Presented by The Office of Continuing Education and The Society for Clinical and Experimental Hypnosis
Recorded via Zoom on April 2, 2021
This program, when attended in its entirety, offers 1.5 APA CEs for Psychologists, and 1.5 BBS California CEUs for LPCCs, LPSW, and LMFTs
Adjunctive therapies are interventions that combine well with clinical hypnosis and psychotherapy. These adjunctive techniques augment the therapeutic effect of the hypnosis and psychotherapy. The combined therapeutic effect of hypnosis and adjunctive skills together is often greater than the effect of either intervention alone. Regular home practice of adjunctive relaxation skills improves basal autonomic nervous system regulation and reduces the onset of problematic symptoms.
This webinar introduces seven adjunctive therapies, including progressive muscle relaxation, autogenic training, paced diaphragmatic breathing, guided imagery, meditation, mindfulness, and expressive writing. Three to four of them will be demonstrated, as time allows, and brief clinical vignettes will illustrate the use of the adjunctive techniques with clients. Each of these skill sets can be administered on its own, with therapeutic effect, or provided in combination with clinical hypnosis as a treatment package. Clinical anecdotes will be utilized to illustrate the use of adjunctive therapies.
Workshop Learning Objectives:
After attending this intermediate level workshop, participants will be able to:
1. Identify appropriate moments in therapy for introduction of an adjunctive technique.
2. Compare four or more adjunctive therapies for combination with frequently used and personally preferred hypnotic interventions and protocols.
3. Explain evidence-based therapeutic benefits of two or more adjunctive therapies.
4. Discuss use of adjunctive techniques as homework during the course of hypnosis-based therapy and as prescription for post-therapy maintenance.
Professional Bio of Presenter Donald Moss, Ph.D.
Donald Moss, Ph.D., is Dean, College of Integrative Medicine and Health Sciences, at Saybrook University, Oakland, CA. Dr. Moss is the Education Chair of the Society for Clinical and Experimental Hypnosis (SCEH) and a board member of Division 30 (hypnosis) of the American Psychological Association. He is also the ethics chair and international certification chair for the Biofeedback Certification International Alliance. He has served as president of Division 30, SCEH, and the Association for Applied Psychophysiology and Biofeedback (AAPB). Moss’ most recent books are a co-authored book on chronic illness, Integrative Pathways (Springer, 2019), and three co-edited books, Mindfulness, Acceptance, and Compassion in Biofeedback Practice (AAPB, 2020), Physiological Technology and Applicants in Biofeedback and Neurofeedback (AAPB, 2019), and Foundations of Heart Rate Variability (AAPB, 2016).
Program Standards and Goals
This program meets APA’s continuing education Standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science.
Registration and Fees:
Community members: $65.00
SCEH Members/TCSPP Faculty and staff: $55.00
Gelernter, R., Lavi, G., Yanai, L., Brooks, R., Bar, Y., Bistrizer, Z., & Rachmiel, M. (2016). Effect of auditory guided imagery on glucose levels and on glycemic control in children with type 1 diabetes mellitus. Journal of Pediatric Endocrinology and Metabolism, 29(2), 139-144. doi.org.tcsedsystem.idm.oclc.org/10.1515/jpem-2015-0150
Gong, H., Ni, C.-X., Liu, Y.-Z., Zhang, Y., Su, W.-J., Lian, Y.-J., … Jiang, C.-L. (2016). Mindfulness meditation for insomnia: A meta-analysis of randomized controlled trials. Journal of Psychosomatic Research, 89, 1–6.
Moss, D. (2020). Biofeedback-assisted relaxation training: A clinically effective treatment protocol. Biofeedback, 48(2), 32-40. doi.10.5298/1081-5937-48.02.02
Moss, D. (2019). The most beautiful man: An integration of hypnosis and biofeedback for depression and dissociation. American Journal of Clinical Hypnosis, 62(4), 322-334. doi.org/10.1080/00029157.2018.1517082
Moss, D. (2017). I so hurt: Applications of hypnosis, complementary therapies, and lifestyle change to traumatic brain injury. Annals of Palliative Medicine, 7(1),151-158. doi:10.21037/apm.2017.08.16
Levine, G. N., Lange, R. A., Bairey-Merz, C. N., Davidson, R. J., Jamerson, K., Mehta, P. K., Michos, E. D., Norris, K., Ray, I. B., Saban, K. L., Shah, T., Stein, R., Smith, S. C. Jr, American Heart Association Council on Clinical Cardiology; Council on Cardiovascular and Stroke Nursing; and Council on Hypertension (2017). Meditation and cardiovascular risk reduction: A scientific statement from the American Heart Association. Journal of the American Heart Association, 6(10), e002218. doi:10.1161/JAHA.117.002218
Seo, E., & Kim, S. (2019). Effect of autogenic training for stress response: A systematic review and meta-analysis. Journal of the Korean Academy of Nursing, 49(4), 361-374. doi.org/10.4040/jkan.2019.49.4.361
Target Audience: Hypnosis practitioners, psychologists, LCSWs, MFTs, LCPCs, all mental health disciplines, health care professionals, graduate students welcome.
Psychologists. This program, when attended in its entirety, is available for 1.5 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected] There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 1.5 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.