Clinical Teaching Day

Clinical Teaching Days | Session A Options

Wednesday, June 8th

12:30-4:30 PM ET

Integrative Cognitive-Affective Therapy (ICAT) for Binge Eating

Stephen Wonderlich

Sanford Research

Co-Authors: Dorian Dodd, Carol Peterson

Integrative Cognitive Affective Therapy (ICAT) is a relatively new treatment for eating disorders which, to date, has focused on bulimia nervosa and binge eating disorder. The National Institutes of Health have funded two studies testing the efficacy of ICAT. The results are summarized in the attached references (Wonderlich et. al. 2015; Peterson et. al., 2020). Increasingly, clinicians and scientists are requesting training in ICAT. There have been a significant number of presentations about the treatment at professional meetings (AED, EDRS, NEDA) and recently groups of clinicians in New Zealand, Portugal, Australia, and the Washington, D.C. area have received training seminars or workshops. This proposed workshop is designed to provide a broad overview of the theory, clinical technique, and empirical support for ICAT. The treatment is based broadly on an integration of theories examining the relationship of emotional processes and eating disorder behavior. The workshop will focus on the key elements of ICAT, which include maintaining an emotion focus, identifying emotion generating processes for each patient, developing alternative emotion regulation behaviors, and maintaining a strong and authentic collaborative treatment relationship.  I have provided an outline of the structure of the workshop which highlights the core activities and specific time estimates for sections of the presentation. I will clearly include components of engaged, active learning in videotape reviews and narrative transcript reviews.

Wonderlich SA, Peterson CB, Crosby RD, Smith TL, Klein MH, Mitchell JE, Crow SJ.  “A randomized controlled comparison of Integrative Cognitive-Affective Therapy (ICAT) and enhanced Cognitive-Behavioral Therapy (CBT-E) for bulimia nervosa.” Psychol Med. 2014 Feb;44(3):543-53.


Peterson CB, Engel SG, Crosby RD, Strauman T, Smith TL, Klein M, Crow SJ, Mitchell JE, Erickson A, Cao L, Bjorlie K, Wonderlich SA. Comparing Integrative Cognitive-Affective Therapy and Guided Self-help Cognitive-Behavioral Therapy to Treat Binge-Eating Disorder Using Standard and Naturalistic Momentary Outcome Measures:  A Randomized Controlled Trial.   Int J Eat Disord. 2020 Sep;53(9):1418-1427.

Learning Objectives:

  1. Following the training, participants will become familiar with the theoretical background underlying Integrative Cognitive-Affective Therapy. This will include concepts from models addressing emotion, interpersonal relationships and self-concept.
  2. Following the training, participants will become familiar with the fundamental structure, approach, and clinical techniques associated with Integrative Cognitive-Affective Therapy. This will be facilitated through a number of clinical case examples as well as transcript reviews.
  3. Following the training, participants will be introduced to the empirical support for Integrative Cognitive-Affective Therapy for both the treatment of bulimia nervosa and binge eating disorder.

Presentation Level: Intermediate

Medical Comprehensive Review of Eating Disorders
Phil Mehler
ERC Pathlight

Clinical Teaching Days | Session B Options

Wednesday, June 8th

5:30-9:30 PM ET

Adapting exposure with response prevention (ERP) for delivery in a virtual group therapy format for addressing negative body image

Brad MacNeil

Midwestern University


The COVID 19 pandemic has resulted in an abrupt shift to the delivery of evidence-based treatments like exposure with response prevention (ERP) to virtual formats. Although body satisfaction is important in the maintenance and relapse process of eating disorders, novel formats for the delivery of treatments targeting negative body image are only now emerging. This represents an exciting time in the field for engaging more patients in evidence-based care in the virtual setting. The purpose of this workshop is to present a novel virtual group therapy approach for body dissatisfaction that is based on current best practices and has been used with older adolescents and adults in outpatient eating disorder programs in Canada and the US. Participants will have a renewed appreciation for the importance of addressing body dissatisfaction as part of a comprehensive treatment program for eating disorders. Specific competencies reviewed include behavior theory, principles of exposure, STOP strategies for response prevention, and delivery of ERP in virtual formats. Additional competencies include ERP hierarchy design, group therapy process in the virtual domain, group curative factors, and effective timing of ERP as an adjunct to core evidence-based programming (e.g., family-based therapy, cognitive behavior therapy enhanced) to maximize patient outcomes and user experience. Participants will leave equipped with behavioral competencies to apply virtual ERP group in their setting.

Learning Objectives:

  1. Participants will learn how to adapt ERP for delivery in a virtual format
  2. Participants will learn about the theoretical underpinnings of effective ERP and group psychotherapy process in a virtual format
  3. Participants will gain skills in the design of ERP hierarchies, between session home actions, and behavioral experiments


Presentation Level: Intermediate


Guided self-help family-based treatment (GSH-FBT) for adolescent Anorexia Nervosa (AN)

Brittany Matheson

Stanford University School of Medicine

Co-Authors: James Lock; Nandini Datta; AileenWhyte; Jennifer Couturier

Family-based treatment (FBT) is the most efficacious treatment for adolescent AN. Despite decades of encouraging data, the lack of adequately trained clinical providers outside of academic medical centers poses a significant barrier to accessing evidence-based care. Guided self-help (GSH) treatments have been developed to treat adult eating disorders, with data suggesting improved clinical outcomes. Given the clinical need as well as difficulty accessing specialized care, virtually delivered GSH treatments for adolescent AN have the potential to reduce cost and increase access. Over the past seven years, our team created virtual GSH-FBT treatment materials and systematically studied outcomes through case series, feasibility studies, and pilot randomized clinical trials. Our preliminary findings suggest GSH-FBT is feasible and acceptable, with promising efficacy data. While additional studies are needed to confirm clinical outcomes, the initial data is a significant step towards providing easily accessible evidence-based treatment for this population. During this workshop, we will review the research rationale and recent pilot trial outcome data for GSH-FBT. We will also discuss clinical experiences in delivering virtual GSH-FBT and highlight the similarities and distinctions between GSH-FBT and FBT delivered via videoconferencing (FBT-V). We will then introduce adaptations of GSH-FBT in clinical settings, including multi-family group-based GSH-FBT and utilizing GSH-FBT as a referral strategy to manage clinic waitlists. This workshop will also discuss challenges of implementing GSH-FBT in a large, nationalized healthcare system. Finally, the presenters will discuss the utility of these interventions for adolescent eating disorders transdiagnostically and steps for future research. Presentation of research data as well as clinical vignettes, therapists’ experiences, role plays, and demonstrations of the online platform system will be incorporated throughout the workshop.

Learning Objectives:

  1. Increase awareness of GSH-FBT and familiarize attendees with the differences between GSH-FBT and FBT delivered via videoconferencing (FBT-V).
  2. Identify the advantages and limitations of GSH-FBT for adolescent AN from family and clinician perspectives.
  3. Discuss further advances in clinical practice and research priorities in the use of GSH treatments for youth with eating disorders across diagnoses, treatment settings, and systems.

Presentation Level: Intermediate


Loving our Body: The Journey of The Body Image Program to Latin America

Elena Guadalupe Rodríguez-Gutiérrez

Comenzar de Nuevo A.C.

Paulina Gonzalez, Psychologist

Lorena Perez, Nutritionist

Co-Authors: Eva Trujillo; Carolyn Becker; Marisol Perez; Linda Ramos

This clinical teaching day is for professionals, experts by experience or anyone related with prevention and body image. Body Project Collaborative is a dissonance-based body-acceptance program with a greatest amount of scientific support in improving body image in a wide array of fields that includes prevention of eating disorders by reducing the onset. It has been implemented with different names worldwide and it’s known in Latin America as Body Image Program (BIP). It’s a dynamic intervention for general population that can be adapted to different characteristics according to the participants and aims to resist cultural pressures to conform to the appearance ideal standard of beauty and reduce the pursuit of unrealistic bodies.

During this workshop participants will learn about the development of the program, it’s worldwide dissemination and how it’s being adapted in Latin America and Hispanic populations for its dissemination and finally will have interactive exercises concerning the Body Image Program (BIP) by Body Project Collaborative in order to experiment dissonance and the benefits that participants talk about.

Learning Objectives:

  1. Knowing fundamentals and generalities of the Body Project Collaborative a body-acceptance program based on dissonance and its Latin American version Body Image Program (BIP)
  2. Learning about the implementation and dissemination of a peer-to-peer and train-the-trainer intervention program.
  3. Learning about the dissemination and impact of Body Image Program (BIP) by Body Project Collaborative in Latin population and experience the dissonance

Presentation Level: Introductory