Canceled, Missed, or Tardy Appointments

Due to current waiting lists, it is expected that scheduled appointments will be kept and paid for. If it is necessary to cancel an individual therapy, family therapy, or any other appointment, you will be charged your regular fee for that session, unless you have notified us 24 hours before the time of the appointment.

This policy includes, but is not limited to, reasons related to SICKNESS, INCLEMENT WEATHER, SCHEDULING CONFLICTS, and TRANSPORTATION ISSUES ETC.

In addition, tardiness for appointments will result in being charged from the time your appointment was scheduled.

To the degree possible, we attempt to schedule appointments at the same time each week (or interval designated by your clinician). This allows us to reserve a time slot for you each week. In the event two scheduled sessions are missed in a row, we may schedule someone else in your time slot.

Telehealth Option

If you cannot make an in-person appointment, please consider having your session via telehealth to avoid paying the full fee.

Group Sessions

When you agree to participate in group sessions, we agree to reserve a space for you in that group for a specified period of time. As such, fees are charged for groups up front, regardless of attendance.

Appeals Process / Special Billing Request

Should a client be charged for late cancellation or no show, they will have the option to complete a Special Billing Request form. This form will be signed by the clinician and Program Director, and reviewed by the billing team.

Whether or not the charge is refunded is up to the discretion of the clinician and Program Director. If the refund is approved, it’ll be deducted from the clinician’s pay and assigned program’s budget. The final decision is made by the Program Director and the billing team, upon which client will be notified if said charge will or will not be refunded.

If it’s an emergency or illness, we will send you our Special Billing Request via Adobe Sign for a potential reimbursement or credit to your account. Once this is completed by you, it will be sent directly to our Billing Team to review. However, we do NOT guarantee reimbursement for emergency or illness.

Social media has been a place for people, especially teens and young adults, to have a safe space for connecting with others with aligned interests and perspectives. In recent years, social media creators have centered content on mental health, which has started important conversations in reducing stigma and has enabled others to learn about mental health disorders and get support from peers going through similar experiences. However, social media can be a hotbed for spreading misinformation.

Clinicians have noticed a spike in young people presenting with self-diagnosed disorders, especially, attention-deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), tics and Tourette’s, obsessive-compulsive disorder (OCD), dissociative identity disorder (DID), and personality disorders. But they are at a loss as to how to accurately assess these conditions when their clients come in with strong attachments to particular diagnoses and recite well-studied clinical criteria.

In this talk, we will discuss the current research on the benefits and harms of mental health social media content and how clinicians can balance their ethical responsibilities and the client-practitioner relationship in assessing clients. There will also be a discussion of how clinicians can engage in effective outreach in supporting access to evidence-based, reliable information to teens and young adults searching for help.

Throughout the presentation, there will be space for questions and attendee participation. There are no known risks to attendees or patients. As with all clinical work, attendees should be thoughtful about applying clinical strategies and obtain appropriate training and supervision.

Date: Friday, October 28, 2022
Time: 11:00 a.m. - 12:00 p.m.. MST
Location: Virtual, via Zoom
Cost: $25.00 OR Free to attend without CEUs 
CEUs: 1.0 Ethics CEU (UPA, NASW-UT, UAMFT, and UMHCA)

Note: Everyone who registers will be emailed the recording, presentation slides, and CE Quiz within one week following the event.

Register here: https://www.ucebt.com/events

Learning Statement:

At the conclusion of this presentation, attendees should be able to identify the evidence based for how social media use has contributed to diagnostic presentations in adolescents and young adults, and how their ethical obligations intersect with their clinical relationship in supporting individuals obtaining the right help for them.

Learning Objectives: 

• Describe epidemiological connections between social media use and diagnostic presentations based on the current researchb.
• Describe at least 3 ethical principles that apply to working with clients who have strong attachments to self-diagnosed disordersc.
• List at least 4 skills to enhance clinician-client relationships when there is disagreement in diagnosisd.
• Describe at least 2 ways clinicians can contribute to combating misinformation in media regarding mental health diagnosis

References:

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code/

Geidinghagen, A. The tic in TikTok and (where) all systems go: Mass social media induced illness and Munchausen’s by internet as explanatory models for social media associated abnormal illness behavior. Clinical Child Psychology and Psychiatry. 2022.doi.org/10.1177/13591045221098522

Gupta, S, Bhusan, DS, Mahajan, R. The role of social influencers for effective public health communication. 2021. doi: 10.1108/OIR-01-2021-0012.

Olvera, C., Stebbins, G.T., Goetz, C.G., Kompoliti, K. TikTok Tics: A Pandemic Within a Pandemic. Movement Disorders Clinical Practice. 2021; 8(8), 1200-1205. doi.org/10.1002/mdc3.13316

Pringsheim, T., Ganos, C., McGuire, J.F….et al. Rapid onset functional tic-like behaviors in young females during the COVID-19 pandemic. Movement Disorders. 2021; 36(12) 2703-2713. doi.org/10.1002/mds.28778

Yeung, A., Ng., E., AbiJaoude, E. TikTok and Attention-Deficit/Hyperactivity Disorder: A Cross-Sectional Study of Social Media Content Quality. The Canadian Journal of Psychiatry. 2022; doi.org/10.1177/07067437221082854

About the presenters:

Laura Rowley, PhD is a licensed clinical psychologist. Laura obtained her doctorate from Wayne State University. She completed her APA-accredited internship and postdoctoral fellowship at Primary Children’s Hospital. Laura is currently the Program Director for the Assessment and Testing Team at Utah Center for Evidence Based Treatment, where she specializes in testing services for neurodiverse children and adults.

Accuracy, Utility, and Risks Statement:

This program discusses ethical codes in clinical practice for psychologists. It may not include information on all mental health professions. Misapplication of the materials, or errors in the materials, could result in non-compliance with applicable laws or ethics code.

Program Notices:

Conflicts of Interest: None noted.

Commercial Support: None.

We have a new 12-week virtual group starting at the end of this month (Oct 27)! This group uses the evidence-based therapy approach Skills Training in Affect and Interpersonal Regulation (STAIR) for individuals currently experiencing distress from trauma. Taught by Cristina Chévere-Rivera, Psy.D. and Nicholas Schollars, Psy.D., this group is geared toward adults who are currently in therapy or who are transitioning out of therapy. REGISTER HERE.

At the end of these 12-weeks, you will have:

• Enhanced coping skills to navigate distress and regulate difficult emotions. 
• The skills to make decisions based on important values instead of being emotionally driven.  
• Healthy ways of relating across social, professional, and personal contexts. 

Through this group, you will also learn:

• How to have increased emotional awareness. 
• How the interconnection of body, thoughts, and behaviors can impact your life.
• What self-compassion is and how you can use it to help yourself in challenging situations.

REGISTER HERE

This virtual group meets every Thursday for 12-weeks and begins on Thursday, October 27th from 4:00 - 5:30 p.m. MST. The cost is $65/weekly session.

Here's the link to the webpage: https://www.ucebt.com/emotional-pain

This 12-week virtual group uses the evidence-based therapy approach Skills Training in Affect and Interpersonal Regulation (STAIR) for individuals currently experiencing distress from trauma. Taught by Cristina Chévere-Rivera, Psy.D. and Stephanie Taylor, Ph.D., this group is geared toward adults who are currently in therapy or who are transitioning out of therapy.

At the end of these 12-weeks, you will have:

• Enhanced coping skills to navigate distress and regulate difficult emotions. 
• The skills to make decisions based on important values instead of being emotionally driven.  
• Healthy ways of relating across social, professional, and personal contexts. 

Through this group, you will also learn:

• How to have increased emotional awareness. 
• How the interconnection of body, thoughts, and behaviors can impact your life.
• What self-compassion is and how you can use it to help yourself in challenging situations. 

This virtual group meets weekly for 12-weeks. The cost is $65/weekly session.

Next group begins April 6, 2023 from 4:00 p.m. - 5:30 p.m.

To register, complete the online form so that we may contact you to make sure you're a good fit for this program.,

Sign up for this group.

References:

Cloitre, M., Cohen, L. R., Ortigo, K. M., Jackson, C., & Koenen, K. C. (2020). Treating survivors of childhood abuse and interpersonal trauma: STAIR narrative therapy. Guilford Publications. 

Jackson, C., Weiss, B. J., & Cloitre, M. (2019). STAIR group treatment for Veterans with PTSD: Efficacy and impact of gender on outcome. Military medicine, 184(1-2), e143-e147. 

MacIntosh, H. B., Cloitre, M., Kortis, K., Peck, A., & Weiss, B. J. (2018). Implementation and evaluation of the skills training in affective and interpersonal regulation (STAIR) in a community setting in the context of childhood sexual abuse. Research on Social Work Practice, 28(5), 595-602. 

As part of our Assessment and Testing Services, UCEBT offers Giftedness and High Stakes Testing. Here are some of our most frequently asked questions regarding these services:

Do you offer IQ testing for giftedness evaluations?  

Yes. UCEBT's psychoeducational evaluations can be used to identify intellectual giftedness. Many parents explore giftedness testing to see if their child is eligible for specialized gifted programs or schools. Here are some things to consider if giftedness assessment is right for your child: 

• Giftedness assessment includes standardized cognitive testing (IQ testing) as a component of a comprehensive evaluation 
• Giftedness assessment also includes parent and teacher reports, observations, academic achievement testing, and assessment of child’s strengths, learning style, and educational needs 
• Giftedness assessment provides recommendations for educational and enrichment resources to help each child meet their unique potential  

Do you offer services for twice exceptional (2e) individuals?  

Yes. UCEBT evaluations can determine whether individuals are twice exceptional, meaning that they are intellectually gifted and also have a learning disability or other forms of neurodivergence, such as autism or ADHD. Twice exceptionality requires specialized training in understanding the complex presentations of strengths and weaknesses and providing tailored recommendations for education and intervention planning.  

Do you offer assessment for individuals seeking high stakes testing accommodations?  

Yes. UCEBT evaluations can provide data and documentation needed to apply for accommodations on high stakes tests. High stakes tests include standardized exams such as the SAT, ACT, GRE, MCT, etc. Individuals with documented learning disabilities that have had accommodations in school at times require updated testing to support standardized test accommodations, such as extended time. UCEBT recommendations for accommodations to do not guarantee that they will be provided by the testing officials. It is advised that individuals seeking such accommodations familiarize themselves with the requirements for specific tests. More information can be found at the following links:  

• SAT - http://professionals.collegeboard.com/testing/ssd/guidelines/sat 
• ACT - http://www.actstudent.org/regist/disab/chart.html 
• GRE - http://www.ets.org/gre/revised_general/register/disabilities/accommodations 
• LSAT - https://www.lsac.org/lsat/lsac-policy-accommodations-test-takers-disabilities 
• PRAXIS - http://www.ets.org/praxis/register/disabilities 
• MCAT - https://www.aamc.org/students/applying/mcat/accommodations/ 
• GMAT - https://www.gmac.com/gmat-other-assessments/prepare-candidates-for-the-exam-classroom/accomodations-for-test-takers-with-disabilities 

Learn more about Giftedness or High Stakes Testing at UCEBT with a free consultation. Simply complete this online form and a member of our staff will reach out to you to schedule your free consultation with one of our licensed psychologists.

We are excited to offer our upcoming program, "Healing for Helpers: Skills to Promote Growth and Purpose for Workers in High-Stress Healthcare" to our local healthcare community! Dr. Carl Sallee will be leading this group program to teach psychological skills for healthcare workers in high-stress work situations. The skills taught in this program are based on Acceptance and Commitment therapy which is an evidence-based intervention with proven success in decreasing overall workplace distress in healthcare workers (see the research below!).

What: Group for learning psychological skills
Duration: 8-weeks
When: Tuesday, 5:30 p.m. - 7:00 p.m.., starting September 6, 2022 
Where: Virtual or In-Person; Utah Center for Evidence Based Treatment, 170 South 1000 East Suite 201, Salt Lake City, Utah
Price: $35/week
Classes taught by: Dr. Carl Sallee, Licensed Clinical Psychologist

REGISTER HERE: https://forms.office.com/r/p6xsLNRNz4

This group is for you if any of the following resonate with your experience:  

• You are in a healthcare profession because you care about any of the following things: helping people, being someone who facilitates healing, being a compassionate person, being an empathic person, advocating for vulnerable/sick/hurting people, learning about humanity through science/discovery, or any other significant guiding value/moral. 
• You experience high stress situations/events on the job that are very difficult to manage because they cause strong painful emotions and they tend to stick in your mind even when you don’t want to be thinking about them so often. OR, if you haven’t experienced something like this, because of the nature of your job, you wouldn’t be surprised if you do experience something like this in the future. 
• You care about being the best possible version of yourself both on and off the job, but you find it very difficult to do so because showing up to work or life involves feeling strong and painful emotions on a regular basis.  
• You frequently find yourself stuck in your own head, which can be distracting and distressing at times. 
• You are in a healthcare profession but you sometimes feel lost, unsure about your purpose, or like you are just “going through the motions.” 

At the end of 8 weeks, you will:

• Develop skills to foster meaning and fulfillment in your professional life through clarifying the values that motivate you and identifying creative and flexible ways to whole-heartedly pursue these values even in the face of barriers, stress, or painful emotions. 
• Learn evidence-based skills that help you stay mindfully grounded, stable, and present amidst highly stressful situations, such that the painful emotions involved do not overwhelm you or throw you off course. 
• Learn evidence-based skills that help you get un-stuck from thought loops and ruminations that are unhelpful when it comes to your ability to stay engaged in what matters most to you in life. 
• Develop a deeper level of self-compassion that will ultimately also help you be more effective at showing compassion and care for the people you serve in your job. 
• Decrease your overall level of distress because you will learn skills to effectively move through the expected stressors of your job in a way that helps you grow, rather than exacerbates the initial stress. 

REGISTER HERE: https://forms.office.com/r/p6xsLNRNz4

This group primarily uses an evidence-based therapy called Acceptance and Commitment Therapy (ACT).

• Research findings showed ACT led to reduced workplace burnout through fostering self-compassion, mindfulness, and values as mediators. Skills in ACT that build self-compassion, mindfulness, and clarity about one’s values were connected to lower mental weariness, which is connected to less workplace burnout:

Prudenzi A, Graham CD, Flaxman PE, Wilding S, Day F, O’Connor DB (2022) A workplace Acceptance and Commitment Therapy (ACT) intervention for improving healthcare staff psychological distress: A randomised controlled trial. PLoS ONE 17(4): e0266357. https://doi.org/10.1371/journal.pone.0266357 

• ACT has also been shown to reduce psychological distress for folks working in direct client care healthcare positions, who have a high baseline level of distress about their work: 

Reeve, A., Tickle, A. and Moghaddam, N. (2018), "Are acceptance and commitment therapy-based interventions effective for reducing burnout in direct-care staff? A systematic review and meta-analysis", Mental Health Review Journal, Vol. 23 No. 3, pp. 131-155. https://doi.org/10.1108/MHRJ-11-2017-0052 

• Increasing psychological flexibility through ACT intervention has evidence for decreasing overall work-related distress: 

Flaxman, & Bond, F. W. (2010). A randomised worksite comparison of acceptance and commitment therapy and stress inoculation training. Behaviour Research and Therapy, 48(8), 816–820. https://doi.org/10.1016/j.brat.2010.05.004 

• Studies support that emotional acceptance skills (which are taught in this group) are connected to lowered physical and mental/emotional panic symptoms during acute states of stress;
• Longitudinal research suggests that low emotional acceptance skill are connected to higher degrees of psychological distress in long-term follow-up after going through highly negative events. Conversely, high skill in emotional acceptance correlated to a significant decrease in PTSD symptoms for Veterans, regardless of combat exposure. Put in simple terms, evidence suggests that one of the core skills taught in this ACT group, acceptance of painful emotions, leads to less psychological impairment following stressful events;
• Willingness to feel painful emotions during and after high stress situations has been identified as an adaptive coping process that helps people adjust after the situation, rather than staying stuck in high distress after the situation is over; and, 
• In populations with high risk for developing depression, studies show that a high level of emotional acceptance (as a learned skill or baseline trait) is a protective factor against developing depression:

Shallcross, A. J., Troy, A. S., Boland, M., & Mauss, I. B. (2010). Let it be: Accepting negative emotional experiences predicts decreased negative affect and depressive symptoms. Behaviour Research and Therapy, 48(9), 921–929. https://doi-org.georgefox.idm.oclc.org/10.1016/j.brat.2010.05.025 

REGISTER HERE: https://forms.office.com/r/p6xsLNRNz4

Our mission here at UCEBT is to improve the quality of mental health care by enhancing access to comprehensive evidence-based treatments, evaluations, and testing; to this aim, we encourage our psychologists to be approved for PsyPact services. PsyPact is "designed to facilitate the practice of telepsychology and the temporary in-person, face-to-face practice of psychology across state boundaries". For more information about PsyPact, please CLICK HERE.

Psychologists that are PsyPact approved can provide telehealth services to residents (or travelers) in the following states: 

Alabama, Arizona, Arkansas, Colorado, Commonwealth of the Northern Mariana Islands, Connecticut, Delaware, District of Columbia, Florida, Georgia, Idaho, Illinois, Indiana, Kansas, Kentucky, Maine, Maryland, Michigan, Minnesota, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, South Carolina, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming.

UCEBT is proud to be able to offer the following psychologists for PsyPact telehealth services:

Carl Sallee, Psy.D.

Kalee Gross, Psy.D.

Kimberly Applewhite, Psy.D.

Laura Rowley, Ph.D.

Nicholas Schollars, Psy.D.

Rachel Hopkins, Psy.D.

Robin Lange, Ph.D.

Stephanie Taylor, Ph.D.

August can be a stressful time for neurodivergent students and their families as they ready themselves for a new school year, but it is also an opportunity to create new habits and supports to help students thrive. Join us for this upcoming event, "Back-to-School Playbook: Evidence-Based Strategies for Helping Neurodivergent Kids and Teens Succeed".

Date: Friday, August 19, 2022
Time: 10:00 a.m. - 12:00 p.m.. MST
Location: Virtual, via Zoom
Cost: $20.00
CEUs: 2.0 CEU pending approval by UPA, NASW-UT, UAMFT, and UMHCA.

Note: Everyone who registers will be emailed the recording, presentation slides, and CE Quiz within one week following the event.

About the presentation:

This talk will cover how the COVID-19 pandemic affected learning for individuals with autism and Attention-Deficit/Hyperactivity Disorder, and how students, parents, and teachers can work as a team to move forward with practical strategies for success.

Topics will include helpful accommodations in Section 504 and Individualized Education Plans, evidence-based classroom strategies that promote engagement, and skills to enhance relationships for students with their parents, teachers, and peers. Information includes tailoring intervention to the student’s development level, from children in elementary school to teens transitioning to college.

Throughout the 2 hour presentation, there will be space for questions and deeper discussion through attendee participation. There are no known risks to attendees or patients. As with all clinical work, attendees should be thoughtful about applying assessment strategies and obtain appropriate training and supervision.

Learning Statement:

At the conclusion of this presentation, attendees should be able to identify how ADHD and Autism affects school functioning and list practical strategies for parents, teachers, and students to enhance academic performance.

Learning Objectives: 

• Describe how characteristics of ADHD and Autism affect school functioning;
• List at least 4 school-based strategies to enhance engagement in the classroom and homework completion;
• List at least 4 skills to enhance social relationships for students with ADHD and autism; and,
• Describe at least 4 accommodations for neurodivergent students.

References:

Adams, D., Young, K. & Keen, D. Anxiety in Children with Autism at School: a Systematic Review. Rev J Autism Dev Disord 6, 274–288 (2019). https://doi.org/10.1007/s40489-019-00172-z

ADDitude. Success at School for Children with ADHD and Learning Disabilities. 2012. Additudemag.com.

Davis, N.O., Kollins, S.H. Treatment for Co-Occurring Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder. Neurotherapeutics 9, 518–530 (2012). https://doi.org/10.1007/s13311-012-0126-9

DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of Receipt of School Services in a National Sample of Youth With ADHD. Journal of Attention Disorders. 2019;23(11):1303-1319. doi:10.1177/1087054718816169

Keen D, Webster A, Ridley G. How well are children with autism spectrum disorder doing academically at school? An overview of the literature. Autism. 2016;20(3):276-294. doi:10.1177/1362361315580962

Mayes, S.D., Waschbusch, D.A., Calhoun, S.L. et al. How Common are Academic Overachievement and Underachievement in Children with Autism or ADHD?. J Dev Phys Disabil 32, 775–783 (2020). https://doi.org/10.1007/s10882-019-09719-8

Rando, Heather; Huber, Mary J.; Oswald, Gina R.. An Academic Coaching Model Intervention for College Students on the Autism Spectrum. Journal of Postsecondary Education and Disability, v29 n3 p257-262 Fall 2016

Tamm, L., Duncan, A., Vaughn, A. et al. Academic Needs in Middle School: Perspectives of Parents and Youth with Autism. J Autism Dev Disord 50, 3126–3139 (2020). https://doi.org/10.1007/s10803-019-03995-1

Ziegler Dendy, C., &Bailey E. The Ultiamte ADHD Toolkit for Parents & Teachers. Additu.de/school

About the presenters:

Laura Rowley, PhD is a licensed clinical psychologist. Laura obtained her doctorate from Wayne State University. She completed her APA-accredited internship and postdoctoral fellowship at Primary Children’s Hospital. Laura is currently the Program Director for the Assessment and Testing Team at Utah Center for Evidence Based Treatment, where she specializes in testing services for neurodiverse children and adults.

Nick Schollars PsyD is a licensed clinical psychologist. Coming from Newberg, Oregon, he completed his doctorate at George Fox University and his APA Internship at Saint Elizabeths Hospital in Washington, DC. He recently moved to Salt Lake City to join the Utah Center for Evidence Based Treatment with a specialty in assessment and testing.

Program Notices:

Conflicts of Interest: None noted.

Commercial Support: None.

• Warm Line – (801) 587-1055
  • This phone number is for Salt Lake County residents who are not in crisis, but seeking support, engagement, or encouragement.
  • Certified Peer Specialists offer support and empower callers to resolve problems by fostering a sense of hope, dignity, and self-respect.
  • Callers may speak with peer specialists daily 9 am to 10 pm.
• HMHI (Huntsman Mental Health Institute) crisis phone line – (801) 587-3000
  • Services are available 24/7 both locally and statewide as the Utah affiliate for the National Suicide Prevention Lifeline (dial "988" to immediately connect).
  • Licensed clinicians provide prompt and compassionate crisis intervention, suicide prevention, information and referrals as well as follow-up services, emotional support, and assistance to individuals experiencing emotional distress or psychiatric crisis.
• HMHI (Huntsman Mental Health Institute) receiving center – 801-587-7988 (direct; or call crisis line)
  • A short-term (up to 23 hours) secure center providing therapeutic crisis management, an assessment based on strengths and psychiatric needs, medication intervention, and wellness recovery/discharge planning
• Mobile crisis outreach team (MCOT) – call crisis line: (801) 587-3000
  • HMHI (Huntsman Mental Health Institute) MCOT provides a free, prompt, face-to-face response to any resident of Salt Lake County who is experiencing a behavioral health crisis
  • Youth and adult services teams are available 24/7 and offer consultation and support to individuals, families, schools, treatment providers and first responders
• Emergency department – (801) 581-2291 (University of Utah); (801) 350-4111 (SL Regional Medical Center); (801) 408-1181 (LDS Hospital)
  • Refer a client to the ED if they have ingested alcohol, drugs, or medications, are unresponsive to skills, are unable to use the services above, or are in the midst of a crisis.
  • Calling the police or 911 can facilitate ambulance transport of a crisis if needed
• Urgent crisis – call 911
  • When in doubt, call 911.

Healing for Helpers: Skills to Promote Growth and Purpose for Workers in High-Stress Healthcare

What: Group for learning psychological skills
Duration: 8-weeks
When: Tuesdays, 5:30 p.m. to 7:00 p.m., starting September 6, 2022
Where: Virtual or In-Person; Utah Center for Evidence Based Treatment, 170 South 1000 East Suite 201, Salt Lake City, Utah
Price: $35/week
Classes taught by: Dr. Carl Sallee, Licensed Clinical Psychologist

REGISTER HERE: https://forms.office.com/r/p6xsLNRNz4

This group is for you if any of the following resonate with your experience:  

• You are in a healthcare profession because you care about any of the following things: helping people, being someone who facilitates healing, being a compassionate person, being an empathic person, advocating for vulnerable/sick/hurting people, learning about humanity through science/discovery, or any other significant guiding value/moral. 
• You experience high stress situations/events on the job that are very difficult to manage because they cause strong painful emotions and they tend to stick in your mind even when you don’t want to be thinking about them so often. OR, if you haven’t experienced something like this, because of the nature of your job, you wouldn’t be surprised if you do experience something like this in the future. 
• You care about being the best possible version of yourself both on and off the job, but you find it very difficult to do so because showing up to work or life involves feeling strong and painful emotions on a regular basis.  
• You frequently find yourself stuck in your own head, which can be distracting and distressing at times. 
• You are in a healthcare profession but you sometimes feel lost, unsure about your purpose, or like you are just “going through the motions.” 

At the end of 8 weeks, you will:

• Develop skills to foster meaning and fulfillment in your professional life through clarifying the values that motivate you and identifying creative and flexible ways to whole-heartedly pursue these values even in the face of barriers, stress, or painful emotions. 
• Learn evidence-based skills that help you stay mindfully grounded, stable, and present amidst highly stressful situations, such that the painful emotions involved do not overwhelm you or throw you off course. 
• Learn evidence-based skills that help you get un-stuck from thought loops and ruminations that are unhelpful when it comes to your ability to stay engaged in what matters most to you in life. 
• Develop a deeper level of self-compassion that will ultimately also help you be more effective at showing compassion and care for the people you serve in your job. 
• Decrease your overall level of distress because you will learn skills to effectively move through the expected stressors of your job in a way that helps you grow, rather than exacerbates the initial stress. 

REGISTER HERE: https://forms.office.com/r/p6xsLNRNz4

The research:

This group primarily uses an evidence-based therapy called Acceptance and Commitment Therapy (ACT).

Research findings showed ACT led to reduced workplace burnout through fostering self-compassion, mindfulness, and values as mediators. Skills in ACT that build self-compassion, mindfulness, and clarity about one’s values were connected to lower mental weariness, which is connected to less workplace burnout:

Prudenzi A, Graham CD, Flaxman PE, Wilding S, Day F, O’Connor DB (2022) A workplace Acceptance and Commitment Therapy (ACT) intervention for improving healthcare staff psychological distress: A randomised controlled trial. PLoS ONE 17(4): e0266357. https://doi.org/10.1371/journal.pone.0266357 

ACT has also been shown to reduce psychological distress for folks working in direct client care healthcare positions, who have a high baseline level of distress about their work: 

Reeve, A., Tickle, A. and Moghaddam, N. (2018), "Are acceptance and commitment therapy-based interventions effective for reducing burnout in direct-care staff? A systematic review and meta-analysis", Mental Health Review Journal, Vol. 23 No. 3, pp. 131-155. https://doi.org/10.1108/MHRJ-11-2017-0052 

Increasing psychological flexibility through ACT intervention has evidence for decreasing overall work-related distress: 

Flaxman, & Bond, F. W. (2010). A randomised worksite comparison of acceptance and commitment therapy and stress inoculation training. Behaviour Research and Therapy, 48(8), 816–820. https://doi.org/10.1016/j.brat.2010.05.004 

Studies support that emotional acceptance skills (which are taught in this group) are connected to lowered physical and mental/emotional panic symptoms during acute states of stress;

Longitudinal research suggests that low emotional acceptance skill are connected to higher degrees of psychological distress in long-term follow-up after going through highly negative events. Conversely, high skill in emotional acceptance correlated to a significant decrease in PTSD symptoms for Veterans, regardless of combat exposure. Put in simple terms, evidence suggests that one of the core skills taught in this ACT group, acceptance of painful emotions, leads to less psychological impairment following stressful events;

Willingness to feel painful emotions during and after high stress situations has been identified as an adaptive coping process that helps people adjust after the situation, rather than staying stuck in high distress after the situation is over; and, 

In populations with high risk for developing depression, studies show that a high level of emotional acceptance (as a learned skill or baseline trait) is a protective factor against developing depression:

Shallcross, A. J., Troy, A. S., Boland, M., & Mauss, I. B. (2010). Let it be: Accepting negative emotional experiences predicts decreased negative affect and depressive symptoms. Behaviour Research and Therapy, 48(9), 921–929. https://doi-org.georgefox.idm.oclc.org/10.1016/j.brat.2010.05.025 

REGISTER HERE: https://forms.office.com/r/p6xsLNRNz4