May 4, 2022

7:30 – 9:00 PM Central

Zoom Event

1.5 CEs

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Monthly meetings are always free of charge. CE certificates are $20 for non-members.

Abstract: The literature on evidence-based treatment of personality disorders (PDs) has exploded in the last 50 years. What began as an effort to treat patients with borderline personality disorder, has expanded to the treatments of other PDs and conditions.  This talk will (1) examines the constitutional/ genetic and environmental factors that contribute to the etiology of  all personality disorders; (2)  briefly describe the efficacy of  six evidence-based treatments for  borderline personality disorders… The Big 6.   The discussant will provides an overview of   “The Big 6”  treatments for the PDs which include:  transference focused psychotherapy, mentalization based treatment, dialectical behavioral therapy, cognitive behavioral therapy, schema therapy, and good psychiatric management.  This talk will also discuss  their varying theoretical perspectives and concepts, interventions, and techniques available for therapists treating patients with a variety of PDs and describes common treatment themes across the Big 6 psychotherapies. These themes  include: (i) treatment frame/structuring and contracts for treatment; (ii) self-awareness ( i.e., mindfulness, , and  mentalization); (iii) managing countertransference or countertherapeutic reactions; (iv) therapist responsiveness to the patient; (v) recognizing  missteps, mistakes, and therapeutic ruptures;  (vi) repairing the working alliance vii. Supervision & the Apprenticeship Model of Supervision for the treatment of the PDs  There will be time for a discussion about these diverse treatments designed to help clinicians consider how to apply some of these commonalties and differences to increase one’s therapeutic responsiveness to individual patient needs. It is hoped the this talk ands discussions may help clinicians decide if, how, and when, to combine aspects of these various treatment approaches with their own patients to improve clinical outcomes.”

Bio: Dr. Feinstein is currently a Psychoanalyst and Professor of Clinical Psychiatry at Donald and Barbara Zucker Hofstra/Northwell School of Medicine in Long Island, New York. He is currently teaching and supervising at Northwell/ Zucker Hillside Hospital in their adult psychiatry residency training program. He is also in private practice in Stamford Ct seeing patients with severe personality disorders while also consulting to hospitals, tele-mental health companies, and for integrated care organizations in Texas, Colorado, New York, and Connecticut.

Dr. Feinstein went to University of Michigan for college, New York University for medical school, and Albert Einstein in Bronx NY for psychiatric residency. He is trained as a psychoanalyst @ Columbia University Center for Psychoanalytic Training and Research and in 6 kinds of psychotherapy.

Dr. Feinstein was and Senior Associate Dean of the Medical School at the University of Colorado School of Medicine and Vice Chairman in their Department of Psychiatry. He was also previously Associate Chair of Education at Dell Medical School and Director of Psychiatric Residency Training at New York Medical College, in Westchester, New York.

Dr Feinstein is a nationally and regionally known speaker, teacher, supervisor, educator, mentor and administrator winning educational awards from 6 medical schools. He has over 100 peer review publications on supervision, psychotherapy, personality disorders, psychiatric education, wellness, suicide and violence prevention, and integrated mental health care. His most recent and third edited book, Primer on Personality Disorders, was recently published by Oxford University Press in January of 2022 .

Learning Objectives:

  1. Describe 6 evidence based psychotherapy for the treatment of personality disorder.
  2. Describe and clinically utilize some of the common features and differences of the Big 6.

References:

Feinstein RE. Six Evidenced-Based Therapies for the Treatment of Personality Disorders. In; Primer on

Personality Disorders. Chapter 6, pp 137-177; 2022. Oxford University Press NY, NY

Feinstein, Robert E. “Transference-Focused Psychotherapy for Borderline Personality Disorder: A Clinical Guide.” Am J of Psychiatry (2015): 589-590.

Feinstein, R.E., Descriptions and reflections on the cognitive apprenticeship model of psychotherapy training and supervision. The journal of contemporary psychotherapy. 2020 November pp. 1- 10.

CONTINUING EDUCATION: Division 39 is approved by the American Psychological Association to sponsor continuing education for psychologists. Division 39 maintains responsibility for this program and its content.  Austin Psychoanalytic is approved by the Texas State Board of Social Workers Examiners (Provider # 5501) to provide continuing education for social workers and the Texas State Board of Examiners of Marriage and Family Therapists (Provider #1138). We also meet the requirements to provide continuing education for the Texas State Board of Examiners of Professional Counselors. This program, when attended in its entirety, is available for 1.5 continuing education credits. Division 39 is committed to accessibility and non-discrimination in its continuing education activities. Division 39 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 info@austinpsychoanalytic.org. 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. Participants will be informed of the utility/validity of the content/approach discussed (including the basis for the statements about validity/utility), as well as the limitations of the approach and most common (and severe) risks, if any, associated with the program’s content.