Cognitive Behavioral Therapy for Smoking Cessation NBCC approved.
By
Dr. Kenneth A. Perkins
Dr. Cynthia A. Conklin
Dr. Michele D. Levine
Course Description
The Practical Clinical Guidebooks Series provides clinicians, students, and trainees with clear descriptions of practical, empirically supported treatments for specific disorders and their sequelae.
Practitioners helping smokers to quit can be more effective by learning key therapeutic techniques aimed at increasing any smoker’s chances of success. Cognitive-Behavioral Therapy for Smoking Cessation is a valuable guidebook to an empirically based CBT approach to smoking cessation that has been shown to be effective with or without the use of medications. This approach emphasizes techniques for enhancing the smoker’s motivation and confidence to quit, and teaching the smoker steps for preparing to quit, coping with the difficulties that emerge after quitting, and transitioning to become a long-term nonsmoker.
Cognitive-Behavioral Therapy for Smoking Cessation offers the fundamental counseling strategies and intervention that have been established, researched, and refined over the past decades. This program outlines essential components that should be included in the treatment of any smoker as well as steps to take when faced with smokers likely to have particular difficulty quitting. Unique to this volume is the inclusion of a specifically tailored CBT model designed to address weight gain concerns, in the smoker. Perkins, Conklin, and Levine are leading researchers on effective smoking cessation intervention for those concerned about the potential gain in weight that accompanies quitting, and offer a flexible approach that allows the practitioner to tailor interventions to each individual. An invaluable addition to any health professional’s repertoire, the treatment model presented in this book provides practitioners with the tools necessary to help their clients to quit smoking
Target Audience: Social workers, counselor, and other mental health professionals.
Course Content Level: Advanced
Number of CE Hours: 8
Type of CE hours: Clinical
Delivery format: Reading based asynchronous distance learning.
Course completion requirements:
How to Obtain Continuing Education Credit
Please follow the steps below to obtain the necessary contact hours of home study continuing
education credit:
1. Read course objectives.
2. Study the course text:
3. The questions for the final examination are attached here. Answer these questions by marking
your Scantron card:
Write your name on every Scantron card in the space provided. Also write the exam title
in the space marked “Subject”.
True/false examination Mark the Scantron card as follows: Use A for true answers, B for
false answers. Disregard C, D and E.
Multiple-choice questions Choose the letter of the correct answer and mark the Scantron
card accordingly.
Marking the Scantron card Use No. 2 pencil only. Make dark marks. Erase completely to
change.
4. Complete the licensure information on the examination sheet.
5. Return the scantron card, examination sheet and student evaluation of the course.
You’ll need 70% correct score on the post-test for successful completion of the course.
6. Retain a copy of the answers for your record.
Homestead Schools, Inc. is solely responsible for the quality and content of this CE
program and for the selection of its instructor/author, and receives no outside financial
support in the preparation, presentation or implementation of its CE activities.
The sponsor has no affiliation with companies whose products or services are mentioned
in this course material; they are mentioned only for their educational and
informational value. The sponsor’s sole source of revenue is the tuition paid by
participants like you in its CE program.
Instructor Credentials: N/A
ACE Provider Approval Statement: Homestead Schools, Inc., 1070, is approved to offer social work continuing education by the Assoiciation of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses for continuing education credit.
ACE provider approval period: 4/2/2023-4/2/2026. Social workers completing this course receive 8 Clinical continuing education credits.
ADA Accomodations: Homestead Schools, Inc. ensures that its facilities accommodate and are accessible according to the standards of the Americans with Disabilities Act.
Cancellation/Refund Policy: Should you need to cancel your order or if you are not satisfied with the quality of our course material, you can return the course (before a certificate is issued) within 90 days and receive a prompt and full refund (less shipping and handling.)
Course last updated: June, 2024
About Authors
Dr. Kenneth A. Perkins received his Ph.D in clinical psychology from the University of Iowa and is currently professor of psychiatry at the University of Pittsburgh. He has served on the editorial boards of several journals and on NIH grant review committees and advisory boards. Dr. Perkins has published over 150 scientific articles and chapters, mostly on the addictive effects of nicotine or smoking. He is a past president of the Society for Research on Nicotine and Tobacco (SRNT) and is a fellow of the American Psychological Association and of the Society of Behavioral Medicine.
Dr. Cynthia A. Conklin received her Ph.D. in clinical psychology form Purdue University and is currently assistant professor of psychiatry at the University of Pittsburgh. Dr. Conklin has contributed book chapters on understanding and treating addiction, and has numerous journal articles investigating the effects of drug-related cues in smokers. Dr. Conklin’s research is funded primarily by the National Institute on Drug Abuse, and she is the 2006 recipient on the APA Wyeth Young Psychopharmacologist award.
Dr. Michele D. Levine received her Ph.D. from the University of Pittsburgh and is currently assistant professor of psychiatry at the University of Pittsburgh. A licensed clinical psychologist, Dr. Levine studies the relationships among mood, weight, and health behaviors. She has published journal articles on the roles of mood and weight concerns in smoking postpartum, the prevention of weight gain among women, and the treatment of pediatric obesity. Her research is funded by the National Institutes of Health.
Learning Objectives
After completing this course you’ll be able to:
- Discuss GAD as defined in the DSM-IV in 1994.
- Describe the walking wounded
- Describe the clinical picture of GAD.
- State the prevalence of GAD in the general and clinical picture.
- Discuss GAD as related to onset, course, remission, and gender differences.
- Discuss research on comorbidity.
- Discuss direct and indirect costs of GAD.
- Discuss intolerance of uncertainty.
- Discuss positive beliefs about worry.
- Discuss negative problem orientation.
- Describe enhancement effects.
- Discuss excessive worry and somatic symptoms of GAD.
- Discuss impairment and distress in the individual with GAD.
- List several obstacles to diagnosing GAD.
- Describe several differential diagnosis.
- Compare advantages and disadvantages of a structured interview.
- State why self-report questionnaires are useful and give examples.
- State the goal of cognitive-behavioral treatment.
- Describe Module 1: Psychoeducation and Worry Awareness Training.
- Describe Module 2: Uncertainty Recognition and Behavioral Exposure.
- Describe Module 3: Reevaluation of the Usefulness of Worry.
- Describe Module 4: Problem-Solving Training.
- Describe Module 5: Imaginal Exposure.
- Describe Module 6: Relapse Prevention.
- Discuss negative problem orientation as described in Module 4.
- List the three guidelines for attaining a goal according to Module 4.
- List advantages and disadvantages of statistical comparison of mean effects.
- Describe briefly the four Cognitive-Behavioral Therapy and Wait-List Control studies.
- List several client complicating factors.
- List several therapist complicating factors.
- List contextual complicating factors.
Course Contents
Diagnosis of GAD
Clinical Picture: What Does GAD Look Like?
Epidemiology
The Cost of GAD
Intolerance of Uncertainty
Positive Beliefs about Worry
Negative Problem Orientation
Cognitive Avoidance
Connections between Model Components
Clinical Implications of the Model
The Clinical Interview
Obstacles to the Diagnosis of GAD
Differential Diagnosis
Structured Diagnostic Interviews.
Self-Report Questionnaires
Appendix 3.1 Worry and Anxiety Questionnaire (WAC)
Summary and Concluding Remarks
Appendix 3.2 Penn State Worry Questionnaire (PSWC)
Appendix 3.3 Intolerance of Uncertainty Scale (IUS)
Appendix 3.4 Why Worry II (WW-II)
Appendix 3.5 Negative Problem Orientation Questionnaire (NPOQ)
Appendix 3.6 Cognitive Avoidance Questionnaire (CAQ)
Treatment Outline
Module 1: Psychoeducation and Worry Awareness Training
Module 2: Uncertainty Recognition and Behavioral Exposure
Module 3: Reevaluation of the Usefulness of Worry
Module 4: Problem-Solving Training
Module 5: Imaginal Exposure
Module 6: Relapse Prevention
Summary and Concluding Remarks
Module 1: Psychoeducation and Worry Awareness Training
Module 2: Uncertainty Recognition and Behavioral Exposure
Module 3: Reevaluation of the Usefulness of Worry
Module 4: Problem-Solving Training
Module 5: Imaginal Exposure
Module 6: Relapse Prevention
Appendix 5.1 Model 1: The Symptoms Associated with GAD
Appendix 5.2 Handout for Model 1: Worry Diary Form
Appendix 5.3 Model 2: The Role of Intolerance of Uncertainty
Appendix 5.4 Handout for Model 2: Uncertainty and Behavior Monitoring Form
Appendix 5.5 Model 3: The Role of Positive Beliefs about Worry
Appendix 5.6 Handout for Model 3: Handout for Positive Beliefs about Worry
Appendix 5.7 Model 4: The Role of Negative Problem Orientation
Appendix 5.8 Handout for Model 4: Resolution of a Problem Form
Appendix 5.9 Model 5: The Role of Cognitive Avoidance
Appendix 5.10 Handout 1 for Model 5: Scenario for Exposure Form
Appendix 5.11 Handout 2 for Model 5: Exposure Summary Form
Appendix 5.12 Model 6: The Influence of Mood State and Life Events
Criteria for Establishing Treatment Efficacy
Studies of Treatment Efficacy
General Conclusions
Client Complicating Factors
Therapist Complicating Factors
Contextual Complicating Factors
Concluding Remarks
References
Index