Jennifer Kim Penberthy, Ph.D., ABPP is the Chester F. Carlson Professor of Psychiatry and Neurobehavioral Sciences at the University of Virginia School of Medicine, where she conducts research, teaches, and provides clinical care. Dr. Penberthy provides clinical treatment to patients in Psychiatry and the University of Virginia Emily Couric Clinical Cancer Center and also works with the Clinician Wisdom & Wellbeing program to mentor physicians and health care workers at UVA and nationally. She is the Associate Director of the Clinician Wellness Program and is a Fellow of Humanism in Medicine at the University of Virginia. She is Co-Director of the Effective Communication and Coping Skills for Physicians Continuing Medical Education Program at UVA and is on the UVA Diversity Consortium and and past chair of APA Division 12 Diversity Committee. She is on the advisory committee for the American Psychological Association Continuing Education Committee and a fellow in the APA Leadership Institute for Women in Psychology and a Council Representative to the American Psychological Association from the Society of Clinical Psychology. She is past-president of the International CBASP Society and a founding member of the CBASP Training Program. She has published extensively and lectures internationally about psychotherapy, physician and clinician wellness, and mindfulness-based interventions, including pain management. Her most recent book is co-authored with her daughter,
Morgan, and is called “Living Mindfully Across the Lifespan: An Intergenerational Guide.”

Liliane Sayegh, Ph.D., is a clinical psychologist and researcher who worked at the Douglas Mental Health University Institute in Montreal, Quebec, Canada for 30 years and is an assistant professor at McGill University’s department of psychology. Dr. Sayegh retired from the Douglas Institute in June 2021 but remains a regular member of the Order of Psychologists. She specializes in mood disorders (unipolar depression and bipolar disorders) and is an accredited psychotherapist in CBASP for depression and in Kernberg’s Transference-Focused Psychotherapy for personality disorders. She published with Dr. Penberthy the therapist’s and patient’s manuals adapting CBASP for group therapy. She also published her research on the effectiveness of Group CBASP for Persistent Depression using the published manualized group treatment and also most recently published a pilot study exploring the effectiveness of Group CBASP for bipolar depression. She lectured and trained graduate students and professionals in CBASP in Montreal, Quebec and
internationally and is the current secretary of the International CBASP Society.

This workshop will provide an introduction to the theory of and hands-on practice with the major techniques of the Cognitive Behavioral Analysis System of Psychotherapy, an evidenced-based treatment for chronic depression. We will review how CBASP is designed to address interpersonal avoidance and teach coping skills by promoting felt safety with the therapist and acquisition of “perceived functionality” – that is, the patient’s ability to recognize and begin to change the consequences of their behavior. CBASP is effective in reducing depressive symptoms in chronically depressed individuals and is more effective than antidepressant monotherapy in chronic depressives with a confirmed history of childhood trauma and early adversity. We will present the CBASP empirical methodology to facilitate and measure exactly what and how much is being learned during the course of therapy. The major treatment strategies of CBASP will be presented and include the Significant Other History (SOH), Situational Analysis [SA], and two techniques using therapist disciplined personal involvement (DPI). The SOH is a developmental interpersonal learning history used to help define the therapist’s role in treatment. The SA is a problem-solving algorithm taught to patients demonstrating that the interpersonal dilemmas patients report in therapy are, in part, self-productions that can be resolved. The interpersonal circumplex is described in order to facilitate an understanding of the interpersonal skills and stance that PDD patients must learn in order to be more effective in learning perceived functionality. The disciplined personal involvement (DPI) methodologies of interpersonal discrimination exercises and contingent personal responsivity are used by the therapist to heal earlier developmental trauma and also modify current pathological interpersonal behavior. Disciplined personal involvement will be reviewed to demonstrate how these novel approaches are ethically used to modify patient behavior.

Describe the basic theory and rationale and list potential ethical issues in working with CBASP, as well as research supporting this population and using CBASP, its evidence.

Describe the significant other history and Describe the situational analysis technique and its role in CBASP, and demonstrates the use of this.

Describe the two techniques used to Describe the interpersonal circumplex and disciplined personal involvement: its use in CBASP, interpersonal discrimination and contingent personal responsivity.

List potential ethical issues in working with this population and using CBASP.

Describe the situational analysis technique and demonstrate use of this.

Describe the interpersonal circumplex and its use in CBASP

Jennifer Kim Penberthy, Ph.D., ABPP is the Chester F. Carlson Professor of Psychiatry and Neurobehavioral Sciences at the University of Virginia School of Medicine, where she conducts research, teaches, and provides clinical care. Dr. Penberthy provides clinical treatment to patients in Psychiatry and the University of Virginia Emily Couric Clinical Cancer Center and also works with the Clinician Wisdom & Wellbeing program to mentor physicians and health care workers at UVA and nationally. She has published extensively and lectures internationally about psychotherapy, physician and clinician wellness, and mindfulness-based interventions, including pain management. Her most recent book is co-authored with her daughter, Morgan, and is called "Living Mindfully Across the Lifespan: An Intergenerational Guide."

Liliane Sayegh, Ph.D., is a clinical psychologist and researcher who worked at the Douglas Mental Health University Institute in Montreal, Quebec, Canada for 30 years and is an assistant professor at McGill University's department of psychology. Dr. Sayegh retired from the Douglas Institute in June 2021 but remains a regular member of the Order of Psychologists. She specializes in mood disorders (unipolar depression and bipolar disorders) and is an accredited psychotherapist in CBASP for depression and in Kernberg's Transference-Focused Psychotherapy for personality disorders. She published with Dr. Penberthy the therapist's and patient's manuals adapting CBASP for group therapy. She also published her research on the effectiveness of Group CBASP for Persistent Depression using the published manualized group treatment and also most recently published a pilot study exploring the effectiveness of Group CBASP for bipolar depression. She lectured and trained graduate students and professionals in CBASP in Montreal, Quebec and internationally and is the current secretary of the International CBASP Society.

Sarah Meshberg-Cohen, Ph.D., is a clinical psychologist who serves as the Director of the VA Connecticut's Outpatient Addiction Recovery Service (OARS), and is an Assistant Professor in the department of psychiatry at Yale School of Medicine. Dr. Meshberg-Cohen specializes in the treatment of substance use disorders (SUD) and comorbid psychiatric conditions, often involving chronic depression and trauma. She is a certified provider of Cognitive Behavioral Analysis System of Psychotherapy (CBASP) and has provided workshops, seminars, and supervision on CBASP to providers and trainees for the past 15 years.

This workshop will provide an introduction to the theory of and hands-on practice with the major techniques of the Cognitive Behavioral Analysis System of Psychotherapy, an evidenced-based treatment for chronic depression. We will review how CBASP is designed to address interpersonal avoidance and teach coping skills by promoting felt safety with the therapist and an acquisition of "perceived functionality" - that is, the patient's ability to recognize and begin to change the consequences of their behavior. CBASP is effective in reducing depressive symptoms in chronically depressed individuals, and is more effective than antidepressant monotherapy in chronic depressives with a confirmed history of childhood trauma and early adversity. We will present the CBASP empirical methodology to facilitate and measure exactly what and how much is being learned during the course of therapy.

The major treatment strategies of CBASP will be presented and include the Significant Other History (SOH), Situational Analysis [SA] and two techniques using therapist disciplined personal involvement (DPI). The SOH is a developmental interpersonal learning history used to help define the therapist's role in treatment. The SA is a problem-solving algorithm taught to patients demonstrating that the interpersonal dilemmas patients report in therapy are, in part, self-productions that can be resolved. The interpersonal circumplex is described in order to facilitate understanding of the interpersonal skills and stance that PDD patients must learn in order to be more effective in learning perceived functionality. The disciplined personal involvement (DPI) methodologies of interpersonal discrimination exercises and contingent personal responsivity, are used by the therapist to heal earlier developmental trauma and also modify current pathological interpersonal behavior. Disciplined personal involvement will be reviewed to demonstrate how these novel approaches are ethically used to modify patient behavior.

Describe the basic theory of and rationale for CBASP, as well as reseairch supporting its evidence.

Describe the significant other history and its role in CBASP.

Describe the two techniques use for disciplined personal involvement: interpersonal discrimination and contingent personal responsivity.

List potential ethical issues in working with this population and using CBASP.

Describe the situational analysis technique and demonstrate use of this.

Describe the interpersonal circumplex and its use in CBASP.