rivera
Positions: 10
Stipend: 23486
Primary Agency Type: Veterans Affairs Medical Center
Descriptor Interns pursue a Track (Mental Health, Health Psychology, Neuropsychology, Geropsychology) through three four-month rotations and an optional 300-hour enrichment if desired. We are a large facility with medical and psychiatric in- and outpatients. We encourage ethnic minority applicants. APPLICANTS MUST SPECIFY THE ONE [AND ONLY ONE] TRACK TO WHICH THEY ARE APPLYING AND THREE SPECIFIC PREFERRED ROTATIONS IN THEIR COVER LETTER. We are interested in the career trajectories of students, including preparation for postdoctoral specialization and the future implications of training assignments made during the internship year.
Website: http://www.cleveland.va.gov/internship/psychology/Index.asp

West Haven VA in Connecticut

Place: West Haven VA in Connecticut
APA Accreditation: Accredited
Training Director & Lead / Director: John Beauvais
Chief Psychologist: Steve Martino
Positions: 9
Stipend: 26422
Primary Agency Type: Veterans Affairs Medical Center
Descriptor: VA Connecticut Healthcare System - West Haven Campus (VACHS) offers healthcare services to a diverse population of Veterans that are provided in a wide range of healthcare delivery settings. VACHS is a Yale University School of Medicine affiliated education and training institution. VACHS provides primary, secondary, and tertiary care services in multiple areas (e.g., medicine, geriatrics, neurology, surgery, and mental health) and also provides specialized services for specific clinical problems (e.g., blind rehabilitation, psychosocial rehabilitation for seriously mentally ill, geriatric rehabilitation, women’s health care, psychological and pastoral counseling, alcohol and substance abuse treatment and auditory rehabilitation). Several programs have been designated as Centers of Excellence (e.g., National Center for PTSD and the Mental Illness Research, Education and Clinical Center). Psychology staff are directly integrated into many of these clinical settings, but also serve these populations on a consultative basis. Like many other VA settings throughout the nation, our Psychology Service has recently experienced rapid growth. In addition to expanding our expert clinical staff, VACHS hosts an impressive complement of research psychologists supported through VA and other funding sources. Many of these research psychologists serve as clinical and/or research mentors for psychology trainees at VACHS. The credentials of psychologists at VACHS are exceptional and diverse. The majority of psychologists at VACHS hold academic appointments at Yale University and regularly contribute to peer-reviewed scholarly publications. The Psychology Training Program maintains full APA-accreditation and APPIC membership. Three internship tracks are available to graduate students depending on their interests and level of training; General Mental Health - PTSD and Complex Outpatient Mental Health (COMH) tracks, General Mental Health - Addictions track, General Mental Health - SMI track, Clinical Health Psychology, and Clinical Neuropsychology. In addition, we have multiple post-doctoral training programs that many interns consider when making decisions about their advanced training (http://www.psychologytraining.va.gov/westhaven/) . In most training years, several students are also offered training at the practicum level, and these opportunities often fall within the Clinical Health Psychology and Clinical Neuropsychology rotations.
Website: http://www.psychologytraining.va.gov/westhaven/

West Virginia University Counseling Center

Place: West Virginia University
APA Accreditation: Accredited
Training Director & Lead / Director: Ian Kellems Ph.D.
Chief Psychologist: Alfred Kasprowicz
Positions: 3
Stipend: 27500
Primary Agency Type: University Counseling Center
Descriptor "CCPPS is a dynamic and integrated multidisciplinary agency which serves as the primary mental health service on campus. CCPPS is staffed by a team of psychologists, psychiatrists, clinical social workers, licensed professional counselors, and registered nurses. doctoral interns are afforded the opportunity to interact and collaborate with mental health professionals from a variety of disciplines, providing them with rich and diverse experiences.
"
Website: http://www.well.wvu.edu/r/download/170995 

ACT - the Matrix Consultation with Kevin Polk

Webinar and Consultation Schedule (Click Here) [197]

If you want to acheive master status of what I term Verbal Aikido, you've come to the right place.

We start off with the simplest routine of setting up the Psychological Flexibility Model using the ACT Matrix.

From there you learn how to spin the content of stuck words into the flexibility process.

You can get started with loads of free information on my website, www.acceptanceandcommitmenttherapyact.com [198].  

Kevin

Kevin L. Polk, Ph.D.

ACT Supervision & Consultation with John P. Forsyth, PhD

Most of you know me by now, so I won't bore you with introductions "about me."  (see below if you're curious about me).  This is about you.  We need a community of folks interested in helping our members develop their competencies using ACT.  I used to think that books, videos, workshops, and unsupervised practice would foster that kind of development.  Now, I don't think so.  There is a need for a grass roots bottom up approach, where we can offer one another consultation and supervision to grow in the practical application of ACT for a range of problems. 

So, in recent years I decided to offer clinical supervision to those who might be interested in having someone willing to help shape their thinking, skillfulness in using ACT (both personally and professionally), or to serve as a willing ear.  I'm offering Skype-based clinical supervision & consultation for mental health professionals (including post-doctoral individuals) who wish to grow and develop in their ACT clinical compentencies.  I've been doing this quite a bit with members of the ACT community in the United States and abroad. 

If you're interested in exploring supervision and/or consultation via Skype, please contact me via email at forsyth@albany.edu [200].   You can also visit my website at www.drjohnforsyth.com [87]    Peace -john

About Me

John P. Forsyth, Ph.D. is an internationally recognized author, speaker, and trainer in the use of Acceptance and Commitment Therapy (ACT) and practices that cultivate mindfulness, loving kindness (Metta), and compassion. For over 20 years, his work has focused on developing ACT and mindfulness practices to alleviate human suffering, awaken the human spirit, and to nurture psychological health and vitality. His personal journey and experience, balanced with practical insights grounded in scientific evidence, offers hope to those wishing to find a path out of suffering and into wholeness.

He has written several popular ACT books [201], including Acceptance and Commitment Therapy for Anxiety Disorders (for mental health professionals), and three self-help books for the public: The Mindfulness & Acceptance Workbook for Anxiety, ACT on Life, Not on Anger, and Your Life on Purpose.

John holds a Doctorate in Clinical Psychology and is a Professor of Psychology and Director the Anxiety Disorders Research Program at the University at Albany, SUNY in Upstate New York. He is also widely sought after ACT trainer and consultant and serves as a senior editor of the ACT book series with New Harbinger Publications.

John regularly gives talks and workshops to the public and professionals in the United States and abroad, and offers ACT trainings at the Omega Institute for Holistic Studies in Rhinebeck, NY, where he serves as a member of the teaching faculty.

He is known to infuse his teaching and trainings with energy, humility and compassion, and his down-to earth workshops are consistently praised for their clarity, depth and utility.

Collectively, his work has helped foster growing interest in acceptance and mindfulness in psychology, mental health, medicine, and society.

ACT Supervision and training Denmark Dr Max Boehling

Hi - I am Max. Here is some formal and informal information about myself. If you need any further information please feel free and write.

I am a private ACT practitioner, phd, peer reviewed ACT trainer, specialist in psychotherapy and chartered by the British Psychological Society (BPS). This means that the supervision I provide is recognized both by the BPS (when working towards you phd in clinical psychology) and the Danish Psychological Society (when you are working towards the specialist status).

I see clients in my offices located central in Copenhagen and Kgs Lyngby, Denmark and on Skype. I often run workshops in Jutland and upon request.

I have expierence offering a range of ACT workshops and presentations in both public, private and international settings such as the ACBS conferences. Some of the public settings include supervision and in depth training for staff in psychiatric hospital settings.

Aside from the work in my own office I work as a clinical consultant at a private hospital providing group and individual interventions for patients with chronic pain.

In organizations I provide coaching, effectiveness training, stress reducing and preventive interventions / workshops. All based on ACT. I have been trained as a trainer in Fredrik Livheims group based intervention for "Resilliance and stress reduction at work".

It is wonderful to work with a transdiagnostic and in context model. Applications are numerous and I am intrigued by seeing new and helpful ways of applying psychological flexibility.

Personally, I spend my time with family and friends. The science of psychotherapy and wellbeing is also my personal interest and I enjoy reading about various techniques, watching others and figuring out how/ if I can apply what I see within the ACT framework.

When providing supervision I offer to look at issues ranging from therapist reactions, client reactions, concrete interventions and theory. Thus, roleplay, video recording, trying things out on yourself, analysing client reactions with FA, group based ACT exercises (for example in clinical or work place settings) or simply just talking about theory and model are examples of what can be part of the supervision. It is about what you need to develop your competencies further.

Send me an email through this site or my personal sites below and we can chat or set-up an initial meeting in person or Skype to see if I may be able to help you further the skills you are hoping for.

My website in Danish is funktionelpsykologi.dk [202] and in English therapist.dk [203]

Best,

Max

ACT with Christian clients

In practising ACT, both personally and in my private practice, I have become more and more convinced that ACT is entirely suited to work within the worldview of Christians of all persuasions.  I am well versed in the Bible and various theological teachings and have yet to find anything contrary to these within the practice of ACT.

There are many advantages to be found when approaching a Christian client from within their worldview, in the actual practising of ACT.  You don't have to be a Christian to be able to use the tools that I have been developing for clinicians.

Furthermore, there are pitfalls that the unwary may find confusing and confounding. For example, the use of mindfulness can easily be mistaken, especially by those of the evangelical and/or charismatic persuasion, as being 'dodgy' and related to Eastern religions.

All of these issues require clarification which I can assist you with. In both general and specific issues I have been practising ACT as a Christian for ten years, and am also accumulating more and more experience in the training arena.  I am available on Skype by arrangement, via my email address ingridrhea@gmail.com [204].  Of course, we could meet in person at a Worldcon, or if you are in South Africa!

I have previously posted quite comprehensive reference tables cross-tabulating the six ACT processes with the Bible.  They can be found on this website.

Consultation and Supervision in ACT - Robyn Walser

Acceptance and Commitment Therapy supervision and consultation by phone or Skype. The supervision is designed to assist you in developing your skill, using the six core processes, in the implementation of ACT. The design of superivsion is in line with ACT core competencies and focuses on a range of issues including personal experience in therapy to feeling stuck with a client. Arrangements made on contact. Group supervision also available. Please feel free to email me at robyn.walser@sbcglobal.net if you are interested.

A little about me: I have been involved in ACT since 1991 both through research and clinical work. I have been conducting trainings in ACT since 1998, training both nationally and internationally in multiple formats and addressing multiple client problems. I have authored a number of articles, chapters and books on these topics. Including ACT for PTSD (co-author) and Learning ACT (co-author).  I focus on dynamic, warm and challenging ACT trainings and have been referred to by my consultees as a clinician’s clinician. I routinely do ACT in private practice and in a hosptial setting as a means to stay connected to the work and connected to the experiences of the clinician. I am happy to answer any quesitons you might have about these consultation services.

Hank Robb - Consultation

Please contact me by email at robbhb@pacificu.edu. I do in person, by phone or Skype consultation either individually or in groups. The latter is more cost effective because you are paying for my time, not the number of individuals using it. In the United States, "supervision" means I am leagally accountable for your practice under my direction which is why I restrict myself to "consultation" rather than "supervision." If you want to get a sense of what I am like, just enter Hank Robb on YouTube and find several examples there.

How to Start and Run a Peer Supervision Group - Julian McNally

Starting and Running ACT Peer Supervision Groups

The Who

Who are you going to invite? Who do you see as the natural constituency for this group? This will depend on the purpose (see ‘The Why’). You may have a focus on a specific clinical population, or you may have a group comprised simply of people in the same geographical area who can get to the meeting each week.

The other important person-focused issue though is whether to have a ‘closed’ or ‘open’ group. Open groups let new members come in at any time and attend for as little as one session or as many as they like. Closed groups run a bit more like a club, where the same people commit to attending regularly with only occasional intakes of new people. The main advantage of open groups is that there is continual ‘fresh blood’ as new people join, so it is less likely that the discussion will feel ‘stale’. The main advantages of the closed group are that levels of trust and safety are higher and this may lead to a greater sense of continuity in participants’ learning.

The Why

Decide your group's purpose and focus:

• learning techniques
• 'troubleshooting' applications
• debriefing from clinical work
• learning to develop ACT interventions
• applying ACT to specific clinical populations (e.g. eating disorders)
• or in specific practice contexts (e.g. residential substance abuse)
• overall ACT practitioner development

The Where: Have Your Premises Serve Your Purposes

The ideal ACT PSG venue has the following qualities. Think of these as ways of 'lowering resistance' to attendance. Since many people will be attending in unpaid time, possibly at the end of a hard day's work, we want to make it as easy as possible for them to arrive and as enjoyable as possible to stay.

• Located near public transport, cheap or free parking and cafes, restaurants or bars for after-group discussions.
• Easy to find. In a well-marked or prominent building or if you don't have access to such a building, at least provide a map and directions. Note that if you're posting details of your group here (ACBS web site) you can easily provide links to GoogleMaps or Mapquest maps. Go to their websites and enter the address and they will provide you with a map you can paste into documents, but also with links you can paste into your PSG description.
• The room. Large enough that fifteen people can talk among themselves comfortably, but small enough that three people won’t ‘rattle around’. Minimal room equipment is a whiteboard or blackboard, but even this can be foregone if your group doesn’t ‘do’ diagrams (Hexaflex etc.) or if you do them on large sheets of paper that everyone can see. Other handy things to have can be overhead or slide projectors and other such teaching paraphernalia and of course, the usual ACT ‘props’: Fingercuffs, rope for Tug Of War With A Monster, etc.

The How

There are books written on how to run PSGs (a good one is Brigid Proctor’s Group Supervision: A Guide To Creative Practice [205]) and it might be a good idea to consult one before starting your group. Caution: the following reflects my opinion on our experience in Melbourne. It’s not the official ACT PSG system, rather just a way to set up and run a group.

A little history about our group first. The Melbourne ACT peer supervision group has run since Russ Harris first contacted interested practitioners in October 2004. Initially it was set up as an ‘interest group’. The problem we encountered with this label and purpose was that once you’ve shown you're interested then what? People attending in these early days tended to have one of the following two responses. Either they learnt a little information about ACT at these meetings and because they put it in the ‘that’s interesting, I might explore that more one day’ category stopped attending the meetings. Or they were enthused to start learning skills and applications of the approach immediately but became frustrated that there was no progression in knowledge and skill.

At one of our meetings Russ repeated Kirk Strosahl’s observation that workshops produce zealots, supervised practice produces practitioners. This prompted Russ to suggest that the group ‘morph’ into a peer supervision group which he led through 2005 and part of 2006. At this time I was able to secure a venue at RMIT University which gave us a home and consequently I started convening the group in June 2006.

At the end of this document is the format for supervision that we have used at the group since at least late 2006. From the feedback our members have given, this format has worked well, although for a small group (five or fewer members) two supervisors is probably overkill. We instituted this though at a time when our numbers were around 8-10 people regularly.

Rotating the supervisor and presenter roles through the group on a published roster maintains an egalitarian spirit and ensures everyone accesses similar learning experiences.

If you plan to use this format, then for the first few meetings it may be advisable to formally chair the meeting. This helps ensure people stay focused and adhere to the functions of their roles.

Tips and Challenges

• How do I keep the number attending high?

This is the biggest challenge especially early on. Short answer: time in the game. The longer you run the group the more chance of word getting around. Don’t give up when numbers drop to two or three people. It helps if you have someone locally who is running ACT workshops as Russ did, but if you don’t have that, then ask visiting ACT trainers to publicize your group at their workshops. It goes without saying I hope that you would set up a page for your group here on the ACBS site.

• Too many people are attending! What do I do now?

First tell me how you did it! Seriously the simplest answer, apart from get a bigger room is to split the group and run two groups. You may need to train someone to take over your role as leader for the other group.

• People keep giving non-ACT suggestions. How do I keep this an ACT supervision group and not something else?

It’s natural for people to go to what they know when they don’t have an answer for the problem that the supervisee is presenting. Model and encourage a ‘non-expert’ stance frequently, for example by offering yourself as the first supervisee. Ask how the suggestion fits the ACT model. Suggest that we all sit with the not knowing for a while (this may actually be something the supervisee needs to do as anyway!)

• Keep the case presentation section to under 20 minutes. Allow 30-50 minutes for case discussion. It should be easier to stick to these limits if you keep the discussion focused on answering questions such as those in the format below.
• Choose a standardised case formulation protocol. Russ Harris provides a couple – brief and briefer – in his workshops and you can access these through his site, www.actmindfully.com.au [206]. The ‘gold standard’ protocol, also the most comprehensive, is the one Jason Luoma developed, available here at www.contextualscience.org.

ACT Peer Supervision Group Guidelines – Melbourne ACT Supervision Group

• One supervisee presenting the case, two supervisors providing guidance/supervision. The remainder of the group is to observe the supervision process and provide feedback to the supervisors.
• Supervisee needs to have a specific question(s) to ask the supervisors. Examples of good questions might be:

“Is there an ACT process I’ve overlooked?”
“What would you do?”
“What does it sound to you that the client needs from me or from the treatment process?”
“What more do I need to find out from/about the client?”

• Supervisors should aim to focus on core ACT therapeutic competencies.
• Format is:

1. Supervisee presents the case.
2. Supervisee asks first supervisor for their guidance – relevant to the question the supervisee has about the case. Supervisor can ask questions about the client to clarify issues such as history, strengths, previous treatments, family background, etc. Supervision interventions can include demonstrations, role-plays, exercises for the whole group or the supervisee as well as questioning and explanation.
3. Repeat for second supervisor
4. Rest of group provide feedback to the supervisors on what they think the supervisors might have done differently, any ACT components missed or competencies not followed up on. NOT an opportunity to ‘re-interview’ the supervisee about the case. (This means supervisees need to get good at case presentation)
5. The group should start the following session by following up with the supervisee to find out what ideas were tried or what was different in the subsequent session(s) with that client.

Case Formulation Questions

1. What thoughts or feelings are fused and unworkable? (Fusion)
2. What values is the client removed from? (Remoteness from values)
3. What experiences such as emotions, thoughts, reminders, contexts and behaviours is the client avoiding or having difficulty accepting (Experiential avoidance or unwillingness)
4. What is the client’s story about self? (Self as Content)
5. What is the quality of the client’s presence? How do they absent themselves from life, engagement or connection? (Contact with the present moment)
6. What does the client fail to start or fail to finish? Where does the client fail to or lose focus, or fail to engage in committed action? (Committed Action)

Feel free to comment below, on the ACT Listserve or directly to me (act@julianmcnally.com) with questions, reports of success or challenges you encounter in running a group.

Jason B. Luoma

One of my central career interests is in training other therapists in how to do ACT and researching the effectiveness of such training. Towards this end, I have given training workshops at the local, national, and international level. I have had the pleasure of co-leading several workshops with Steven Hayes, Ph.D. and have trained under him at the University of Nevada, Reno. For two years, I supervised a team of 9-15 clinical psychology graduate students who were learning ACT at the University of Nevada, Reno. I was the director of the First Acceptance and Commitment Therapy Summer Training Institute and was on the Program Committee for the Second Acceptance and Commitment Therapy Summer Training Institute. I am currently Director of Training for a large ACT grant that is training therapists nationwide through ACT workshops (Steve Hayes is the PI). You can find out more about me at www.drluoma.com/ACT.html [207].

I also run a website called www.learningact.com [208] which is linked to my book, Learning ACT: An Acceptance and Commitment Therapy Skills-Training Manual for Therapists (2007). The website has a discussion forum for those who are learning ACT and want to discuss how it is going and get feedback from like-minded individuals. www.learningact.com [208] also has a blog where I post regular updates with information of interest to people interested in Acceptance and Commitment Therapy.

We have been running an ACT peer consultation group in the Portland, OR area since November, 2005. Any therapists who are interested in learning ACT are invited to attend. Just send me an email at email@drluoma.com if you are interested. Also contact me if you are interested in supervision or consultation on ACT.

I recently completed a study on phone consultation as one form of training of ACT therapists. As part of this study, I developed a protocol for phone consultation with professionals wanting to learn ACT. I provide supervision over the internet and phone and have also lead online workshops. If you would be interested in phone consultation on learning ACT, but are afraid you can't afford it, please call me and we can discuss it. I work on a sliding scale. The first consultation is free for anyone interested in learning ACT.

If you are interested in contracting me please email me at email@drluoma.com, or call me at (503) 281-4852x213.

Joanne Steinwachs

I offer supervision for licensure for social workers and consultation for other disciplines. I came into the ACT community at the Summer Institute in Reno in 2004. I’ve done a lot of training and consulting in FAP, DBT, ICBT, Behavior Activation and ACT.  Because I am able to hold a philosophically consistent stance, I’m able to use techniques from all of these approaches as needed by the client.

I’ve been a supervisor for MSWs since 1995, for Psy.Ds since 2004. I’ve done groups, family, individual and couples treatment for people who struggle with bipolar, depression, anxiety, severe trauma and addictions. I’ve worked in community mental health and hospice.  I’ve been in full time private practice since 1995.

It seems to me that finding a way to make ACT your own is an important part of learning. I try hard with my trainees to help find their own voice. I’ve done a lot of trying to be Kelly Wilson, or Robyn Walser or Steve Hayes or… you get what I mean. I came to realize that the only person I can be is myself in the room, and I need to find a way to work effectively with the people who come to see me.  Oscar Wilde said it really well: “Be yourself, everyone else is already taken.”

So what I see a lot of in myself and in other therapists is a conflict between our fear of failing and being really present in the room. Mostly we need to do our own exposure work around our fear and helplessness to be able to stay present for our client’s fear and helplessness. (I highly recommend Kelly's Client Descending exercise for that.)  So this is a necessary condition, but not a sufficient condition for being a great clinician.  What’s also needed is a theoretical and philosophical core. I’ve found that core in functional contextualism and behavior analysis.   I provide an opportunity for my trainees to do both—learn a philosophical stance and do your own exposure.

Let’s face it; thinking contextually is just flat out weird. There aren’t a lot of reinforcers in our verbal community for conceptualizing this way. We need all the help we can get to stand in this place and it’s really easy to slip into a mechanistic position.

For a lot of clinicians, as soon as we exit our graduate programs we never read another theoretical article. Dirty secret, but there it is. I understand that. We’re often inundated by our work and we don’t often see the value or applicability of the research and philosophy to our work. In my training, I ask clinicians to read, and we immediately apply this reading to the work of therapy.  It’s tempting to only learn a new technique or tool to take into the therapy room.  But I believe that although the immediate payoff isn’t there, learning a way to think about what we’re doing is ultimately much more powerful.

So many of us haven’t had great training. That was true for me.  I walked out of graduate school with a few techniques and some vague ideas about what I needed to do, but no actual tools that worked.  We are often thrown into therapy settings and confronted with terrifying pain from our clients with little or nothing to offer. No wonder we grasp for immediate techniques and tools.   We struggle not because we’re weak or stupid or lazy; we struggle because it’s damn hard to do this.

When a consultee comes in, cues up their tape or DVD and tells me, “Here’s where I really screwed up,” I feel that we’re on our way. To become an extraordinary therapist I believe that we must be willing to utterly and completely suck.  We must do exactly what we ask our clients to do. If you won’t have it, it has you.

It’s like the fishing thing:  you can give someone a fish or you can teach them to fish. I wanted to learn how to fish and I wanted to learn how to fish in ponds, streams, lakes, and the ocean.  I believe having a coherent philosophical and theoretical stance allows me to do this.

Finally, I believe that we never stop learning.  Not knowing what’s happening can go from an aversive experience to an appetitive one. We can be delighted and intrigued rather than hostile when our client does something that we don’t expect.

So, that’s what I offer. If you’d like to see more you can go to my website and look at the training page. There’s a lot of downloads there, mostly articles that have been helpful for me on my own long, strange trip through this material.

http://www.joannesteinwachslcsw.com/TrainingSupervisionConsultation.en.html [209]

Stanislaw Malicki - Compassion Focused ACT in English, Norwegian and Polish

I am a licensed specialist in clinical psychology working at an outpatient unit (DPS Øvre Romerike) of the Akershus University Hospital [210] in Norway. I am also an associated lecturer of the University of Social Sciences and Humanities [211] in Warsaw, Poland, where I train psychologists and medical doctors attending post-graduate psychotherapy programs in CBT and in third wave therapies. I'm currently listed as an ACBS peer-reviewed ACT trainer, and I've also received certified training in CBT, DBT and Motivational Interviewing.

I offer both in person and online ACT supervision either individually or in groups. I can give supervision in English, Norwegian and Polish.
In Norway my supervision certificate (veiledningsattest) may be used by licensed psychologists as a partial fulfillment of requirements to become certified specialist in clinical psychology (psykologspesialist).

My main areas of interest are depression, chronic suicidality, personality disorders and complex clinical problems with the background of childhood trauma, abuse and neglect. I have also expertise in crisis psychology and experience from work in emergency settings including acute psychosis. I work clinically both as an individual and group therapist and can supervise your work in both settings. You can also consult me on the use of ACT strategies in the context of diagnostic and assessment issues, general clinical case conceptualizations and on the integration of ACT within a coherent treatment plan.

I've been using ACT in clinical work since 2009, and from 2011 to 2016 I was a member of a peer-supervision group run by Jason Luoma. In 2014 I completed my peer-reviewing process and became officially recognized as an ACT trainer by ACBS.

During the past couple of years my interests focused on the integration of ACT with the science of compassion and attachment. My aim was to improve and further develop ACT by widening its focus to interpersonal dynamics. A result of that work was the development of a new group intervention for chronic and recurrent depression, which is currently being tested in a randomized controlled trial at the Akershus University Hospital by our research team.

If you want to know more about my background and current work visit my website [212]. If you want to enquire if I currently have capacity to give you supervision feel free to send me an email: stanislaw@malicki.me

Supervision in Melbourne Australia

I have been practicing ACT for more that 9 years now and have Clinical and Counselling Psychology College endorsement and aprroved supervision.  My private practice is in Camberwell and I am really enthusiastic about providing excellent ACT supervision.  Please read my profile and you will see that I have done a variety of work in various settings. I currently spervise intern psychologists and staff at La Trobe University. 

Supervisión Clínica en Español- Marisa Páez Blarrin

Propongo sesiones sistemáticas quincenales o mensuales de supervisión de casos en formato individual o en pequeños grupos en español y por skype (u otras plataformas). Estas sesiones están diseñadas para orientarte en el proceso de desarrollo de habilidades y la aplicación funcional de los diferentes métodos propios de las terapias contextuales (ACT, FAP, Mindfulness).

El trabajo incluye:

• el esclarecimiento de cuestiones teóricas y orientación sobre materiales y lecturas;
• trabajo con materiales clínicos, resúmenes de casos, preguntas específicas, análisis de vídeos y audio con interacciones clínicas reales y role playing con el supervisor o los participantes del grupo.
• además, el análisis funcional de las propias barreras del terapeuta en sesión y el trabajo experiencial con aquellas que pudieran interferir en el trabajo clínico.

Si estás interesado ponte en contacto para conocer más detalles y condiciones: marisapaezblarrina@me.com

Acerca de mí:
He estado implicada en el trabajo en ACT desde el año 2000 al iniciar mi carrera de doctorado en la Universidad de Almería dirigida por la Doctora Carmen Luciano. Mi implicación a través del trabajo en investigación en dicha universidad en diferentes proyectos en los que he participado han derivado en publicaciones, artículos, capítulos de libro, etc., nacionales e internacionales de diverso impacto. Mi experiencia en la clínica desde hace más de diez años, la oportunidad de atender a diferentes pacientes (niños, adolescentes, problemas de salud crónicos, pacientes con adicciones, ansiedad, depresión, trastornos de personalidad, problemas de pareja, etc. ) y la suficiente orientación teórica y práctica mediante mi participación en múltiples entrenamientos con distintos profesionales durante todos estos años me han permitido desarrollar habilidades flexibles con los pacientes, diseñar intervenciones creativas y eficaces. Por otra parte, mi faceta como docente he podido desarrollarla por mi participación en conferencias, workshops y el entrenamiento en habilidades de comunicación e intervención clínica de personal sanitario en España y, especialmente, con mi implicación desde el año 2009 en el Máster en Terapias Contextuales del Instituto ACT lo que me ha llevado a desarrollar más específicamente la faceta docente, entrenadora y supervisora de profesionales en el ámbito de las terapias de tercera generación, siendo ACT Trainer desde 2009.

Mi participación en la ACBS desde su inicio y mi implicación como vice-presidenta del Chapter Español durante la primera fase del mismo avalan mi interés en la diseminación y formación de profesionales de habla hispana en su formación y desarrollo como terapeutas contextuales.

Contacta si necesitas saber más sobre mi trayectoria.

Peer Consultation Group Submission for ACBS Website Posting

Please complete the following form in order to provide information about your local peer consultation group to the ACBS community . Thank you!

ACT Peer Support Meetings - ONLINE

After a successful first round of online peer support facilitation in 2013, Chris McConnell and Valerie Kiel are inviting you to take part in another series of ACT based (more broadly Functional Contextual) online peer support meetings in 2014. Throughout February and March, there will be eight independent weekly opportunities for you to meet other ACT practitioners from around the world online.

Meetings are free for ACBS-members. In other words, if either time, geographical or financial issues have been putting constraints in the past for you to improve your ACT skills, they no longer need to be this this time round. Just drop in online and practice your ACT skills with colleagues as passionate about ACT and Functional Contextualism as you are! For more information, dates and access to the meetings, see attached flyer.

This page contains attachments restricted to ACBS members. Please join or login with your ACBS account.

Argentina - AR|CD - Cordoba

ACT Peer Consultation Group for Cordoba, AR|CD, Argentina

Format of the Group
We will learn to develop ACT and FAP interventions using the Matrix model, mainly. The format will be as follows but the idea is that the group can also propose the direction of each session:
1. One supervisee presents the case. Sometimes in a role play format
2. Supervisors ask questions about the client to clarify issues such as history, strengths, previous treatments, family background, etc. Supervisor could ask also about personal information of the supervisee necessary to work with Clinical relevant behavior of the psychoterapist in a FAP format. In all this work we will work with "real playing format". Both supervisor and supervisee work identifying parallels between the problematic that arise in the consultation session and the clinical case under discussion.
3. The whole group provide positive feedback to the supervisee and supervisor as well as questioning. Supervisor can implement some group exercises, self revelations, questioning and explanation. The hole group finish the session noticing what can be useful for their clients during the next week, taking into account the work developed during the session
4. Next session the group start trying to find out what ideas were tried or what was different in the subsequent session(s) with that client.
Techniques:
• Debriefing from clinical work
• Real Play
• Role Play
• Lectures
• Experiential work
• Homework

Spanish:

Aprenderemos a desarrollar intervenciones integrando ACt y Fap a través del modelo Matrix. El modelo de trabajo se expòne a continuación, pero la idea es que el grupo pueda proponer la modalidad que mas se adecúe a sus necesidades:
1. Un miembro del grupo presenta un caso. A veces en un formato de Role play
2. El supervisor realiza pregunta spara clarificar el caso, sobre cuestiones tales como historia, fortalezas del paciente, tratamientos anteriores, historia familiar, etc. El supervisor también puede preguntar sobre cuestiones personales del supervisado a los fines de poder trabajar con conductas clinicamente relevantes del terapeuta en un formato FAP. Se trabajara con un formato de "Real Playing". Tanto el supervisor como el supervisado trabajan identificando paralelos entre la problemática del cliente y los comportamientos que surgen en la sesion de supervisión.
3. El grupo brinda feedback y realiza preguntas al supervisado y al supervisor.En este punto, el supervisor puede incluir ejercicios grupales, autorevelaciones, preguntas y explicaciones. el grupo finaliza la sesion notando que cosas fueron utiles del trabajo realizado que puedan ser utilizadas con los clientes durante la semana.
4. En la proxima sesion, el grupo inicia comentando que cosas pudieron ver diferentes en su propia práctica.
Técnicas:
• Exposición de casos
• Real Play
• Role Play
• Lectura de papers y libros
• Trabajo viviencial
• Tareas para la casa 

Membership
Spanish Speakers. Members don't necessary need to have so much time as an ACT or FAP practitioners. They just need to share the ACT and FAP values. They have to know the theoretical bases of both models.

Spanish:
Hispanoparlantes. Los miembros no necesitan necesariamente tener mucho tiempo de práctica como terapeutas ACT o FAP. Solo se requiere que compartan los valores de ACt y FAP. Los miembros necesitan tener conocimiento de las bases teóricas de ambos modelos 

Meeting Information
Centro Integral de Psicoterapias Contextuales. urquiza 1160. Córdoba. Argentina
Dates: Two meeting in a month. Dates to confirm with the group

Contact Information
fabidelarenta@gmail.com. Phone Number: (0351) 156353717 or 156535644

Australia - Victoria - Geelong

ACT Peer Consultation Group for Geelong, Victoria, Australia

Format of the Group
Peer Supervision for ACT Therapists.

Membership
Using ACT in client treatment settings.

Meeting Information
New Group: 1st Meeting Monday 10th March 7pm Jan Juc, 30 minutes from Geelong.

Contact Information
Emma Gallagher
emma.gallagher@monash.edu

Australia - Victoria - Warrnambool

ACT Peer Consultation Group for Warrnambool, Victoria, Australia

Format of the Group
The group is very much in the forming stage. Essentially we are keen to reflect on experiences applying ACT reviewing resources, articles and case presentations.

Membership
Open membership to anyone who has at least undertaken the introductory training in ACT

Meeting Information
Meeting is bimonthly occurring 3rd Thursday of the month and we meet at Brophy services 210 Timor Street, Warrnambool,VIC, 3280 commencing at 6pm

Contact Information
Mark Powell
mpowell@brophy.org.au
Mobile 0427803460
B/H 55618888

Belgium & Netherlands

Hi,

If you are looking for a peer consultation group in Belgium (Vlaanderen) or the Netherlands, please check out: www.acbsbene.com/intervisie-groepen [227]. You have to become a member of the ACBSBeNe to view and respond. See: contextualscience.org/acbs_belgium_netherlands_chapter [228] or www.acbsbene.com [229] for more information.

Canada - Ontario - Kitchener-Waterloo

ACT Peer Consultation Group for Kitchener-Waterloo, Ontario, Canada

Format of the Group
Informal discussion of readings, resource sharing, conference summaries, video viewings, case presentations with role/real play infused with contributions/input from members

Membership/Experience
Psychotherapy providers and graduate-level trainees (all skill levels and experience welcome) who are interested in learning more about ACT and its clinical application and have a willingness to contribute in some way to the meeting.

Meeting Information
Monthly from 6:30-8:00 pm, the first Tuesday of the month (day of week can vary)
September - June location: Faculty of Social Work building, Wilfrid Laurier University - address and room to be provided upon registration
July-August location TBA

Contact Information
Marg Notar: mnotar@wlu.ca or 519-497-3476

Canada - Ontario - Ottawa

ACT Peer Consultation Group for Ottawa, Ontario, Canada

Format of the Group
My goal is to share with other therapists my successes an well as my struggles and to get advise.

Membership/Experience
I've been trained as an ACT therapist working with wild range of problems such as depression, anxiety, PTSD, etc.

Meeting Information
Evenings online.

Contact Information
Email: hakimamoktary@gmail.com

USA - Arizona - Tucson

ACT Peer Consultation Group for Tucson, AZ, USA

Contact Information
Jonathan Kandell, LCSW, LISAC
Director of Therapy Services
Codac Behavioral Health Inc.
327-4505 x1087

USA - California - South Pasadena

ACT Peer Consultation Group for Los Angeles, California, USA

Format of the Group
Peer consultation.

Membership
Clinicians of all levels.

Meeting Information
Los Angeles.

Contact Information
Yulia Koba: ykobaantoniadou@gmail.com

USA - Florida - Miami

ACT Peer Consultation Group for Miami, FL, USA

Format of the Group
Lets get together to form a group in Miami!! The group will discuss different ACT topics, core processes, and conceptualization. Also, practice to refine ACT skills, such as experiential practice, role plays, and real plays. Case presentations as needed where you can receive feedback from other peers. Feel free to make suggestions...

Membership
This group is open to all mental health providers and student whether they are beginners, intermediate or advanced willing to learn and participate.

Meeting Information
Open to ideas and suggestions.

Contact Information
Carmen Pineiro, MS
medpin@aol.com

USA - Florida - Miramar

ACT Peer Consultation Group for Miramar, FL, USA

Format of the Group
6 core

Membership
MHC Practicum Student

Meeting Information
Location, times, days?

Contact Information
Glory Ann Zapata
gzapata24@hotmail.com
Spanish/English
 

USA - Georgia - Athens

ACT Peer Consultation Group for Athens, GA, USA

Format of the Group
The group meets once a month. For the past three years, we have chosen a book to guide us for the year. First, we went through ACT Made Simple by Harris, then Wilson and Dufrene's Mindfulnesss for Two, then ACT on Life, not on Anger. During our meetings, we share experiential exercises, consult on cases, and generally explore how to use ACT in our work.

Membership
People working in mental health or students in a related field are invited to participate. One need not already be conversant in ACT. Members are required to commit to at least three months of participation to join the group to promote group cohesion.

Meeting Information
Times, dates, and locations vary.

Contact Information
Contact Kate Morrissey Stahl at katemorrisseystahl@gmail.com for more information or to join.

USA - Georgia - Atlanta

ACT Peer Consultation Group for Atlanta, GA, USA

Format of the Group
We typically read a chapter from a book (e.g. Learning ACT, ACT made simple) between groups and then set the monthly meeting topic based on the most recent reading. For example, if we read a chapter on defusion, we then use the group to explore working with defusion.
We allow time for case consultation (to explore how we might apply the current concept to a particular case) and we also engage in experiential work together (including role plays or practicing an exercise/metaphor). We also bring any related resources to share with one another (e.g., worksheets or articles).

Membership
Requirement for membership: an Atlanta-based mental health practitioner who either actively uses ACT in their practice or is seeking help in how to learn and practice ACT. All skill levels are welcome and we have a diverse experience level among our members.

Meeting Information
We meet once/month, typically the fourth Friday, from 10am to noon.
We have members clustered primarily in the Brookhaven and Decatur areas at this point, and we are flexible with meeting at both locations.

Contact Information
Amanda Savage Brown, Ph.D., LCSW
phone: 404-664-0922
email: amandasavagebrown@gmail.com
 

USA - Illinois - Chicago

The Rush Mindfulness Collaborative offers peer supervision for clinicians and students interested in Mindfulness-Based Approaches to therapy. The group meets Wednesday's 12:05-12:55. Participants are welcome to join us at Rush University Medical Center or by phone. If interested, please e-mail James Hill at jim@moritaschool.com [230] to recieve more information.

USA - Louisiana - Baton Rouge/New Orleans

ACT Peer Consultation Group for Baton Rouge/New Orleans, LA, USA

Format of the Group
We self study and work out of the original text and Learning ACT, as well as share on other texts and applications. We sponsor training opportunities and we support other peer groups.

Membership
We are a very open group - open to members, open to learning, and open about accompanying clients on their journeys.

Meeting Information
Our group meets monthly in Baton Rouge, where we are based.

Contact Information
Please email Patt Aptaker at pmaptaker@yahoo.com or call her at (225) 929-9030 for more information on this peer consultation group.

USA - Maine - Portland

ACT Peer Consultation Group for Portland, ME, USA

Format of the Group
The group provides a supportive place for members to learn together using a variety of formats including case presentations, discussion of relevant ACT topics, practice of mindfulness exercises, occasional practice of other experiential exercises, and other formats.  Please review this site (www.smact.me [231]) for more information and sample agendas.

Membership
The group is a mix of 10+ individuals from various mental health and healthcare disciplines. The group has recently decided to be OPEN to new members. We ask that new members (a) already have introductory training in ACT and some self-study, (b) have an interest in gaining knowledge and improving skills with ACT, and (c) make a commitment to regular monthly attendance (i.e., attending more often than not). This group is only open to professionals in healthcare and mental healthcare fields (not open to the general public).

Meeting Information
We currently run an ACT Peer Consultation Group here in Portland, Maine, on the third Friday of each month from 8 to 9:30 a.m.

Contact Information
If you are interested in participating in our group, please contact Joel Guarna (joel@whitepinepsych.com) for additional information and to be placed on the email list where we discuss the agenda and make plans. We hope you will join us!

USA - Michigan - Kalamazoo

ACT Peer Consultation Group for Kalamazoo, MI, USA

Format of the Group
Hexaflex & the six core processes
Integrating ACT into your practice
ACT Matrix
Psychological flexibility
Mindfulness in ACT
ACT metaphors
Experiential exercises

Membership
We welcome therapists, social workers, psychologists, medical professionals, counselors, and students in mental health fields.

Meeting Information
Thursdays each month: 7:00 - 8:30 pm
Upcoming dates: 8/14, 9/18, 10/16, 11/13, 12/11
Western Michigan University, Engineering College, Dean’s conference room

Contact Information
Rhonda Overberger, LPC, LMFT
Phone: 269-207-7549
overbergerr@yahoo.com
www.rhondahelp.com [232]

USA - NYC

SUPERVISION & PRACTICE GROUPS:

NYC has at least two running supervision groups running and intermittently taking new members. They usually require a willingness to commit to attending monthly meetings for a least a period of several months to a year. These groups are primarially focused on peer case presentation & ACT case conceptualization. They sometimes assign books and/or chapters for dicussion. Other activites may include role-playing, ACT experientials, & rehearsing specific ACT interventions. They are usually hosted by at least one ACT experienced professional.

1. ACT-NYCE (ACT in NYC Environs):

Meets fourth Wed., of every month at the New School; contact Jonathan Kaplan, PhD: doctor.kaplan@gmail.com [233], or Brian Pilecki, MA: pilecki@gmail.com [234]

2. Union Square ACT Study Group:

Meets monthly, at 41 Union Square W, Suite 736, Contact Rob Handelman, PsyD, drrob@hotmail.com [235]

3. Monthly ACT Open Practice/Study Group:

Not structured as a peer-to-peer supervision group, but as an open and rotating audience of ACT interested professionals. Monthly format alternates between one month ACT case conference, the alternate month emphasizes facilitated practice/experientials (with rotating experienced ACT facilitators). Regular monthly meetings the third Thursday of every month, from 7:00-8:45, at The Village Community School, 272-278 West 10th Street, N Contact: Brian Pilecki, pilecki@gmail.com. [236]

For more information on ACT in NYC see NYC-ACBS webpage: www.nycacbs.com [237]

USA - New York - Buffalo

ACT Peer Consultation Group for Buffalo, NY, USA

Format of the Group
Presentation of ACT related material, case conferencing, role-play, and discussion 

Membership
You must actively use ACT with clients and live in or around Buffalo, NY.

Meeting Information
Second Wednesday of every month @ the Tri-main bldg in Buffalo, NY - confernce room 1,  4-5:30pm. 

Contact Information
Kim Diebold, LMSW: groo16@hotmail.com

Facebook group: WNY Acceptance and commitment therapy therapists

USA - New York - Troy

ACT Peer Consultation Group for Troy, NY, USA

Format of the Group
We do case consultations, discussions of ACT and ACT-related theories (e.g., FAP) and therapy techniques, as well as sharing information about publications and training conferences.

Membership
So far the membership has consisted of 3 licensed psychologists. However group membership is open to any State-licensed or State-certified mental health professional (e.g., social workers, psychiatrists, school psychologists, psychiatric nurse practitioners).

Meeting Information
Monthly Monday morning meetings, usually from 9 to 1030 am, are at the office of Dr. Martin Lyden. The address is 267 Hoosick Street, Troy, NY 12180 (see the website, drlyden.com [238], for driving directions and a map). The specific Monday may vary from month to month.

Contact Information
Martin Lyden, Ph.D.
E-mail: drmartinjlyden@gmail.com
Phone: 518-271-6949

USA - Ohio - Columbus

ACT Peer Consultation Group for Columbus, OH, USA

Format of the Group
Enjoy having lunch with others who are interested in studying ACT and RFT!
- ACT live case training videos and discussion.
- Recent articles, research, and book discussions.
- Open compassionate environment to learn from one another regardless of how much or how little ACT experience one has!
- Have fun while building an ACT community in the Central Ohio area! 

Membership
Anyone with an interest in ACT and RFT is welcome to attend!

Meeting Information
We will meet one Friday a month for lunch from 12:00-1:45.

Contact Information
Chris Fraser
chrisfraser@mypositivepath.org
Ph:614-425-3586

USA - Ohio - Marietta

ACT Peer Consultation Group for Marietta, OH, USA

Format of the Group
We meet to share lunch, and our knowledge and experiences with ACT.

Membership
No experience necessary, just a willingness to learn.

Meeting Information
We meet one Friday a month from 12-2pm for lunch.

Contact Information
Please contact David Schaffer at david@davidschaffer.net if you are interested or have questions.

USA - Oregon - Portland

ACT Peer Consultation Group for Portland, OR, USA

Format of the Group
Some sessions focus on particular topics, while others are open to consultation on ongoing cases using the ACT model.

Membership
Attendance is open to any therapist or student-in-training who is interested in learning ACT.

Meeting Information
Since 11/4/05, this group of professionals has been meeting in the Portland, Oregon, area on the second Friday of every month from 3:30-5:30pm.

Contact Information
For more information about the group, our values, and what we do, see: http://www.portlandpsychotherapyclinic.com/training/acceptance_and_commitment_therapy_peer_consultation [239]

USA - Texas - Austin

ACT Peer Consultation Group in Austin, TX

Format of the Group
We open each group with a brief mindfulness activity. We then open the floor to discuss any ACT related questions. Then we choose roles: Case Presenter, Skill Builder, and Process Monitors depending on attendance. The Case Presenter and Skill Builder role play a case, while the Process Monitors take notes on the Skill Builder's use of ACT Core Competencies. After the role play we all discuss the processes we observed and give feedback to the Skill Builder. Roles change each week.

Membership
Attendance is open to any therapist or student-in-training who is interested in learning ACT.

Meeting Information

We meet the last Monday of every Month from 10:00 a.m. to 11:30 a.m. at Austin Mindfulness Center [240].

Contact Information

Jiovann Carrasco, LPC-S

Austin Mindfulness Center

9501 Capital of Texas Hwy Suite 103

Austin, TX 78759

512-578-8070 ext. 101

Or join our local Yahoo! Group: ACT in Austin [241]

USA - Washington - Seattle

ACT Peer Consultation Group for Seattle, WA, USA

Format of the Group
Our consultation group is based on the consultation group model developed at Portland Psychotherapy (www.portlandpsychotherapyclinic.com). The two priorities of the group are to learn and practice ACT; we have adopted the Portland Psychotherapy group consultation model because it provides a structure and format to help facilitate learning ACT and to reduce or avoid some of the challenges that occur with consultation groups dedicated to learning a specific therapy. We are guided by our values of acting with compassion and courage, and being open and willing to support each other in our learning. The group is divided into 2 segments: the first segment (lasting about 1 hour) is dedicated to learning/sharing brief ACT exercises, discussing ACT-related topics, and ACT-focused case consultation. The second segment (lasting about 1 hour) is experiential practice of ACT skills, typically through a role play of clinical situations/experiences. Although we follow a very structured format we have a lot of fun and have tasty snacks at all of our meetings!

Membership
Mental health care provider or researcher; open to all levels of experience with ACT, although some familiarity with contextual behavioral science may be helpful.

Meeting Information
1st Friday of each month from 5:00 p.m. - 7:00 p.m. at Seattle Psychology, PLLC located in the Wallingford neighborhood of Seattle (corner of N. 45th and Stone Way).

Contact Information
Christeine Terry: christeineterry@gmail.com; 206-963-6313.

USA - West Virginia - Parkersburg

ACT Peer Consultation Group for Parkersburg, WV, USA

Format of the Group
We meet to share lunch, and our knowledge and experiences with ACT.

Membership
No experience necessary, just a willingness to learn.

Meeting Information
We meet one Friday a month from 12-2 for lunch.

Contact Information
Please contact David Schaffer at david@davidschaffer.net if you are interested or have questions.

United Kingdom - South and West Yorkshire

ACT Peer Consultation Group for Sheffield/South and West Yorkshire, UK

Format of the Group
The general format is presentation or discussion of a paper/book chapter and some time on the rehearsal and application of clinical skills.

Membership
This group is for health professionals, academics, and students interested in ACT, mindfulness, and other 'third wave' approaches.

Meeting Information
Meetings are held quarterly in Sheffield. For dates, see the 'Upcoming Events' section.

Contact Information
For more information, please send a message to the following email address: ann-marie.mason@shsc.nhs.uk

Anxiety Solutions of Denver Postdoctoral Fellowship and Private Practice Career Track

Anxiety Solutions of Denver is very excited to begin offering a postdoctoral fellowship with a strong focus on ACT and exposure therapy. We specialize in the treatment of anxiety disorders, OCD, and other related problems. This is a unique position in that it is intended as the beginning of a track towards having us open a new branch of our practice for you in another city (the location of which you will help determine) at the conclusion of the Fellowship.

All information about this position can be found in our listing on the Universal Psychology Postdoctoral Directory: https://www.appic.org/About-APPIC/Universal-Psychology-Postdoctoral-Directory/detail?id=1860 [242].

Cleveland DVAMC PTSD Fellowship

Cleveland is among the largest Medical Centers in the country and the Parma Outpatient Clinic is a brand new facility with a large mental health department. The PTSD Fellowship is split between these two sites. A full description of the Fellowship is available at the Cleveland VA website under Psychology Service Training. This page describes only the one day per week option to engage in acceptance-based (ACT and DBT) approaches during the training year.

Fellows are co-therapists in an ACT psychotherapy group for men who have experienced sexual trauma and also are team members in a full DBT program. They can employ ACT individually with a wide range of clients at all stages of PTSD recovery. Fellows would have the opportunity to design and implement any specialty group intervention of interest. There would be an additional option of engaging in an introductory transdiagnostic ACT group.

Regarding the acceptance-based work, Fellows would receive a full year of weekly supervision with an experienced ACT provider (who has been a consultant with the VA ACT roll-out since its inception, was trained in DBT by Marsha Linehan, and trained in PE ). Multiple ACT- and DBT-trained providers are part of the clinical milieu.

Regarding the ACT and DBT training options, contact:

Kevan McCutcheon, Ph.D.

(216) 739-7000 ext. 2316

Kevan.McCutcheon@Va.Gov [196]
 

Geisinger Health System Postdoctoral Fellowship

Geisinger Health System offers a one-year postdoctoral fellowship in Clinical Psychology and Behavioral Medicine. Fellows receive clinical supervision on ACT-based individual therapy and have the opportunity to participate in ACT-based therapy groups for chronic pain, transdiagnostic (depression & anxiety), and others in development. Contact Laura Campbell, PhD for more information on positions for the 2016-17 academic year: (570) 271-6516.

Institute of Positive Psychology and Education

There are several opportunities currently open.

Please click here [243] for the details

To learn more about the Institute of Positive Psychology and Education please go here [244]
 

Little Rock, AR: VA Advanced Fellowships in MENTAL ILLNESS RESEARCH AND TREATMENT and HEALTH SERVICES RESEARCH AND DEVELOPMENT

Goals of the two-year fellowships, part of the national VA Special Fellowships Program:

1. Provide fellows with excellent training in research (about 75% time). This training will consist of formal didactics in research design and methods and hands-on research mentoring by VA faculty, most of whom have appointments at the UAMS Department of Psychiatry and College of Public Health. Each fellow will initiate and complete at least one individual research project, including publishing results.
2. Place fellows in clinical settings appropriate to their research interests such that their clinical practice (at least 25% time) will complement and enhance their research training. Fellows will use an evidence-based approach to clinical care, treatment planning, and service delivery.
3. Offer fellows other opportunities to optimize their success in academic settings, such as career mentoring, exposure to grant writing and grantsmanship, technical writing, training in research ethics and Institutional Review Board procedures, and opportunities to provide clinical and/or research supervision in their area of focus.

For more information, see attached announcement. 

This page contains attachments restricted to ACBS members. Please join or login with your ACBS account.

Loma Linda VA Medical Center Postdoctoral Fellowship in ACT and other treatments.

Loma Linda VA Medical Center is ACT friendly and providers in ACT have grown here in the last several years. There is a postdoctoral fellowship position which involves 1 year of intensive work with ACT and opportunities with DBT. There are a number of supervisors that have been trained and certified through the VA national roll out in ACT. There are also two ACT supervisors that have been trained through the ACT Bootcamp in Reno and an onsite training at the VA by Darrah Westrup PhD.

Current opportunities include:
ACT group for Anxiety/Depression (outpatient group)

ACT group for PTSD (MST patients primarily)

Inpatient ACT group on locked inpatient psychiatric unit for patients with various disorders.

Involvement in Wellness College (recovery-oriented groups designed to help Veterans who are “stuck” to gain skills and transition into the community using ACT and DBT approach).

Opportunities to see ACT individual patients.

http://www.psychologytraining.va.gov/lomalinda/ [181]
 

Postdoctoral Fellowship in CBT at Harbor UCLA Medical Center

Psychology Post-Doctoral Training Opportunities in CBT, Behavioral Health, and Corrections Harbor-UCLA Medical Center, Torrance, CA

The Psychology Division in Harbor-UCLA Medical Center’s Department of Psychiatry is in its 27th year of training post-doctoral fellows in clinical psychology, and designated itself as a post-doctoral training program since 1984. The program received its APA accreditation in 1997, and was one of the first three APA-accredited post-doctoral trianing fellowships in the United States.

Our post-doctoral fellowship operates in a setting that is rich in the traditions of public servcie, education, and research. Harbor-UCLA Medical Center is a 340-bed general hospital owned and operated by the Los Angeles County Department of Health and Human Services and is affiliated with the David Geffen School of Medicine at UCLA. Its 300-square mile catchment area runs from the Los Angeles International Airpost to the ports of Long Beach and Los Angeles and encompasses 17 municipalities as well as unincorporated areas. Its service population of over 2.2 million people is economically, culturally, and ethnically divers, and the poor and underserved comprise the majority of the medical center’s workload.

Harbor-UCLA Medical Center is accepting applications for its September, 2009 – August, 2010 fellowship period in the following areas:

• Behavioral Medicine – Health Psychology

Emphasis on HIV Mental Health with opportunities in Family Medicine and Bostetrics & Gynecology – two positions

Women’s Behavioral Health – Inpatient Psychiatry – one position

• Adult Cognitive-Behavioral Therapy – one position

Extensive training in CBT, Dialectical Behavior Therapy (DBT), Cognitive Behavioral Analysis System of Psychotherapy (CBASP) and Acceptance and Commitment Therapy (ACT)

Postdoc serves as Assistant Director to the CBT Clinic

• Child & Adolescent Psychiatry (Cognitive-Behavioral Therapy/Trauma) – one position
• Correctional/Forensic Psychology – Assertive Community Treatment/Psychosocial Rehabiliation – two positions We are currently accepting applications, and will begin interviewing candidates in January, continuing until all positions are filled. For additional information on all of our programs and to download an electronic application form, please visit our website at http://psychology.labiomed.org/.

Interested individuals may also contact David J. Martin, Ph.D., Director of Training & Chief Psychologist at djmartin@ucla.edu or dmartin@labiomed.org.

Postdoctoral Fellowship including training in Acceptance and Commitment Therapy, Portland, Oregon

The Portland Psychotherapy Clinic, Research, & Training Center [245] typically offers a clinical/research fellowship that includes extensive training in Acceptance and Commitment Therapy (ACT) and may also include research training.  Clinical supervision is available in various specialty areas and in the anxiety specialty clinic [246] depending upon the postdoctoral fellow and the current needs of the center. Research opportunities can be seen on the fellowship webpage [62].

About Portland Psychotherapy:
Portland psychotherapy is based on a social enterprise model that delivers three services:
1. Specialty therapy services for the public
2. Training in evidence-based therapy for professionals
3. Scientific research to benefit all of humanity

From 2013-2015, about 16% of total revenue went to fund the research our center is conducting. This includes dedicated research time for four staff psychologists and a full time research coordinator. Our funding structure protects Portland Psychotherapy from the vicissitudes of grant funding and allows us to focus on furthering science rather than chasing grants. In addition, this also allows our clinicians to operate in a true scientist-practitioner model through opportunities to contribute to and benefit from research conducted in the center. More information about our unique business model can be found here. [247] We are a collaborative group of skilled clinicians and researchers who work together to provide the highest quality of care to those we serve and to use our work to contribute to the broader scientific community. A listing of our publications can be found here [66] and our lab homepage [61] can be found here.

Learn more about the position by going to:

http://portlandpsychotherapytraining.com/employment-opportunities-at-portland-psychotherapy/ [62]

Togus, Maine VA Postdoctoral Fellowship

Togus offers a one-year fellowship. At least 3/5 of the fellowship is spent in the ACT Lab at Togus Contact polkkev@gmail.com for more information.

ACBS Annual World Conference 11

This event has concluded, However...
Please consider joining us next in Minneapolis, MN, June 17-22, 2014!
 

You can view tweets from this event on Twitter: #myacbs [262] -
and Facebook: AcbsWorldConferenceNewsFeed [263]

Sydney, Australia (University of New South Wales)
8-12 July, 2013
(pre-conference workshops 8-9 July)
 

Registration is closed for this event as it is past.
 

What is the World Conference?

The World Conference brings together clinicians and researchers to present cutting-edge research in ACT, RFT, and Contextual Behavioral Science, as well as experienced trainers to lead experiential workshops so that you can learn how to better serve your clients.

The World Conference is for psychologists, social workers, professional counselors, marriage and family therapists, psychiatrists, physicians, drug counselors, health researchers, language researchers, behavior analysts, students and more.... Anyone in a similarly related helping or research field is invited to attend.

We offer CEs in Psychology (these are USA based credits), and California MFT & LCSW credits. More info here. [264]

Registration in the full conference is all-inclusive and includes lunch, coffee/tea breaks, open access to workshops, research symposia, posters, panel discussions, plenary sessions with CBS researchers and practitioners, and our new IGNITE sessions.

Pre-Conference Intensive Workshops [265]

First class intensive (2-day) workshops held the 2 days prior to the World Conference get things started off right. Learn ACT, RFT, CBS, FAP, Compassion Focused Therapy, and more from leaders in their field.

Program

Here is the Brief Schedule [266] of sessions from July 10-12, 2013. (pdf)  (posted May 20).  Our Full P [267]rogram is available here [267].

* Asterisk indicates a Peer-Reviewed ACT Trainer [1] presenting

Conference Highlights

• Invited Speakers: Steve Hayes, Paul Gilbert, Eva Jablonka and more... learn more about them here [268]
• A great venue for networking & fostering local and international collaboration
• Lunches and coffee/tea are included so that you have more time to network
• Conference activities take place on the beautiful campus of the University of New South Wales (Kensington Campus), near Coogee Beach. (Don't know how to pronounce "Coogee"? <font color="#732c7b">Conference Highlights</font></strong></h3> <ul> <li> Invited Speakers: <strong>Tara Brach, Michelle Craske, Louise McHugh, Robert Whitaker, David Sloan Wilson, Paul Gilbert</strong>... <a href="http://contextualscience.org/wc10_invited_speakers" target="_blank">learn more about them here</a></li> <li> A great venue for <strong>networking &amp; fostering local and international collaboration</strong></li> <li> <strong>Lunches and coffee/tea are included </strong>so that you have more time to network</li> <li> Conference activities take place on the beautiful campus of the University of New South Wales (Kensington Campus), near Coogee Beach. (Don't know how to pronounce "Coogee"? Click here.)</li> <li> Bring the family! - Our conference hotel is right beside a DC Metro stop so you have easy access to downtown</li> <li> <strong>Evening events</strong> provide additional opportunities to network and relax after other conference activities are done for the day</li> <li> <strong>Workshops, Workshops, Workshops. </strong>Half-day workshops are included (<strong>no extra charge</strong>), with your conference registration.&nbsp; These 30+ workshops are one-of-a-kind learning opportunities.</li> </ul>" target="_blank">Click here [269].)
• Bring the family! - Our conference hotels are right by the Beach, and only 30 minutes from downtown Sydney via public transportation
• Evening events provide additional opportunities to network and relax after other conference activities are done for the day (Tues.- Ocean view networking; Wed.- BBQ dinner; Thurs. - Follies!; Fri. - optional Sydney Harbour Cruise [270])
• Workshops, Workshops, Workshops. Half-day workshops are included (no extra charge), with your conference registration.  These are one-of-a-kind learning opportunities.

WC11 Audio Recordings

To access the audio recordings from WC11, please make sure you are logged in to your ACBS member account, and then click here [271].

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