Keynotes, Workshops, Roundtables and Panels

(Note: All announcements below appear in alphabetical order according to surname)

You are kindly invited to register yourself for one or more workshops. Please use this form.


Workshop LeaderMichael E. Bernard (PhD), University of Melbourne, Australia

Title: "You Can Do It! Education."

Abstract: You Can Do It! Education (YCDI!) is a school-home collaborative program for strengthening the positive attitudes (e.g., self-acceptance, high frustration tolerance, other-acceptance, goal setting, reflective problem solving) and five social-emotional skills (resilience, confidence, persistence, organization, getting along) of young people (4-18 years of age). Over 1,000,000 students in Australia have participated in YCDI! Programs over the past 15 years with research revealing the positive impact of YCDI! on the achievement and social-emotional wellbeing of young people. This workshop will present the robust social-emotional and cognitive-behavioral theoretical-research framework of YCDI! The workshop will also have a practical focus with participants learning ‘best practices’ for teaching and coaching positive attitudes and social-emotional skills. Given the powerful impact parents can have on the social-emotional development of children of their children through what they say, model and reinforce, YCDI! also equips parents with the knowledge and skills that research indicates as characterizing positive parenting including on-line, eLearning. Recent research indicating how YCDI! strengthens students’ reading achievement and capacity to cope with bullying will be a focus.

Who Should Attend: Mental health practitioners (coaches, psychologists, counsellors, social workers), school administrators (principals, leadership), teachers (early childhood, primary, secondary).


Workshop LeaderDominic DiMattia (PhD), University of Bridgeport, USA

Title: "CBT in action: Applications in the workplace."

Abstract: Cognitive Behavior Training is based on the principles and theory of Cognitive behavior Therapy which has been empirically validated as an effective approach to bring about behavior change. This workshop will provide participants with the application of these principles to training in the workplace. The relationship between dysfunctional cognitions and learning as well as resistance to change will be discussed. Special features include:

  • The theory behind Cognitive Behavior Training
  • Comparisons to other theories
  • Specific suggestions on how to organize training programs
  • Self-management for trainers


Workshop LeaderWindy Dryden (PhD), Goldsmiths University of London, UK

Title: "Very Brief Cognitive-Behavioural Coaching: What to Do When Time is Very Limited."

Abstract: In this pre-congress workshop I will teach and demonstrate the skills needed to work very briefly with coaches, I will discuss the use of recordings and transcripts of very brief sessions.


Workshop LeaderArt Freeman (EdD), Midwestern University, USA

Title: "Coaching the caregivers of chronic mental or physically disabled persons."

Abstract: Historically, from St. Mary of Bethlehem (better known as Bedlam) in England, to Pinel at the Salpêtrière in Paris, to the Society of Friends in Philadelphia (Friends Hospital, the oldest psychiatric facility in the U.S.), the goal and attempt of all of these settings was to be caregivers for patients with chronic disorders, maladies, or afflictions. In some cultures the caregivers for chronically distressed individuals would be the families, either nuclear or extended. In other cultures, the caregivers may be government agencies or settings tasked with providing care for the chronic patient. There have been many presentations and courses that seek to address the treatment of the chronic patient. Few, however, have addressed the problems of the caregivers of these individuals. The caregivers for the chronically ill and disabled, whether the "illness," incapacity, or disability is medical, psychiatric, social, systemic, developmental, or biological (or combinations and permutations of all of the above), share similar experiences and challenges. The caregivers are not in need of traditional therapy, but rather coaching to assist with the emotional, cognitive, behavioral, and psychoeducational needs of the recipient of the caregiving. In addition to the interpersonal tasks and possible problems between caregivers and the subject of their caregiving, there are the additional challenges of dealing with family members (both nuclear family and extended family), schools, institutions, governmental agencies, political systems regarding support and funding, and the views, sensibilities, and regard of the broader society. So, too, there are the intrapersonal experiences such as self-denigration, self-blame, self-punishment or injury, depression, and compassion fatigue that are common to caregivers. This last, wherein the caregiver's resources are no longer adequate to support themselves, often prompts a fall into a state of burnout and depression. For some caregivers, the very act of being a caregiver may be seen or interpreted by that individual (or the family) as a religious calling that becomes their "cross to bear" in life. This full day workshop will address both the general and specific issues in developing a coaching program for the caregivers of chronic patients.


Workshop Leader: Ruth Malkinson (PhD), The International Center for the Study of Loss Bereavement and Resilience, University of Haifa, Israel / MITRA, Israeli Center for Rational-Emotive Therapy, Rehovot, Israel

Title: "The ABC of Cognitive Grief Coaching."

Abstract: Throughout of our lives relationships with significant others are being formed and transformed but only with the death of a loved one are the relationship organized by the bereaved with the person who died as a silent partner. The death ends physical relationship and there begins an inner journey to reconstruct meaning to life without the person who died but one based on history and memories. Grief following loss through death is normal,human and universal response. Many of the bereaved find within themselves and their surrounding the requisite support and resources to reorganize their lives following the death of a loved one. However, there are others who may benefit from professional help to normalize the process of grief when awry and/or when there are complications in the normal process.

The workshop will address the following:
1. ABCDE of adaptive and maladaptive grief.
2. The Two Track Model of Bereavement  (TMoB).
3. Coaching in grief and trauma prevention:
a. Providing support, and assessing the process: adaptive or maladaptive?
b. Coaching strategies: Normalizing, Legitimizing and Providing information (NLP), using circular and socratic questions, Rational-Emotive Body Imagery (REBI).
c. When to refer: Traumatic bereavement and complicated grief.

1. Malkinson, R. (2007). Cognitive Grief Therapy: Constructing a rational meaning to life following loss. New York, NY: W.W. Norton Publishers.
2. Malkinson, R. (2012). Rational-Emotive Body Imagery. In R. E. Neimeyer (Ed.), Techniques in Grief Therapy (pp. 136-138), New York, NY: Routledge.
3. Malkinson, R. (2012). The ABC of rational responses to loss. In R. E. Neimeyer (Ed.), Techniques in Grief Therapy (pp. 129-132). New York, NY: Routledge.
4. Rubin, S. S., Malkinson, R., & Witztum, E. (2012). Working with the bereaved: Multiple lenses on loss and mourning. New York, NY: Routledge.



Speaker: Art Freeman (EdD), Midwestern University, USA

Title: "True  to Our Roots, or not?: The Socratic Dialogue in the Socratic land."



Speaker: Daniel David (PhD), babes-Bolyai University, Romania

Title: "Current status of evidence-based coaching."




Chair: Windy Dryden (PhD), Goldsmiths University of London, UK

Leaders: Michael Bernard, Michael Cavanagh, Daniel David, Oana David, Dominic DiMattia, Windy Dryden, Arthur Freeman, Gilles Gambade, Chryssoula Kostogiannis, John Lochman, David Lane, Alex Pattakos, Tullio Scrimali, Mehmet Sungur

Mission: The SMG will be available both at the conference and afterwards to younger coaches, researchers, psychologists, teachers, physicians, other (mental) health professionals and students for consultation on issues in coaching. There will be no cost for this service. The consultation is to be limited (i.e., short term and closed-ended). The SMG will make available their areas of interest and expertise. To use the services of the SMG, the consultee must be an active member of the Association.



Keynote Speaker: Shiri Ben Arzi (CCPC, PCC, PMC), Medical Coaching Institute, Israel

Title: "Medical Coaching: How to build emotional and mental resilience capabilities during a medical crisis or challenge."

Medical Coaching provides support and empowerment on many levels:
1. Goal setting in the midst of a medical crisis.
2. Discovering new perspectives regarding present and future challenges and relevant resources.
3. Helping reveal values and develop fulfilment with ways to incorporate them into the client's life and treatment.
4. Re‐programming and managing traumatic memories related to or triggered by the medical crisis.
5. Teaching relaxation and stress management techniques to deal with anxiety, phobia and/or panic attacks.
6. Providing emotional support throughout the process.
7. Establishing empowering communication skills that the client can use with the care givers, medical team, family and community.

From Medical Coaching can benefit anyone (above 17 y) who is affected from a medical condition or crisis,such as:
 People who are experiencing illness.
 Family members and care providers of those who are ill.
 Pepole facing medical and surgical procedures .
 Survivors of Traumatic incidents eg car accident,Terrorist attacks.
 Army Veterans
 People experiencing "burn out" at work or home
 Health care professionals

The Medical Coaching Model and the Medical Coaching Institute was developed by Shiri Ben Arzi and Eveline Kluger‐Kadish who are professional coaches. Our vision is to promote better health care by creating an empowering alliance within the medical system between people, their care givers and their medical teams . The Medical Coaching Training is certified by the International Coach Federation (ICF) and Medical Coaches operate within strict ethical frameworks provided by National and International Coaching Associations and with professional liability insurance. They renew their licence yearly and they take yearly supervision ,and ethical workshops.


Keynote Speaker: Achilles Bardos (PhD), University of Northern Colorado, USA

Title: "Designing and Monitoring the success of mental health services in school coaching settings."

Recent efforts to implement behavior and mental health services in schools and agencies recognize the need to drive decisions and be accountable through the accumulation of data from and about clients from significant others in their lives such as teachers, parents and the clients themselves. This process requires a somewhat different role for the psychologist responsible for the design and implementation of services, the role of a coach, one that explores staff needs through needs assessment surveys, gathers behavior health screening data about clients and forms behavior health teams to translate behavioral screening data to evidence based interventions. This workshop will present the various steps and challenges one might encounter when integrating all behavioral data available to (a) identify at-risk clients of school age and how to proceed with the design of interventions and the monitoring of their effectiveness utilizing the web and a platform known as the Behavior Intervention Monitoring Assessment System -BIMAS-2; McDougal, J., Bardos, A., & Meier, S. (2011).


Keynote SpeakerDeborah Beck Busis (MSc), Beck Institute, USA

Title: "CBT for Weight Loss and Maintenance."

AbstractNo wonder people have difficulty losing weight, much less keeping off the weight they have lost, even when their health is threatened. Losing weight is not just a simple matter of having the intention to change one’s eating and being provided with a diet plan and exercise program to follow. If this were the case, we would not be facing a growing international public health crisis of obesity and overweight. Cognitive Behavior Therapy techniques not only address behavioral change but also provide a framework for solving problems, motivating patients, and responding to thoughts that interfere with making sustained behavioral changes. These “sabotaging thoughts” include those that give dieters permission to “cheat” on their diets and to use inappropriate eating behaviors, that undermine their confidence and sense of self-efficacy, and that increase their general level of stress. This presentation will provide an overview of specific techniques that clinicians can use to help their patients stick consistently to reasonable diet and exercise plans, to motivate themselves continually, to create time and energy for dieting, to respond to negative feelings, and to transition from short-term “dieting” to rest of their life eating.


Keynote SpeakerMichael E. Bernard (PhD), University of Melbourne, Australia

Title: "Measuring the Social-Emotional Wellbeing of Children and Adolescents: “Discovery” of Ecological Levels."

Abstract: Data is reported on the social and emotional well-being (SEWB) of 66,767 young people (grades 2-12) in Australia enrolled in 404 government/state, independent and Catholic schools who completedthe ACER Social-Emotional Well-Being Surveys between 2003 and 2014. Employing Rasch measurement, an ecological model of SEWB was supported along with a continuum of SEWB that includes five distinct levels: low, emerging, developing, highly developed and optimal. This presentation describes different aspects of the external (school, home and community) and internal strengths (social, emotional, learning skills; values) as well as the feelings and behaviors that characterize each level of SEWB. Additional findings include: (a) a set of SEWB indicators that contribute to optimal SEWB are ones that young people strongly rather than merely endorse (b) girls have slightly higher overall SEWB than boys although display higher endorsement of items reflecting internalizing problems, and (c) for older children and adolescents, increasing differences across grades in individual SEWB indicators were apparent (e.g., increase in underachievement, decrease in work confidence). Implications of these findings for program planning for young people with mental health problems and recommendations for future research conclude this paper.


Keynote SpeakerMichael Cavanagh (PhD), University of Sydney, Australia

Title: "Growing the coaching field, and finding our place within it: Understanding what we bring and what we need."

AbstractIt has never been a more exciting time to be a coach, and coaching has never been so needed as it is now. In this keynote talk, Professor Cavanagh will explore the unique and critical contribution coaching can make to creating a new future for a challenged world. We will explore the nature and challenges of this role, and the implications for training, practice and supervision. A new model of supervision and decision making in coaching will also be presented.


Keynote SpeakerDaniel David (PhD), Babes-Bolyai University, Romania

Title: "Toward an integrative and multimodal personalized evidence-based coaching."

Abstract: In this keynote, I will first evaluate the state of the art of the coaching field, using the lenses of the evidence-based framework (i.e., taking into account both the intervention packages and the underlying theories). I will then propose a research and training program to develop an integrative and multimodal personalized evidence-based model of coaching, following the framework of David & Montgomery (2011): The scientific status of psychotherapies: A new evaluative framework for evidence-based psychosocial interventions (in "Clinical Psychology. Science and Practice").


Keynote SpeakerOana David (PhD), Babes-Bolyai University, Romania

Title: "How does coaching work? Models, processes and technology-based tools."

Abstract: While there are increasing evidences to support coaching effectiveness when working with various populations (e.g., executive coaching, life coaching, emotional coaching in children), much less is currently known in terms of its mechanisms of change. In this keynote the current state of the art will be presented in terms of the most effective models of coaching, the important processes for its effectiveness, and cutting-edge tools that can support its effectiveness.


Keynote Speaker: Dominic DiMattia (PhD), University of Bridgeport, USA

Title: "Emotional Management: The missing component in Coaching."

Abstract: Coaching has always focused on short tern behavioral goals offering support for individuals to find ways to reach their goals. Although very useful it often ignores the anxiety and anger which prevents the participant from achieving their goals. Support and empathy is not sufficient for behavior change. Participants must change self-destructive thoughts and beliefs which interfere with behavior change. Effective coaching should include the ABC’s of Emotional Management.


Keynote SpeakerWindy Dryden (PhD), Goldsmiths University of London, UK

Title: "Very Brief Coaching: When Time is Precious."

AbstractIn this keynote presentation, I will draw upon developments in single-session therapy to outline a very brief cognitive-behavioural coaching approach.


Keynote Speaker: Art Freeman (EdD), Midwestern University, USA

Title: "Cognitive Behavioral Coaching (CBC): One small step for CBT, one giant step for Coaching."

AbstractOver the years, Beck's model of CBT has developed and expanded from its earliest focus on treating various pathologies (depression, anxiety) to a broader theoretical and philosophical emphasis. Ellis's RECBT has, from its earliest days, looked at more direct applications to life problems and issues. Several RECBT practitioners, (e.g., Palmer, Dryden, DiMattia and O. David) have emphasized a cognitive behavioral emphasis and frame for coaching. This keynote will address the history, present state of CBC and ideas for the future of cognitive behavioral coaching.


Keynote Speaker: Gilles Gambade (MSc, DESS), Hellenic Coaching Association, Greece

Title: "Past, present and future of coaching."

Abstract: Emerging during the postmodern period of the late twentieth century, coaching was born of a rapidly changing socioeconomic environment and nourished by the root disciplines of philosophy, psychology, business, sports, and adult education. Now, approximately 20 years later, as we confront the professional challenges the coaching field is facing today, we can reflect on  that history, characterized by the interaction between its root disciplines and by their cross- disciplinary development, all that complicated by the generational differences and varying professional backgrounds of its originators. Our present and future social environment is characterized by rapidly changing socioeconomic conditions, rising complexity, advancing technology, increased globalisation, and environmental crisis. Future patterns and practices of coaching are dynamic and contextual. Coaching will be customized to the coach, the coachee, the context, and the specific situation. The fluid nature of the future coaching environment will require every coach to rely on intuition, creativity, and flexibility, as well as a solid base of foundational knowledge.


Keynote Speaker: Frank Gardner (PhD), Touro College, USA

Title: "Overcoming Resistance from Clients and Stakeholders."

AbstractThe work of a consultant/coach is, at its heart, an interpersonal interaction between a provider and client of a professional service. In the case of any professional service, the interaction between the professional and client requires both overt and covert agreement regarding goals, timing, and effort associated with the delivered intervention, and necessitates a commitment to ethical behavior and the preservation of boundaries. Yet in the best of cases and worst of cases, consultants know all too well that resistance to intervention occurs on a regular basis, and further recognize that the manner in which resistance is handled largely determines the success of the consultants intervention efforts. Encouraging consultants to reflect upon their relationships with administrative personnel, management personnel, and clientele, this talk highlights the fact that in order to reach and impact our clientele, we must first and foremost attend to the professional relationship, including resistance, and further, appreciate that our influence and effectiveness are likely to be slow, evolutionary, and dynamic processes.


Keynote SpeakerJohn Lochman (PhD), The University of Alabama, USA

Title: "How Adaptations in Delivery of a Cognitive-Behavioral Intervention for Aggressive Children May Optimize Outcomes."

AbstractThis presentation will describe how an evidence-based program, Coping Power, designed to reduce children's aggressive behavior can be optimized and strengthened through carefully planned adaptations that maintain the integrity of the program's objectives. Coping Power uses cognitive-behavioral procedures to address children's social-cognitive distortions and deficiencies, and has produced significant effects on children's externalizing behavior problems, delinquent behavior, and substance use. Recent research has explored whether certain types of children may profit more from an individual delivery of the program, rather than the typical small group format. Current studies are also exploring whether children's and families' therapeutic engagement can be enhanced with an internet intervention component, and whether mindfulness training elements can further reduce children's reactive aggression. The presentation will also describe outcomes from international implementation and adaptations of the program, including its use with preschool and early elementary school classrooms in Italy, and with children with borderline intellectual functioning in the Netherlands.


Keynote SpeakerAlex Pattakos (PhD), Global Meaning Institute, USA

Title: "Coaching with Meaning. The OPA! Way."

AbstractIn chasing the "good life," many of us sacrifice our relationships, our health, and our sanity, but at the end of the day still find ourselves with lives and work that bring us little fulfillment. Life isn't about the pursuit of happiness, which is superficial and fleeting. It's about meaning, which helps us realize our full potential, and knowing that our lives and work matter--regardless of circumstances. Inspired by the wisdom of Greek philosophy, mythology, and culture--from ancient times to the present day--informed by Viktor Frankl's System of Logotherapy and Existential Analysis, and backed by years of meaning research and practice, Dr. Alex Pattakos introduces a new paradigm and formula for discovering meaning in everyday life and work called "The OPA! Way." In this inspirational keynote address, he offers both practitioners and academics a unique meaning-centered approach to the discipline of cognitive behavioral coaching, as well as allied fields, that can be used across diverse populations and for personal development.


Keynote SpeakerTullio Scrimali (MD), University of Catania, Italy

Title: "Neuroscience-based Cognitive Coaching: State of art and future perspective."

AbstractTullio Scrimali recently focused his studies and research on Cognitive Behavioural Coaching, trying to establish how it could be possible to take advantages from last advances in Neuroscience. Today, in fact, thanks to the development of microelectronics and information technologies, it is possible to apply some new methodologies in the coaching field such as Quantitative EEG (QEEG), Heart Rate Variability (HRV) and Electrodermal Computerized Analysis (QEDA). In this keynote lecture a pioneer in contemporary psychotherapy explores some recent advances in neuroscience, showing how they can be applied in practice to improve the effectiveness of Cognitive Behavioural Coaching. He will present and describe a new topic he developed, named Neuroscience-based Cognitive Coaching. The main items, that will be illustrated, during the keynote lecture, are:

  • Brain, Information Processing, Biocybernetics and Coaching
  • Neuroscience and Applied Psychophysiology
  • Quantitative EEG and Neurofeedback
  • Heart Rate Variability and Cardiofeedback
  • Electrodermal monitoring and psychofeedback
  • Integrating biofeedback of electrodermal activity into Cognitive Behavioural Coaching

Main reference:

Scrimali, T. (2012). Neuroscience-based Cognitive Therapy. Chichester: Wiley.


Keynote SpeakerMehmet Sungur (MD), University of Marmara, Turkey

Title: "Is there anything we can learn from “sufism” to enhance awareness and understanding?"

AbstractOne problem confronting psychological problems and psychological health is that they lack a theoretical framework adequate to provide meaning for its clients. Frequently it also fails to provide a meaning for its practitioners. Eastern disciplines do focus on meaning but they employ a strategy in which the use of intellect and reason is neither central nor basic to the process. On the other hand, modern Westeners need technical means specific to their time and culture. This is where the sufi approach enters the picture. Sufism is not only some mystical religion. It is a science in that it presents a particular body of knowledge, contains certain principles and has specific aims and results. The "sema" ceremony in the Mevlevi tradition symbolizes deserting the ego, finding the truth and returning from spiritual journey as a man who has reached maturity. Underlying all our activities are purposes that give meaning and direction to our efforts. If the purpose is removed the activities may cease as in the case of whirling dervishes who would not be able to turn continiously without an ultimate purpose. Sufis ask about the purpose of human life and psychologists and coaches ask about the purpose of their interventions. If reducing mental suffering and enhancing mental health are the main goals in psychological help; we deal well with the first part of our goal but what steps can we take further to enhance mental health? Our contemporary scientific knowledge has little to say about meaning itself, except to suggest that humans impose meaning; they do not discover it. According to the sufi approach the purpose of human life may be outside the perceptual spectrum of the ordinary person and the goal of sufism is to widen that spectrum and thus providing sight and awareness. Sufism states that automatic thinking, conditioned associations and indoctrinated values limit human perception and receptivity.  Psychology and its practitioners including coaches have to recognize the existence of ‘anomie’, an ‘illness’ of meaninglessness, of alienation or estrangement from one’s fellows. One obstacle to relatedness and closeness is the concept of ‘opposites’. When things are seen as opposites, people chose only one of them (either the good or the bad, either the pain or pleasure). According to Sufis when one recognize poison in nectar and nectar in poison, that is the time when death (estrangement) and life (relatedness) becomes one. Opposites merge and they no longer need not to remain opposites. Sufis believe that God turns people from one feeling to another and teaches by means of opposites, so that we learn we have two wings to fly, not one. And as we are gifted with two wings, why crawl through life? People crawl because they suffer and complain about pain but before the pleasure there will be pain. Should we base our lives only on ‘feeling good’ or should we base our lives on ‘feeling everything’? This presentation will cover the outlook of what is newly called the "3rd wave" approaches.





Workshop LeaderMichael E. Bernard (PhD), University of Melbourne, Australia

Title: "High Performance Mindset at Work."

Abstract: This presentation is based on research that reveals that what takes individuals, teams and organizations from good to great workplace performance is their psychological capital – the high performance mindset of executives, leaders, managers and employees. The different positive psychological elements of the high performance mindset of top performers will be revealed. These include a set of high performance work beliefs that support the commitments to success, others and self plus five distinct behavioural strengths. Additionally, common ‘internal’ blockers to work performance will be identified. The importance of organizations and coaches assisting employees at all levels to possess a resilient mindset for dealing with adversity will be addressed. Examples of professional development resources including eLearning that coaches and training and development professionals that help people become aware of and strengthen elements of their mindset will be illustrated.


Workshop Leader: Sharon Clevenger-Freeman (MD.), Indiana Center for Cognitive Behavior Therapy, USA

Title: "Mindful Nutrition Coaching for Mood and Mental Health."

Abstract: Proper nutrition is no longer a side consideration related to normal growth and development, or fitting into last year’s dress or pants. We are familiar with the role of nutrition in high blood pressure, diabetes and cancer, now we need to include nutrition related mood disorders such as depression and anxiety to help a person return to optimal health. This workshop will discuss correction of nutrient-based deficiencies as monotherapies or augmentation therapies in mental health including how magnesium, folate and zinc are involved in depression, anxiety disorders, dementia and ADHD. Essential nutrients (meaning humans cannot synthesize a sufficient amount of them and must ingest them) will be outlined and simplified along with what we know from research regarding nutrients and mental health.


Workshop LeaderDominic DiMattia (PhD.), University of Bridgeport, USA

Title: "Teaching Coaches the ABC’s of Emotional Management."

Abstract: This workshop will focus on teaching coaches the ABC’s of emotional management focusing on the self-destructive thoughts and beliefs which create emotional barriers to behavior change. Techniques and strategies which can be integrated into a short term coaching model will be discussed. The beliefs which cause anxiety and anger will be discussed as well as techniques to change these beliefs.


Workshop LeaderWindy Dryden (PhD), Goldsmiths University of London, UK

Title: "Using RECBT in Very Brief Coaching."

Abstract: In this in-congress workshop I will show how to use the essence of RECBT theory to guide interventions in very brief coaching. I will illustrate this with reference to digital voice recordings of brief coaching interventions. 


Workshop LeaderArt Freeman (EdD), Midwestern University, USA

Title: "Coaching the Parents, Families, Partners, and Caregivers of Chronically Mentally Ill, Physically Ill, and Disabled Persons."

AbstractOften, individuals with chronic and debilitating conditions are isolated, sequestered, secluded, disregarded, snubbed, mistreated, shunted aside, discounted, overlooked, or ignored. We may pass them on the street and never acknowledge their existence, or may choose to warehouse them in institutional settings. De-institutionalization projects such those developed in the 1970’s (purportedly to avoid the violation of the constitutional rights of hospitalized patients by being incarcerated in institutions), ended being more about cutting major funds from federal, state, and municipal budgets, only to then withdraw most funding and support and to abandon the patients to desperation, hopelessness, and homelessness. Without the help, caring, or largesse of others these individuals may starve, die in heat or cold, be victim to abuse, or perish of their disease or affliction. Some caregivers may require psychosocial (therapy) interventions. For the most part, this presentation and the following workshop will address the problem of caregiving from a coaching/coping and psycho-educational (skill-based) perspective. Other caregivers may require more extensive interventions that may include psychotherapy and/or medication to maintain their most effective functioning. Topics to be covered include: brief introduction and history; Changes in DSM and ICD over time, caregivers, caretakers, care-refusers, care-demanders, care-dependent, and care-voracious family members, Basics of a family systems/developmental model of coaching intervention, the role of culture in caregiving with chronic patients, religious and spiritual issues in caregiving, compassion fatigue, cognitive impairment (Dementia, Alzheimer’s), Autism Spectrum Disorders, schizophrenia and other psychotic disorders, metabolic disorders (diabetes), aging and end of life issues, including hospice, chronic pain, substance abuse, chronic and refractory mood disorders, and personality disorders.


Workshop Leaders: Chryssoula Kostogiannis (PhD, RE&CBT, Ellis Scholar), Hellenic Institute for Rational-Emotive and Cognitive Behavior Practice, Greece / Demetris Katsikis (PhD, RE&CBT), Hellenic Institute for Rational-Emotive and Cognitive Behavior Practice, Greece

Title: "Think positively, but rationally, and deal with problematic emotions: A 10-step method for long-term emotional health."

Abstract: In this in-congress workshop you will learn to use a new series of self-help workbooks based on Rational-Emotive Behavior Theory to deal effectively with unhealthy emotions like anxiety, anger, depression, anger, hurt, guilt, shame, unhealthy jealousy and unhealthy envy. During the workshop, you will be provided with a book based on your main emotional issue and you will learn how to complete this workbook during in a step-by-step process. With the help of the workbook, you will learn to change the aforementioned emotions from unhealthy to healthy ones through a cognitive (disputation), an emotive (Rational-Emotive Imagery) and a behavioral (exposure) technique. 


Workshop LeaderDavid Lane (PhD), Middlesex University, UK

Title: "Developing your approach to coach supervision as supervisee or supervisor."

Abstract: The role of supervision has now been accepted by most coaching bodies in the field. However, the research on supervision does not necessarily present a positive picture of its impact and much of it is dominated by a master/apprenticeship model. If supervision is to be part of how we develop throughout our careers then a broader basis for conceptualising coaching supervision is needed. This workshop will present two frameworks to assist both supervisors and supervises develop their understanding of the role of supervision in coaching. The first will provide a framework to consider how we prepare for, understate, refine and enhance our practice. It will use work from studies of CBT supervision, adapted to coaching. The second derived from the field of coaching will use a coaching supervision cube to assist each party to the supervision contract to decide how to select the partner, devise the approach and ensure it is relevant to the stage of development of the supervisee. Two very practical tools will be available from the workshop that participants can take and use. 


Workshop Leaders: John Lochman (PhD, ABPP), The University of Alabama, USA / Pietro Muratori (PhD) & Lisa Polidori (PhD), Istituto di Ricovero e Cura a Carattere Scientifico "Stella Maris", Italy

Title"Anger Management Intervention with Aggressive Children."

Abstract:This workshop will provide an overview of the Coping Power program, will review active mechanisms (peers; parenting; children’s social cognitive processes and emotion-regulation) which contribute to the maintenance of children’s aggressive behavior, and show how this contextual social-cognitive conceptual framework guides successful intervention, treatment and prevention. The Coping Power Program, typically delivered as a small group intervention within clinics and elementary and middle schools, has a 34 session child component and a 16 session parent component, although shorter versions and individual-delivery versions have been tested. Clinicians attending the workshop will be able to identify preadolescent children who are appropriate for intervention; to describe how the Coping Power model provides a framework for the assessment and intervention of specific children; to understand the intervention research findings supporting this program; and to implement tools to help the child recognize physiological cues of anger and manage their anger arousal, and to identify competent strategies for coping with social problems, and to help parents respond to children’s aggressive behavior problems.


Workshop Leader: Pedro Reyes-Mispireta (PhD), Instituto de Terapia Racional Emotiva, Peru

Title: "Cognitive Coaching for Couples."

Abstract: This workshop shows a proposal to do coaching with couples. Using  REBT - Cognitive Behavioral theories and integrating them with attachment theory as fundamentals. Participants will learn to help couples to improve their emotional well-being and focusing in development cognitive emotional skills.
1. How to made alliance with both members of couple. Risk and some issues to avoid
2. How to use circular interpersonal ABCs
3. How to teach both members to challenge dysfunctional demands in Love, Sex, and Marriage
3. How to teach empathy and communication to both members
4. How to teach both members to discuss, without anger, avoiding dysfunctional conflict.


Workshop LeaderTullio Scrimali (MD), University of Catania, Italy

Title: "Neuroscience-based Cognitive Coaching: From neuroscience and applied psychophysiology to the work with coachees."

AbstractThe workshop is focused in demonstrating and discussing the important topic, concerning how some recent developments of Neuroscience can be today used in order to better the intervention when carrying out a coaching protocol. Tullio Scrimali recently developed and proposed a new topic named Neuroscience-based Cognitive Coaching (Scrimali, 2012). During the workshop three methods of Neuroscience-based Cognitive Coaching, coming from Neuroscience laboratories, that can be easily applied to the setting of coaching, will be illustrated and explained. They are Quantitative EEG, Heart Rate Variability, Quantitative Electrodermal Activity, and Heart Rate Variability. Such parameters can be today monitorized in the usual setting of Cognitive Behavioural Coaching thanks to some new hardware and software which are inexpensive and that can be easily used, after a short training. Basic information will be given concerning how to use such new methods when working with coachees. More detailed and practical information will be exposed about Quantitative Monitoring of Electrodermal Activity, a new methods that Tullio Scrimali developed and experimented for many years ( This technique is the simplest to be put into practice in Cognitive Therapy an it is also the less expensive. A new tool, called MindLAB Set, developed by Tullio Scrimali, will be carefully explained. It can be used, both when assessing the patient and during its treatment. Its allows the Coach to apply some new interesting methods of self regulation such as biofeedback and Biofeedback Based Mindfulness. Some devices MindLAB Set and some copies of the software MindSCAN and Psychofeedback will be at disposal of the audience for practicing during the workshop that includes some practical trials, both in the field of assessment and in that of self regulation. The participant are asked, if possible, to carry with them their portable PC such as a Notebook or a Netbook, with batteries well charged. The operative system should be any version of Microsoft Windows.


An E-book, will be offered, for free, to any participant. The title is:

Scrimali, T. (2014). Integrating Applied Psychophysiology and Biofeedback into Cognitive Therapy. Catania: ALETEIA.

The textbook for the workshop is

Scrimali, T. (2012). Neuroscience-based Cognitive Therapy: New Methods for Assessment, Treatment and Self Regulation. Chichester: Wiley. 


Workshop LeaderMehmet Sungur (MD), University of Marmara, Turkey

Title"Cognitive Behavioral Systems Approach in Couple and Sex Therapy."

Abstract: One of every two to three marriages end up in divorce in most western coutries and many other negative consequences emerge following an unsuccessful marriage. This workshop will start by discussing the reasons why people insist to marry despite the high (45-50%) divorce rate and some catastrophic outcomes following unhappy marriages and divorce. Surprisingly, despite the trauma of divorce, the majority will choose to repeat the experience as the breakdown is seen as the other partner’s fault. The workshop will carry on by discussing whether the problem in a failing relationship is really the problematic partner and what makes the distinction between happy (successful) and unhappy marriages. In cognitive behavioural systems approach the therapist attempts to reframe the problem as a result of interaction between the partners rather than arising from one of the partners. This is to shift the couple’s thinking from the illness model to the interactional model. In this approach, the focus of therapist attention is the relationship rather than the individual and thus communication training, reciprocal negotiation and mutual problem solving become very important components of treatment. The workshop will progress by explaining how the therapist may at one moment be working behaviourally trying to help the couple solve their problem directly or working at a cognitive level to teach couple to identify automatic thoughts and distorted thinking and be working on a systematic level to explain their lack of co-operation and progress and the meaning of persistent symptoms. Different types of couple problems demand different therapeutic skills and responses. Whatever treatment approach is used, a good assessment and formulation is of great importance for a successful intervention, particularly in those couples presenting with relationship and sexual problems. Making conceptualizations, setting targets and homework assignments with the couple will also be discussed. Some therapy failures with relationship problems may result from a mismatch between the intervention applied and the specific needs of the couple. This workshop will try to help simplify the process of making choices about which intervention may be most effective with which couple and how therapists may select interventions which are appropriate to the different levels of complexity and rigidity in a couples interaction by using a system known as alternative levels of intervention.

Learning objectives: The workshop aims to teach participants how to clarify joint-practical-interactional goals and how to challenge interfering beliefs and cognitive distortions for a better relationship. Teaching communication, negotiation and problem solving skills will be another objective of this workshop. How to integrate pragmatic and practical aspects of systems approach with cognitive behavioural approaches will be another teaching objective. This will be an interactional workshop and participants are welcome to discuss their own cases who suffer from relationship problems. A video presentation of a couple will be supplied depending on time available.







Oral Presentation/Open Paper: An oral presentation, or an open paper session, is one of the most common sessions in congress meetings. Scholars, professionals, and students in all fields disseminate the new knowledge they produce through 10-15-minute lectures before a congress audience. A critical difference between an oral presentation and a symposium is that the former includes a set of lectures (4-6 lectures in each session) that are not thematically bound while the latter includes thematically bound lectures.  

Symposium: A symposium is a meeting or conference for the discussion of a specific thematic subject; especially a meeting at which several speakers talk or discuss a topic before an audience. A critical difference between a symposium and an oral presentation is that the former includes a set of lectures (4-6 lectures in each session) that are thematically bound while the latter doesn't include thematically bound lectures.  

Keynote Lecture: A keynote lecture is a talk of an invited speaker who establishes the main underlying theme of a congress. The keynote establishes the framework of the congress program and/or agenda; frequently the role of a keynote speaker will include that a congerss moderator. It could also flag up a larger thematic idea.

Workshop: A workshop provides an in-depth review of (or introduction to) a topic of interest to the people of the congress and typically provides participants with materials and/or ideas that are immediately useful in their fields of interest, and ideally devotes significant amount of time to hands-on activities to the participants. To these ends, workshop presenters should provide participants with workshop materials, in advance of and/or during the workshop.

Panel: A panel involves a group of people gathered to discuss a topic in front of an audience, typically at scientific, business or academic congresses and on television shows. Panels usually include a moderator who guides the discussion and sometimes elicits audience questions, with the goal of being informative and entertaining.

Roundtable: At a roundtable session, scientists/practitioners debate and discuss issues related to their area of practice with a small group of colleagues at the same level of experience - new, experienced or advanced. It is recommended that a facilitator, who is internal or external to the group, leads the discussion. The benefits of a roundtable include hearing other perspectives on issues, pooling together a wider range of experience and knowledge, looking at the issues/problems from many angles, receiving direct feedback on ideas and thoughts and observing firsthand how other people work and think. 

"Meet the Expert/Executive" Seminar: The aim of these sessions is to provide an informal atmosphere where participants of the congress can interact with experts who will give their undivided attention for an hour with the purpose to exchange knowledge, insight and networking. "Meet the expert" seminars give you the opportunity to engage with a coaching expert or executive in a conversation where you can pose your unique questions regarding the coach, their area of expertise and the coaching field in general.