The Institute for Better Health in joint-sponsorship with Course Concierge

ACT Immersion with Dr. Steven C. Hayes, Ph.D.

24 CE/CME credits available
Please read the complete course information below prior to registering

Target Audience

This course is for mental health professionals and students with a beginner-advanced background in this area. This includes counselors, nurses, physicians, psychologists, social workers, behavior analysts, and anyone looking to learn ACT to use with clients. It’s relevant to those with no ACT experience, and those who’ve been using ACT for years as they can learn something new with regards to using ACT as a process-based therapy.

Schedule

This activity offers 10 different modules as outlined below:

Module 1 — Introducing ACT  (133 minutes)

Module 2 — Core Yearnings  (160 minutes)

Module 3 — Pivots (151 minutes)

Module 4 — Transcendent Self (162 minutes)

Module 5 — Defusion  (68 minutes)

Module 6 — Acceptance (159 minutes)

Module 7 — Present Moment (187 minutes)

Module 8 — Values (225 minutes)

Module 9 — Committed Action (110 minutes)

Module 10 — Case Conceptualization (86 minutes)

Overall Objectives

At the conclusion of this course, participants will be able to:

  1. Differentiate between a process-based therapy approach and a system of protocols and syndromes
  2. Distinguish between flexibility and inflexibility processes
  3. Identify the ways that ACT work enables a clinician to recognize a shift in a client
  4. Define “truth” in the context of Functional Contextualism
  5. Describe the 6 core human yearnings and discuss the traits of each core yearning
  6. Explain how attempts to meet core yearnings can trap a client in psychological inflexibility
  7. Define the pivot concept and explain how it is used in ACT work
  8. Identify the six pivots used in ACT work and specify their meanings and uses
  9. Review the ACT Hexaflex within an evolutionary science perspective
  10. Describe the steps to forming a treatment agreement with a client to begin ACT work
  11. Identify the signs in a client of psychological inflexibility and flexibility in relation to the self
  12. Identify strategies for speaking with clients in a way that effectively engages them to work on the transcendent self flexibility process
  13. Define cognitive fusion and defusion and explain why it’s more effective to defuse from unhelpful thoughts than try to eradicate or replace them
  14. Identify features of a therapeutic agreement with a client to do defusion work
  15. Identify the signs in a client of psychological inflexibility and flexibility in relation to defusion
  16. Identify ways to safely and effectively do ACT exposure work with clients
  17. Describe the signs in a client of psychological inflexibility and flexibility in relation to acceptance
  18. Identify strategies for speaking with clients in a way that effectively engages them to work on the acceptance flexibility process
  19. Describe why and how clients’ attention is drawn away from the present moment
  20. Identify the signs in a client of psychological inflexibility and flexibility in relation to present moment awareness
  21. Identify strategies for speaking with clients in a way that effectively engages them to work on the psychological flexibility process of present moment awareness
  22. Define what “values” are in the context of ACT work and explain the characteristics of values and describe why values are critical to a client achieving beneficial long-term outcomes
  23. Identify the signs in a client of psychological inflexibility and flexibility in relation to values
  24. Identify strategies for speaking with clients in a way that effectively engages them to work on the psychological flexibility process of values
  25. Define what “committed action” is and explain its relationship with values
  26. Define SMART goals and bold goals, and their roles in committed action
  27. Identify strategies for speaking with clients in a way that effectively engages them to work on the psychological flexibility process of committed action
  28. Identify whether statements in a clinical setting can be considered adequate from a functional contextualist viewpoint
  29. Create a network diagram and identify self-amplifying processes in a client
  30. Assess, plan treatment, and track a client using the turtle model
Grievance Procedures for CE/CME Activities

Should a participant in the course be unsatisfied with the course, the participant should immediately contact our customer support team to file a grievance. Within five days, a customer support team member will contact the participant by email and/or phone and attempt to resolve the issue.

We will investigate and assess the issue from the perspective of the participant and every effort will be made to resolve the issue.  If the issue is not resolved to the satisfaction of the participant, the participant will be offered a refund per the Refund and Cancellation Policy guidelines.

To file a grievance, please contact us at team@act.courses.

ADA Accommodations

To request accommodations for disabilities, please contact Course Concierge at team@act.courses.

Contact Information

The ACT Immersion team can be contacted at team@act.courses

Course Concierge can be contacted at team@courseconcierge.com

Course Concierge LLC
827 N Hollywood Way 126
Burbank, CA 91505 USA

CE/CME Information

This course is jointly sponsored by Course Concierge and The Institute Better Health (IBH), formerly IAHB. IBH has been approved as a provider of continuing education and continuing medical education by the organizations listed below. IBH as the approved sponsor maintains responsibility for the educational activity offered and for following the standards and regulations for the organizations listed above (except where otherwise noted). This non-live distance learning course is approved for 24 CE/CME Hours

COUNSELORS: Institute for Better Health is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0063. Counselors may earn 24 contact hours. IBH has been approved by the Texas Board of Examiners of Marriage and Family Therapists to provide CE offerings for MFTs. Provider Number 154.

NURSES: The Institute for Better Health as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. Provider approved by the CA Board of Registered Nursing (BRN Provider CEP#2672) for 24 CEH’s.

PHYSICIANS: This activity has been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education through the joint sponsorship of the Institute for Better Health (IBH) and Course Concierge. IBH is accredited by the ACCME to provide continuing medical education for physicians. IBH designates this live activity for a maximum of 24 AMA PRA Category 1 Credits ™. Physicians should only claim credit commensurate with the extent of their participation in the activity.

PSYCHOLOGISTS: Institute for Better Health is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Institute for Better Health maintains responsibility for this program and its content.

SOCIAL WORKERS: Institute for Better Health (IBH) SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0091. This course is approved for 24.00 contact hours. IBH has been approved by the State of Texas Board of Social Work Examiners, MC 1982, PO BOX 149347, Austin, TX 78714 (512)719-3521, to provide continuing education activities for social workers. License No. 3876.

NOTE: Many state boards accept offerings accredited by national or other state organizations. If your state is not listed, please check with your professional licensing board to determine whether the accreditations listed are accepted.

CE Course Launch Date: 06/2019

Expiration Date/Next scheduled review date: 06/2022

Disclosure of Relevant Financial Relationships

The Institute for Better Health Inc. is responsible for the content, quality and scientific integrity of all CE/CME activities certified for credit. When an educational activity is offered for medical (CME), Nursing (UNA-ANCC) and/or Psychology (APA) continuing education credit, participants must be informed as to the source, amount, nature, and disposition of any funding used to support the activity, whether in the form of educational grants, cash contributions, or in-kind contributions.

Individuals in a position to influence course content must also disclose whether they have one or more relevant financial relationships with individuals and companies who have a financial interest in activity content.

All those in a position to control the content of an education activity are asked to disclose any relevant financial relationships they have with any commercial interest.

There is no commercial support for this activity.

The speakers/planner have no relevant financial relationships to disclose. 

How to Obtain Your CE/CME Certificate

Please follow these steps to access your course evaluation, post-test (when applicable), and CE certificate through IBH’s online portal. To receive credit, you must attend the course in full, pass the post test with a score of 75% or higher, and complete the course evaluation. No partial credit will be awarded. Please read through all of the instructions below before proceeding. 

  1. In your internet browser, go to the unique link provided to you after registering for the course.
    By following this link, you will arrive on the IBH-Join Event webpage.
  2. In the first field provided, enter the email address you used to register for the course.
    • If this is your first time logging into the IBH event page, you will need to complete all required fields including your address.
    • Returning attendees only need to enter your email address. Type your email address and hit ENTER on your keyboard. This will direct returning attendees straight to your customer account page.
  3. The course you recently completed will be pre-populated into your account.
  4. Click on the “Certificate” button located below the title of the conference, that looks like this:
  5. A pop-up menu will appear with the next steps. You will need to complete these steps from top to bottom (post-test (if applicable), evaluation, affidavit).
  6. Click “Download your Certificate”, or have your certificate emailed to you.

Important Items to Note

We recommend completing all post-course CE requirements promptly after finishing the 10 modules of the course.  Attendees will also receive a follow-up survey 2-6 months after completing the course to help us further evaluate the effectiveness of this continuing education course.

How to Change Your Name or License Number on the Certificate

The information shown at the top of your account page will be the name printed on your certificate. To change your name or license number, click the “Update Info” button in the top section of the page and enter it as you wish to appear on your certificate.

How to Return to the IBH Portal 

If you don’t have time to complete the post-workshop requirements now, you may return at a later time. To access your customer account, visit https://ibh.ce21.com/Account/Login

  • Since a password is (most likely) not currently assigned to your customer account, please select the ‘Forgot my Password’ link. A password will be emailed to your email address on file which will allow you to proceed to your online account.
  • If you already have an account with IBH, please proceed with your existing password.
Technical Questions?

For further assistance with accessing your account, please call IBH support at 707-668-2030 or email staff@ibh.com.

Technical Requirements

In order to complete this course, attendees will need: 

  • A computer with a monitor, keyboard, and a mouse or a mobile device/tablet
  • Speakers/headphones: either built‐in to your computer/device or external (plugged into your computer)
  • An internet connection, either wired or wireless. A minimum connection speed of 3 megabits is required to stream clear, standard definition video.
  • The course is supported on most up to date internet browsers (Google Chrome, Safari, Firefox, Internet Explorer 11, Brave, etc.)
  • A PDF viewer such as Adobe Acrobat Reader
  • An email address
  • [Optional] An mp3 media player (such as iTunes/Windows Media Player) to listen to downloadable audio exercises. These are also available within the members area so this is not a strict requirement.
  • [Optional] A printer or access to a printer (to print any of the PDFs, if desired)
  • [Optional] A Facebook account for access to the ACT Immersion community group

References

A complete list of course references can be found here, but here are a selection of current references that provide a summary of the evidence base for this course.

There are over 310 randomized trials of ACT (click here for a list) and approximately 3,000 studies on its underlying model, methods, and mechanisms. This enormous body of evidence has been summarized in over 50 meta-analyses in the scientific literature (click here for a list).

A good recent overall meta-analysis covering the impact of the methods taught in this course on mental health problems is:

A-Tjak, J. G. L., Davis, M. L., Morina, N., Powers, M. B., Smits, J. A. J., & Emmelkamp P. M. G. (2015). A meta-analysis of the efficacy of acceptance and commitment therapy for clinically relevant mental and physical health problems. Psychotherapy and Psychosomatics, 84(30), 30-36. DOI: 10.1159/000365764

The importance of a process-based approach has been laid out in:

Hayes, S. C., Hofmann, S. G., Stanton, C. E., Carpenter, J. K., Sanford, B. T., Curtiss, J. E., & Ciarrochi, J. (2019). The role of the individual in the coming era of process-based therapy. Behaviour Research and Therapy, 117, 40-53. Doi: 10.1016/j.brat.2018.10.005 and in Hofmann, S. G. & Hayes, S. C. (2019). The future of intervention science: Process based therapy. Clinical Psychological Science, 7(1), 37–50. Doi: 10.1177/2167702618772296

And a recent summary of the Psychological Flexibility Model and ACT is presented in:

Hayes, S. C., Levin, M., Vilardaga, J., Villatte, J., & Pistorello, J. (2013). Acceptance and Commitment Therapy and contextual behavioral science: Examining the progress of a distinctive model of behavioral and cognitive therapy. Behavior Therapy, 44, 180–198. doi: 10.1016/j.beth.2009.08.002

The course presenter has published over 45 books and 625 scientific articles. Recent peer-reviewed empirical studies conducted by Dr. Hayes that inform the present course (five of several dozen over the last six years) include:

Long, D. M. & Hayes, S. C. (2018). Development of an ACT prototype for therapeutic skill assessment. Journal of Contextual Behavioral Science, 9, 63-71. Doi: 10.1016/j.jcbs.2018.06.008

Monestès, J. L., Karekla, M., Jacobs, N., Michaelides, M., Hooper, N., Kleen, M., Ruiz, F. J., Miselli, G., Presti, G., Luciano, C., Villatte, M., Bond, F., Kishita, N., & Hayes, S. C. (2018). Experiential avoidance as a common psychological process in European cultures. European Journal of Psychological Assessment, 34, 247-257. DOI: 10.1027/1015-5759/a000327

Villatte, J. L., Vilardaga, R., Villatte, M., Vilardaga, J. C. P., Atkins, D. A., & Hayes, S. C. (2016). Acceptance and Commitment Therapy modules: Differential impact on treatment processes and outcomes. Behaviour Research & Therapy, 77, 52-61. doi:10.1016/j.brat.2015.12.001

Livheim, F., Hayes, L., Ghaderi, A. Magnusdottir, T., Högfeldt, A., Rowse, J., Turner, S., Hayes, S. C., & Tengström, A. (2015). The effectiveness of Acceptance and Commitment Therapy for adolescent mental health: Swedish and Australian pilot outcomes. Journal of Child and Family Studies, 24(4), 1016–1030. doi: 10.1007/s10826-014-9912-9

Twohig, M. P., Plumb Vilardaga, J. C., Levin M. E., & Hayes, S. C. (2015). Changes in psychological flexibility during acceptance and commitment therapy for obsessive compulsive disorder. Journal of Contextual Behavioral Science, 4, 196-202. doi:10.1016/j.jcbs.2015.07.001