Cue-Centered Therapy

Sunday, January 31, 2021, 12:00 AM - Wednesday, January 31, 2024, 12:00 AM PST, Webinar

Internet Enduring Material sponsored by Stanford University School of Medicine. Presented by Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine.

Cue-Centered Therapy (CCT) is an empirically-validated treatment modality for youth who have experienced chronic traumatic events and/or adversity. The CCT On-Line Training is composed of 8 modules. Each module has lessons addressing; education, coping mechanisms, exposure, narrative work and other approaches. Visual icons, illustrations and case studies are used throughout for clarity and engagement. Lastly, quizzes test gain of knowledge as the course progresses.

Cue-Centered Therapy Course Trailer

  Release Date: January 31, 2021
  Expiration Date: January 31, 2024
  Estimated Time to Complete: 6 hours
  Registration Fee: FREE

AMA PRA Category 1 Credits™ (6.00 hours), Non-Physician Participation Credit (6.00 hours)

1. Recognize complex clinical presentations of complex trauma.
2. Utilize visual icons to maximize impact of therapeutic lessons.
3. Analyze the key role of insight-oriented therapy and how it can merge with cognitive-behavioral therapy and other approaches.
4. Engage youth while building empowerment.
5. Associate cues to symptoms, emotions, thoughts, behaviors and physical feelings.

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Credit Designation American Medical Association (AMA) Stanford Medicine designates this Enduring Material for a maximum of 6.00 AMA PRA Category 1 Credits TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Accessibility Statement
 Stanford University School of Medicine is committed to ensuring that its programs, services, goods and facilities are accessible to individuals with disabilities as specified under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Amendments Act of 2008. 

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: http://lane.stanford.edu/portals/cultural.html

References/Bibliography List

CCT Manual English
Carrion, V.G. (2016), Cue-Centered Therapy for youth experiencing posttraumatic symptoms: A structured, multimodal intervention. Oxford: Oxford University Press. 

CCT Manual Spanish
Carrion, V.G. (2016), Cue-Centered Therapy for youth experiencing posttraumatic symptoms: A structured, multimodal intervention. Oxford: Oxford University Press. 

Randomized Control Trial
Carrion, VG, Kletter, H, Weems, CF, Rialon Berry, R, & Rettger JP (2013). Cue-centered treatment protocol for children exposed to interpersonal violence: a school-based randomized controlled trial. Journal of Traumatic Stress, 26, 654-662. 
MODULE 1. Introduction to CCT
CCT Manuals
Carrion, V.G. (2016), Cue-Centered Therapy for youth experiencing posttraumatic symptoms: A structured, multimodal intervention. Oxford: Oxford University Press. 

Carrion, V.G. (2018). Terapia de claves traumáticas: manual de intervención para niños y adolescentes con síntomas postraumáticos. Barcelona: Editorial Gedisa.

Randomized Control Trial
Carrion, VG, Kletter, H, Weems, CF, Rialon Berry, R, & Rettger JP (2013). Cue-centered treatment protocol for children exposed to interpersonal violence: a school-based randomized controlled trial. Journal of Traumatic Stress, 26, 654-662.
 
Allostatic Load, abbreviated formal definition

McEwen, B.S.,& Stellar E. Stress and the Individual: Mechanisms Leading to Disease. Arch Intern Med. 1993;153(18):2093–2101. doi:10.1001/archinte.1993.00410180039004”

Karatsoreos IN, McEwen BS. Psychobiological allostasis: resistance, resilience, and vulnerability. Trends Cogn Sci 2011:15:576-84. Doi: 10.1016/j.tics.2011.10.005. 

Impact of Allostatic Load: Potentially long-term health consequences

Carrion, VG, Kletter, H (2012). Posttraumatic stress disorder: shifting towards a developmental framework. Child & Adolescent Psychiatric Clinics of North America, 21, 573-591.

Carrion, VG, Kletter, H (2012). Treatment of traumatic stress disorder in children and adolescents. Psychiatric Times, 29, Special Report, 22-24.

Carrio´n, V., & Weems, C. F. (2017). Neuroscience of Pediatric PTSD. Oxford University Press: New York.

Carrion, VG, Weems, CF (2017). Neuroscience of pediatric PTSD. New York, NY: Oxford University Press.

Cross, D, Fani, N, Powers, A, Bradley, B (2017). Neurobiological development in the context of childhood trauma. Clin Psychol, 24, 111-124.

Carrion, V, Wong, S, Kletter, H (2012). Update on neuroimaging in maltreatment-related pediatric ptsd: treatment implications. Journal of Family Violence, 28, 53-61.

Bremner, JD (2008). The neurobiology of trauma and memory in children. In ML Howe, GS Goodman, D Cicchetti (eds.). Stress, Trauma, and Children’s Memory Development: Neurobiological, Cognitive, Clinical, and Legal Perspectives. New York, NY: Oxford University Press. 

The Stanford University School of Medicine adheres to ACCME Criteria, Standards and Policies regarding industry support of continuing medical education. There are no relevant financial relationships with ACCME-defined commercial interests for anyone who was in control of the content of this activity.