Training & Supervision
(Professional CEUs provided by Rathbone & Associates)

Committed to providing mental health professionals high quality, state of the art trainings on cutting edge topics to improve clinical outcomes.

Trainings for mental health and other health professionals.

Register for all events here.

Current Concepts and Controversies in Pediatric Psychopharmacology

Lance Clawson, MD

Friday, March 6, 2020, 9:15 AM -12:30 PM

Rathbone & Associates, 4701 Sangamore Road, #210N, Bethesda MD 20816

3 Category I CEUs

Sold out – wait list available here.

Dr. Clawson will give an overview of the historical and current influences that shape the current understanding of pharmacologic treatment of Children and Adolescents.  The rationale behind the use of a variety of medications as well as the symptoms and diagnostic categories which pharmacologic agents are utilized will be covered as well.  Finally, information about the newer as well as alternative medication approaches to a variety of psychiatric conditions will be described.


  1. Participants will describe the basis of medication classification and FDA approval.
  2. Participants will be able to recognize the difference between on-label vs. off-label strategies how one might use of the scientific literature to support off-label treatments.
  3. Participants will be able to discuss the various medication classes and their pertinence to current pharmacologic strategies.
  4. Participants will be able to describe alternative medication strategies and the evidence to support their use.

About the Presenter:

Dr. Clawson graduated with honors from the University of Southern California and then attended Tufts University School of Medicine again graduating with honors.  He received his post-doctoral training in general Psychiatry and Child and Adolescent Psychiatry at Walter Reed Army Medical Center in Washington, D.C.  Dr. Clawson received several awards while in training for his work with homeless families and his study of systems of psychiatric care in the US and France.

After completing his post-graduate training, Dr. Clawson served as the Chief of Child & Adolescent Psychiatry and then the Chief of Psychiatry for the US Armed Forces in the Republic of Korea.  Since leaving the Armed Services he served as Medical Director at the Division of Child & Adolescent Psychiatry at the University of Maryland of Medicine. He is currently in private practice in Bethesda, Maryland.

Dr. Clawson has lectured extensively in the areas of the psycho-pharmacology, and the treatment and management of ADHD and Autism Spectrum Disorders.  He has published on such topics as the mental health needs of homeless children, mental health consultation in schools, working effectively with pediatricians, play therapy, developing clinical databases for mental health systems of care, and the clinical management of ADHD.  His research experience includes investigation of the psychiatric sequelae of traumatic brain injury, and he has served as medical supervisor on a number of industry-supported clinical medication trails in the areas of ADHD and adolescent Bipolar Disorder. He is Board Certified in both general Psychiatry and Child and Adolescent Psychiatry. Dr. Clawson remains on the teaching faculty at Children’s Hospital National Medical Center, Georgetown University School of Medicine, and the Uniformed Services University of the Health Sciences.


Exposure Therapy for Treating Anxiety in Children and Adolescents

Jessica Samson, PsyD

Friday, February 21, 2020, 9:15 AM -12:30 PM

Rathbone & Associates, 4701 Sangamore Road, #210N, Bethesda MD 20816

3 Category I CEUs

Sold out – wait list available here.

This presentation will provide an overview of the use of exposure based cognitive behavior therapy (CBT) with child and adolescent clients with anxiety disorders including Generalized Anxiety Disorder, Social Phobia, Separation Anxiety, and Specific Phobia. The discussion will focus on understanding why exposure is an effective treatment for anxiety disorders and the process of preparing children, adolescents and their parents for an exposure based treatment intervention. The basic principles for designing and implementing individualized exposure ideas for clients with anxiety disorders will be addressed. Additionally, we will look at sample exposure hierarchies for various childhood anxiety disorders to further illustrate the process of developing practical and engaging exposure ideas.


At the end of the workshop the learner will be able to:

  • Explain the process in which exposure-based Cognitive Behavior Treatment addresses anxiety risk factors
  • Describe the step-by-step process for conducting exposure therapy sessions with children, adolescents, and their parents
  • Develop imaginal and in-vivo exposure hierarchy ideas for a child or adolescent client with GAD, Social Phobia, Separation Anxiety, and Specific Phobia.

Dr. Jessica Samson is a licensed psychologist who earned her Masters and Psy.D. degree from Xavier University in Cincinnati, Ohio. ​​Immediately following graduate school, she worked on two multi-site clinical trials at Johns Hopkins School of Medicine, Department of Psychiatry providing Cognitive-Behavior Therapy (CBT) to children and adolescents with anxiety and tic disorders. For the next 9 years, she worked full-time providing individual and group therapy to children, adolescents, and young adults at Alvord, Baker, and Associates, a group private practice in Rockville, MD. Currently, Dr. Samson sees clients in her Chevy Chase private practice. In addition to maintaining her full-time private practice, she provides CBT case consultation and supervision to first and second year psychiatry fellows at Children’s National Medical Center in Washington, DC. Dr. Samson is also a contributing author on Exposure Therapy for Treating Anxiety in Children and Adolescents: A Comprehensive Guide.

ACT (Acceptance and Commitment Therapy) Masterclass

Miranda Morris, PhD
Licensed Psychologist
Peer Reviewed ACT Trainer

Rathbone & Associates
4701 Sangamore Road #210-N
Bethesda, MD 20816

6 consecutive Fridays, 9:15 AM-12:30 PM
September 18, 25, October 2, 9, 16, 23, 2020

18 Category 1 CEUs*



This 6 week course is designed to go well beyond the standard introductory ACT training and help clinicians develop a strong foundation in the model.  It will be highly experiential with a focus on helping participants practice skills that they can readily integrate into their work. The course is ideal for practitioners new to the model as well as those already practicing ACT who want to broaden their repertoire.

Each class will be a deep dive into ACT concepts and interventions.  We’ll start with how to assess psychological problems using ACT and how to address unhelpful thinking, avoidance, and inflexible behavior patterns.  We will explore and practice interventions related to each of the 6 core flexibility processes and self-compassion.  In addition, we will work on moving fluidly within the model with the aim of helping clinicians avoid interventions that feel “canned” or fall flat.  With the core processes well in hand, we’ll begin exploring the roots of ACT.  Specifically, we will learn and practice functional analysis and how to bring it into the therapeutic relationship.  Done right, functional analysis is a deeply experiential and interpersonal process.

Throughout the course, participants will be encouraged to practice ACT “from the inside out” so as to enhance their understanding not only of the concepts but of the “heart” of ACT.  ACT is not just a therapy one delivers.  It is a means for all of us – clients and therapists – to connect with meaning and purpose in our lives.

Recommended Reading:

ACT Made Simple: An Easy-To-Read Primer on Acceptance and Commitment Therapy, by Russ Harris, 2019, New Harbinger.


Class 1: September 18, 2020

Overview of the ACT Model
– The role of Cognitive Fusion and Avoidance in psychopathology
– Psychological Flexibility
– 6 core flexibility processes of ACT
– Process-based therapy and implications of a process based approach in assessment, diagnosis and treatment

Learning objectives:
Identify and describe experiential avoidance and describe cognitive fusion
Identify and describe the 6 core processes of ACT
Describe psychological flexibility as it relates to each of the 6 core processes

Class 2: September 25, 2020

Awareness and Willingness in ACT
– Understanding what is meant by “context” and “function” in therapy
– Defusion – disentangling from thoughts so that they do not dominate thinking
– Acceptance – practicing willingness in the presence of unwanted thoughts, feelings, memories, urges

Learning objectives:
Use the ACT model to help clients differentiate between ineffective and meaningful actions
Explain the difference between behavior governed by unhelpful thinking versus values
Explain the defense between acceptance and “white knuckling”
Identify and employ at least 3 ACT in-session exercises

Class 3: October 2, 2020

Present moment, Perspective Taking, and Self-Compassion
– Self as Context – practicing perspective-taking across, time, person and place
– Present Moment – bringing awareness to the moment, developing attentional flexibility
Self Compassion – developing compassion and self compassion to move through the core processes without getting stuck in negative evaluations of self and others.

Learning objectives:
Explain attentional flexibility
Describe 2 ways to help clients enhance their ability to shift perspective
Describe how self-compassion work can be integrated into the ACT model

Class 4: October 9, 2020

Values, Committed Action and Therapist Flexibility in ACT
– Values – getting clarity on what matters
– Committed action – taking steps in valued direction
– Therapist flexibility – practice moving fluidly from process to process

Learning objectives:
Define what is meant by “values” in ACT and explain how they can be used to guide therapy
Explain committed action and identify 2 obstacles to taking action commonly encounter in therapy
Describe how each process is related to at least one other process.

Class 5: October 16, 2020

Strengthening your practice by rooting it in Functional Contextualism – why we do what we do in ACT
– Using pragmatic functional analysis to move thought the 6 flexibility processes
– working with function to help clients build flexibility
– building flexibly and depth into your work

Learning objectives:
Explain the function and importance of flexible sensitivity to context for client and therapist
Practice moving fluently between ACT processes
Explain the role of appetitive vs aversive behavior control
Explain functional coherence vs essential coherence

Class  6: October 23, 2020

ACT in the therapeutic relationship
Functional analysis, in the context of the therapeutic relationship

Learning objectives:
Explain Clinically relevant behavior (CRB)
Describe the 5 rules of in session functional analysis
Describe how to identify and evoke client behavior that is problematic in session and in the client’s life
Explain how to reinforce and help generalize improved CRBs

Instructor Information

Miranda Morris, PhD is a peer-reviewed ACT Trainer and has conducted numerous workshops in the US and abroad.  As a licensed psychologist in private practice in Bethesda, MD, Miranda treats a broad range of difficulties including anxiety, OCD, depression, trauma, relationship problems, and pervasive difficulties often referred to as ‘personality disorders’.  She co-founded the Mid Atlantic Chapter of the Association for Contextual Behavioral Science (MAC ACBS), a group committed to disseminating ACT and contextual behavioral science and to building a strong ACT community in the Mid Atlantic. In addition, she serves on the Executive Board of ACBS and is President Emeritus of the Mid-Atlantic Chapter of the ACBS.

*Continuing Education Information

Rathbone & Associates is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs and maintains full responsibility for the programs and their content. These trainings qualify for Category I continuing education units. Please contact your state board for verification of reciprocity with other states and professions. In order to receive a certificate, registrants must attend the entire session.

Rathbone & Associates is a sponsor of continuing education credits for psychologists in Maryland under the Maryland Department of Health and Mental Hygiene. Rathbone & Associates maintains responsibility for the program content.