The Rovinsky Family Lectureship, hosted by the School of Professional and Applied Psychology, features speakers who are experts within the fields of psychology and mental health, and who also provide training for psychologists, social workers, counselors, psychiatrists and healthcare providers.
Wednesday, November 12, 2025 (this event has past)
Speaker: Rob Hindman, PhD, Clinical Psychologist, Beck Institute
Number of Credits: 1.5 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Based on the presentation, the participants will be able to:
Cognitive behavior therapy (CBT) isn’t a set of techniques but a framework for conducting therapy. Within a CBT framework, interventions originating from any theoretical orientation can be used. As research has demonstrated mindfulness to be an effective strategy across various presenting problems and disorders, mindful- ness-based interventions can be woven into a CBT framework. A commonly used definition of mindfulness is being focused on present-moment experiences in an accepting, nonjudgmental manner. Practicing mindfulness is not supposed to get rid of experiences people may find unpleasant, like certain thoughts or emotions, but to help them learn a healthier relationship to these experiences. Instead of noticing that you’re caught up in unhelpful thoughts or struggling with emotion, you take note of the experience, acknowledge that it’s part of the human experience, and let it come and go on its own without attempts to control it.
When incorporating mindfulness practices into a CBT framework, it’s important to first conceptualize the specific maladaptive beliefs and coping strategies mindful- ness is intended to target and correct. Then, mindfulness meditations can be used as experiential exercises for both evaluating maladaptive beliefs and learning more adaptive coping approaches toward thoughts, emotions, and sensations. Participants will learn about integrating mindfulness into CBT through didactic lecture incorporating current research findings, as well as experientially by engaging in guided mindfulness meditations.
Dr. Hindman is a licensed psychologist in independent practice, a faculty member at the Beck Institute, and a lecturer at Philadelphia College of Osteopathic Medicine. He has co-authored book chapters on anxiety, mindfulness, and Cognitive Behavior Therapy, and he wrote the Beck Institute’s online courses on CBT for Anxiety Disorders, CBT for Suicide Prevention, and Integrating Mindfulness into CBT. Dr. Hindman provides Cognitive Behavior Therapy to clients with diverse presenting problems in a private practice setting. As a faculty member at the Beck Institute, he teaches CBT to a wide variety of mental health professionals and paraprofessionals. He also serves as a senior clinical supervisor at Cognitive Behavioral Therapy and Assessment Associates.
Fresco, D. M., & Mennin, D. S. (2018). All together now: Utilizing common functional change principles to unify cognitive behavioral and mindfulness-based therapies. Current Opinion in Psychology, 28, 65–70. https://doi.org/10.1016/j.copsyc.2018.10.002.
Hindman, R. (2017). Metacognitive therapy. In A. E. Wenzel (Ed.), The Sage encyclopedia of abnormal and clinical psychology (Vol. 4, pp. 2091–2094). Sage Publications.
Hindman, R. K., Glass, C. R., Arnkoff, D. B., & Maron, D. D. (2015). A comparison of formal and informal mindfulness programs for stress reduction in students. Mindfulness, 6(4), 873–884. https://doi.org/10.1007/s12671-014-0331-1.
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Wednesday, February 11, 2026
12:00 -1:00 PM
Speaker: Bianca Coleman Ph.D., NCSP, BCBA-D, LBA,Behavior Therapy Associates
Number of Credits: 1.0 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Cost: $15 for general public; free for PCOM staff, alumni, students, and clinical
supervisors; $10 for (PBTA) Philadelphia Behavior Therapy Association members
Based on the presentation, the participants will be able to:
The diverse symptom presentation, or heterogeneity, in Autism Spectrum Disorder (ASD) makes identification and diagnosis a complex process. Best practice procedures for diagnostic assessment exist independently of the use of any single tool (Bishop & Lord, 2023). As a result, clinicians should be equipped with various assessment measures combined with an understanding of the importance of sound clinical judgment (Kaufman, 2022) in order to fully evaluate the presence of ASD-related symptoms. During assessment, it is important to select and include both direct and indirect measures, as well as to consider additional components to further evaluate other potential influencing factors. This helps determine any potential impact on the individual's abilities. Key factors to consider when accounting for bias and external influences during evaluation (Kaufman, 2022) will also be discussed. There are several important factors to consider before administration, and these will be reviewed as part of this presentation to improve procedures for selecting evaluation components. These include specialized assessment procedures for individuals with higher support needs (Thurm et al., 2022) and measures that may not be valid due to hearing, vision, or motor impairments (Bishop & Lord, 2023). This discussion will also include additional components of the assessment battery and reporting, next steps following the evaluation process, specific recommendations about the individual's needs and the contexts in which they occur, ongoing support, and reevaluation needs. Case examples will be included, and opportunities for questions will be provided.
Bianca Coleman, Ph.D., NCSP, BCBA-D, is a licensed psychologist and Licensed Behavior Analyst in the state of New Jersey, a Nationally Certified School Psychologist, and a Board Certified Behavior Analyst at the doctoral level. Dr. Coleman completed her bachelor’s degree in Psychology with a specialization in Child Behavior from Rowan University. She then earned her master’s degree in Applied Behavior Analysis from Penn State University and her Ph.D. in School Psychology from Temple University.
Dr. Coleman has extensive experience working with individuals presenting with developmental disabilities, disruptive behaviors, feeding and sleep problems, social skills deficits, as well as attention and executive functioning concerns. She has expertise in using evidence-based treatments to collaborate with parents in teaching behavior management strategies and with schools to address classroom management and challenging behaviors. Dr. Coleman is skilled in conducting diagnostic evaluations, including autism spectrum disorder assessments, psychological, psychoeducational, and functional behavior assessments. She also provides assessment and consultation services to public and private schools regarding their programs for learners with autism spectrum disorders and behavior challenges. Dr. Coleman’s professional interests include applying behavior analytic strategies to functional skills and behavioral concerns involving individuals, families, schools, and organizations.
Bishop, S.L., & Lord, C. Commentary: Best practices and processes for assessment of autism spectrum disorder - the intended role of standardized diagnostic instruments. Journal of Child Psychology and Psychiatry. 2023 May; 64(5):834-838. https://doi.org/10.1111/jcpp.13802.
Kaufman, N. K. (2022). Rethinking “gold standards” and “best practices” in the assessment of autism. Applied Neuropsychology: Child, 11(3), 529–540. https://doi.org/10.1080/21622965.2020.1809414.
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Wednesday, March 11, 2026
12-1 p.m. ET
Speaker: Katherina Nako, PhD, & Tyler S. Puryear, PhD, MPH, LMHC
Number of Credits: 1.0 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Cost: $20 for general public; free for PCOM staff, alumni, students, and clinical
supervisors; $15 for (PBTA) Philadelphia Behavior Therapy Association members
Based on the presentation, the participants will be able to:
Acceptance and Commitment Therapy (ACT) is an evidence-based, third-wave cognitive behavioral therapy that promotes psychological flexibility by helping clients engage with the present moment, accept difficult internal experiences, and take committed action toward personally meaningful values (Hayes, et al., 2012; Twohig & Levin, 2017). Focused Acceptance and Commitment Therapy (fACT) is a briefer, targeted adaptation of ACT designed for rapid engagement in high-volume or integrated behavioral health settings (Strosahl et al., 2012). FACT retains the theoretical integrity of ACT while adapting its delivery for brief encounters, making it well-suited for primary care, interdisciplinary teams, and time-limited therapy contexts (Kanzler et al., 2022). Given the increasing demand for effective, adaptable interventions in interdisciplinary environments (Dochat et al., 2021), ACT and fACT provide clinicians with a framework for addressing diverse clinical presentations, including co-occurring mental and physical health conditions (Dochat et al., 2021). This presentation will provide an overview of ACT’s six core processes, highlight the distinct features of fACT, and demonstrate practical, adaptable strategies that participants can integrate into their work with clients and/or patients.
Katherina Nako, PhD, is an assistant professor of mental health counseling at the Philadelphia College of Osteopathic Medicine (PCOM), where she teaches core courses in the Mental Health Counseling (MS) program, including counseling skills, lifespan development, and fundamentals of CBT. She earned both her master's degree in clinical mental health counseling and doctoral degree in counselor education and supervision from Old Dominion University, where her dissertation explored supervisory practices that foster cognitive complexity among behavioral health providers in integrated primary care settings. Clinically, Dr. Nako has provided services in inpatient, outpatient, and specialty integrated care settings through Chesapeake Regional Medical Center. Her research interests include integrated care delivery, cognitive complexity, clinical supervision, and the development of professional identity within medical settings. She is especially passionate about preparing counselors to work effectively on interdisciplinary healthcare teams.
Tyler S. Puryear, PhD, MPH, LMHC, is an assistant professor and Director of Clinical Training in the Department of Counseling at Philadelphia College of Osteopathic Medicine. A licensed mental health counselor, Dr. Puryear specializes in LGBTQIA+ issues, chronic illness, anxiety disorders, and addiction counseling. He earned his PhD in Counseling and Supervision from James Madison University, where his dissertation examined LGBTQIA+ competency in counseling, along with a Master of Public Health from Johns Hopkins Bloomberg School of Public Health and an MS in Clinical Mental Health Counseling from Johns Hopkins University. Dr. Puryear has provided psychotherapy and clinical supervision in private practice and hospital settings, including the Johns Hopkins Hospital AIDS Psychiatry Service and Bayview Medical Center’s Community Psychiatry Program. His research spans harm reduction, LGBTQIA+ competency in counseling and integrated behavioral health, specifically. He is an active member of professional organizations, including ACES, NARACES, and SAIGE, is dedicated to advancing counselor education, clinical training, and social justice in mental health practice.
Dochat, C., Wooldridge, J. S., Herbert, M. S., Lee, M. W., & Afari, N. (2021). Single-session acceptance and commitment therapy (ACT) interventions for patients with chronic health conditions: A systematic review and meta-analysis. Journal of Contextual Behavioral Science, 20, 52–69. https://doi.org/10.1016/j.jcbs.2021.03.003.
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment therapy: The process and practice of mindful change (2nd ed.). Guilford Press.
Kanzler, K. E., Robinson, P. J., McGeary, D. D., Mintz, J., Kilpela, L. S., Finley, E. P., McGeary, C., Lopez, E. J., Velligan, D., Munante, M., Tsevat, J., Houston, B., Mathias, C. W., Potter, J. S., & Pugh, J. (2022). Addressing chronic pain with focused acceptance and commitment therapy in integrated primary care: Findings from a mixed methods pilot randomized controlled trial. BMC Primary Care, 23(1), 1–12. https://doi.org/10.1186/s12875-022-01690-2.
Strosahl, K., Robinson, P. A., & Gustavsson, T. (2012). Brief interventions for radical behavior change: Principles & practice of focused acceptance & commitment therapy. New Harbinger Publications.
Twohig, M. P., & Levin, M. E. (2017). Acceptance and commitment therapy as a treatment for anxiety and depression. Psychiatric Clinics of North America, 40(4), 751–770. https://doi.org/10.1016/j.psc.2017.08.009.
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Wednesday, April 15, 2026
12-1:30 p.m. ET
Speaker: Christina DiChiara, PsyD, Director of Education - Center for Anxiety and
Behavior Therapy, Bryn Mawr
Number of Credits: 1.5 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Cost: $25 for general public; free for PCOM staff, alumni, students, and clinical
supervisors; $20 for (PBTA) Philadelphia Behavior Therapy Association members
Based on the presentation, the participants will be able to:
Coexisting Posttraumatic Stress Disorder (PTSD) and Obsessive Compulsive Disorder (OCD) occur with relative frequency, with roughly 25% people with PTSD experiencing comorbid OCD. More than 30% of people with OCD have experienced trauma, and the risk of developing OCD increases with cumulative experiences of trauma. Despite the frequency of these as co-occurring problems, no clinical practice guidelines exist for treating these co-occurring issues. PTSD and OCD share overlapping symptoms, including intrusive thoughts, avoidance, and repetitive safety-related behaviors, but the antecedents, nature, and function of these symptoms are commonly distinct. The clinical nuances between shared and divergent symptoms can complicate the implementation of evidence-based psychotherapies and psychopharmacology for either disorder. This program will focus on empirically supported strategies for assessing, conceptualizing, and treating coexisting PTSD and OCD.
Christina DiChiara, PsyD, is the Director of Education Center for Anxiety & Behavior Therapy in Pennsylvania, overseeing the local and international training and dissemination of evidence-based therapies for Posttraumatic Stress Disorder (PTSD) and Obsessive-Compulsive Disorder (OCD). She received a master’s degree in Counseling and Clinical Health Psychology, as well as her doctoral degree in Clinical Psychology, from the Philadelphia College of Osteopathic Medicine. Dr. DiChiara has extensive experience with Prolonged Exposure (PE) therapy for PTSD, and is a certified PE provider and supervisor by Dr. Edna Foa. She is similarly experienced in Cognitive Processing Therapy (CPT) for PTSD and is a certified CPT provider and a co-investigator in ongoing CPT research at the VA in Philadelphia. She is an expert in frontline, cognitive-behavioral and exposure therapies for trauma, the full range of anxiety disorders, and obsessive-compulsive related disorders.
Aldea, M. A., Michael, K., Alexander, K., & Kison, S. (2019). Obsessive-Compulsive Tendencies in a Sample of Veterans With Post-traumatic Stress Disorder. Journal of Cognitive Psychotherapy, 33(1).
Franklin, C. L., & Raines, A. M. (2019). The overlap between OCD and PTSD: Examining self-reported symptom differentiation. Psychiatry Research, 280, 112508.
Pinciotti, C. M., Fontenelle, L. F., Van Kirk, N., & Riemann, B. C. (2022). Co-occurring obsessive–compulsive and posttraumatic stress disorder: A review of conceptualization, assessment, and cognitive behavioral treatment. Journal of Cognitive Psychotherapy, 36(3), 161–178. https://doi.org/10.1891/jcp-2021-0007.
Renna, M. E., O'Toole, M. S., Spaeth, P. E., Lekander, M., & Mennin, D. S. (2018). The association between anxiety, traumatic stress, and obsessive-compulsive disorders and chronic inflammation: A systematic review and meta‐analysis. Depression and Anxiety, 35(11), 1081-1094.
Sharma, E., Sharma, L. P., Balachander, S., Lin, B., Manohar, H., Khanna, P., ... & Stewart, S. E. (2021). Comorbidities in obsessive-compulsive disorder across the lifespan: a systematic review and meta-analysis. Frontiers in Psychiatry, 12, 703701.
Shekhtman, K. (2025). When posttraumatic stress disorder and obsessive-compulsive disorder co-occur: a brief review of diagnostic and treatment considerations. Psychiatric Annals, 55(8), e185-e189.
Wadsworth, L. P., Van Kirk, N., August, M., Kelly, J. M., Jackson, F., Nelson, J., & Luehrs, R. (2023). Understanding the overlap between OCD and trauma: development of the OCD trauma timeline interview (OTTI) for clinical settings. Current Psychology, 42(9), 6937-6947.
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Wednesday, May 13, 2026
12-1 p.m. ET
Speaker: Jacqueline D. Kloss, PhD, Philadelphia College of Osteopathic Medicine; Bryn Mawr Psychological Associates
Number of Credits: 1.0 (APA & NBCC Accreditation)
Level of Instruction: Intermediate
Cost: $20 for general public; free for PCOM staff, alumni, students, and clinical
supervisors; $15 for (PBTA) Philadelphia Behavior Therapy Association members
Based on the presentation, the participants will be able to:
Women encounter unique sleep challenges, particularly during pregnancy, post-partum, and menopausal transitions. An increased incidence of insomnia, in addition to the onset and co-occurrence of other sleep disorders (e.g., obstructive sleep apnea, restless legs syndrome, circadian rhythm disorders) throughout the lifespan, can significantly compromise the mental, physical, and social well-being of women (Baldi et al, 2025, Benge et al 2024; Hall et al, 2015) Attending to women’s sleep in the context of fluctuating hormones and physiology, newfound and evolving caregiving roles, occupational demands, and psychological vulnerabilities can be pivotal in helping women achieve optimal health. Behavioral sleep medicine approaches, in general, and cognitive-behavioral therapy for insomnia (CBT-I), in specific, offer sustainable methods for women to overcome these sleep challenges, and ultimately improve their quality of life (e.g., Carmona et al, 2023; MacKinnon et al, 2025; Silang et al, 2024). An overview of women’s sleep throughout the lifespan will be provided. Examples of cognitive and behavioral strategies will be illustrated in the context of clinical scenarios unique to women.
Dr. Kloss is a professor of clinical psychology at Philadelphia College of Osteopathic Medicine. Over the past 25 years of her career, she has been dedicated to promoting sleep education and helping individuals overcome their sleep problems. Dr. Kloss completed her doctorate at Binghamton University and her predoctoral psychology internship at the University of Medicine and Dentistry of New Jersey (UMDNJ). Her previous academic position was in the department of psychology at Drexel University, where she co-edited two books, Insomnia Principles and Management and Women’s Health Psychology, published over 25 peer-reviewed articles, contributed seven chapters in the areas of behavioral medicine, and served as both a co-principal investigator and co-investigator on several NIH grants. She was formerly Director of the Insomnia Program at the Drexel Sleep Center, provides behavioral sleep medicine services at Bryn Mawr Psychological Associates, and is currently developing an insomnia program at PCOM’s Psychological Services. Dr. Kloss’s clinical specialty has primarily focused on the delivery of CBT-I, working with individuals across the lifespan from late adolescence through older adulthood, with a focus on women’s sleep health.
Baldi, E. S., et al. (2025). Insomnia disorder: Gender issues over the lifespan. Journal of Sleep Research, 34, e70110. https://doi.org/10.1111/jsr.70110.
Benge, E., Pavlova, M., & Javaheri, S. (2024). Sleep health challenges among women: Insomnia across the lifespan. Frontiers in Sleep, 3, 1322761. https://doi.org/10.3389/frsle.2024.1322761.
Carmona, N. E., Millett, G. E., Green, S. M., & Carney, C. E. (2023). Cognitive-behavioral, behavioural, and mindfulness-based therapies for insomnia in menopause. Behavioral Sleep Medicine, 21, 488–499. https://doi.org/10.1080/15402002.2022.2109640.
Hall, M. H., Kline, C. E., & Nowakowski, S. (2015). Insomnia and sleep apnea in midlife women: Prevalence and consequences to health and functioning. F1000Prime Reports, 7, 63. https://doi.org/10.12703/p7-63.
MacKinnon, A. L., et al. (2025). Sleeping for two: A randomized controlled trial of cognitive behavioural therapy for insomnia in pregnancy. Journal of Clinical Sleep Medicine, 21(2), 365–376.
Silang, K., et al. (2024). Sleeping for two: A randomized controlled trial of cognitive behavioural therapy for insomnia (CBT-I) delivered in pregnancy and secondary impacts on symptoms of postpartum depression. Journal of Affective Disorders, 362, 670–678. https://doi.org/10.1016/j.jad.2024.07.117.
Harris, S. (2019). The women's guide to overcoming insomnia: Get a good night's sleep without relying on medication. W. W. Norton & Company.
Kloss, J. D., Perlis, M. L., Zamzow, J. A., Culnan, E. J., & Gracia, C. R. (2015). Sleep, sleep disturbance, and fertility in women. Sleep Medicine Reviews, 22, 78–87. https://doi.org/10.1016/j.smrv.2014.10.005.
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Full attendance is required to receive CE credit for each session. No partial credits are available. All participants must sign an attestation regarding attendance and indicate the type of CE credit they require through a link which will be provided following the session. At the conclusion of each session participants will be provided an additional link to complete an evaluation survey; we request that you take a few minutes to anonymously provide feedback. Co-sponsored by Philadelphia College of Osteopathic Medicine.
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PCOM's School of Professional and Applied Psychology is approved by the American Psychological
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for this program and its content.
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Licensed Social Workers:
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is approved by the American Psychological Association to sponsor continuing education
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and Applied Psychology maintains responsibility for this program and its content.
The Pennsylvania Board of Social Work Examiners recognizes and accepts the psychology
continuing education hours/credits for social workers. However, all social workers
are responsible for checking with their Board. After successfully meeting the criteria
for earning CE's, social workers will receive Certificate of Attendance.
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