Society of Behavioral Medicine
555 East Wells Street, Suite 1100
Milwaukee, WI 53202-3823
Tel: (414) 918-3156
Fax: (414) 276-3349

SBM Annual Meeting, New Orleans, LA

Early Half Day Seminars

Wednesday, April 11, 2012 - 12:00 pm - 2:45 pm

Pre-registration and ticket required for admission
Full/Associate/Emeritus Members: $100
Student/Trainee/Transitional Members: $50
Non-Members: $125

Seminar 05: A New Treatment Paradigm for Coping with Chronic Stress: the Relaxation Response Resiliency Program

Co-Presenters: Elyse R. Park, Benson-Henry Institute for Mind Body Medicine, Massachusetts General Hospital, Boston, MA; and Jeffery Dusek, PhD, Institute for Health & Living, Abbott Northwestern Hospital, Minneapolis, MN

Chronic daily stress causes significant physical, emotional, and financial implications for Americans, and levels of stress are increasing. Three decades ago, Dr. Herbert Benson's groundbreaking work highlighted how the mind and body function to adapt to stress and proposed the existence of an elicitable state, the relaxation response (RR). Achieving the RR can combat stress through down-regulation of the sympathetic nervous system and up-regulation of the parasympathetic nervous system. Resiliency is a multidimensional construct that provides a framework for understanding one’s adjustment to stress as a dynamic process. An innovative 8-session treatment program: the Relaxation Response Resiliency Program (R3P) was developed, which purports that 1) stressors can adversely affect one's core resiliency; 2) the RR is a physiological state that can be achieved through different strategies to counter-regulate stress reactivity; 3) mastery of relaxation response elicitation maximizes one’s ability to benefit from a multimodal mind-body intervention (lifestyle modification, emotional regulation, cognitive strategies, and physical improvements). The R3P is grounded upon principles from stress management, cognitive behavioral therapy, and positive psychology and is comprised of 3 core components: 1. Eliciting the Relaxation Response; 2. Stress Appraisal and Coping; and 3. Growth Enhancement. The goal of the R3P is for individuals to learn how to maximize their own adaptive responses to stress and apply these skills to daily living. In this workshop we will present the theoretical basis of the three R3P components. We will also provide an overview of how the treatment program intervenes upon these three components. Lastly, we will review our treatment outcomes and recommendations for pre- and post-treatment assessment.

Seminar 07: Introduction to the Multiphase Optimization Strategy (MOST) for Building More Effective Behavioral Interventions

Lead Presenter: Linda M. Collins, Methodology Center, Penn State, State College, PA

The majority of behavioral interventions in use today have been evaluated as a treatment package using a two-group randomized controlled trial (RCT). This approach is an excellent way to determine whether an intervention is effective. However, the treatment package approach is less helpful at providing empirical information that can be used to improve the intervention’s effectiveness. In this seminar an innovative methodological framework for building more effective behavioral interventions, the Multiphase Optimization Strategy (MOST), will be presented. MOST is based on ideas inspired by engineering methods, which stress careful management of research resources and ongoing improvement of products. A comprehensive strategy, MOST includes a series of steps devoted to establishing the conceptual foundation of an intervention; gathering empirical information on individual intervention components via experiments designed for efficiency and conservation of research resources; making decisions based on the results of the experiments to develop the intervention; and evaluating the intervention via a RCT. MOST can be used to build a new intervention or to improve an existing intervention. Using MOST it is possible to engineer an intervention targeting a particular effect size, level of cost-effectiveness, or any other criterion.
This seminar will provide an introduction to MOST. Ongoing intervention development studies using the MOST approach will be used as illustrative examples. A substantial amount of time will be devoted to experimental design, which is an important tool in MOST. In particular, factorial experiments and fractional factorial experiments will be discussed. Time will be reserved for open discussion of how the concepts presented can be applied in the research of seminar attendees. Attendees will be given a handout with the Power Point slides and a list of articles containing additional information

Seminar 08: Peer Support Interventions: Training, Ensuring Competencies, and Intervention Tracking (The Peers for Progress Network)

Lead Presenter: Tricia S. Tang, Medicine, University of British Columbia School of Medicine, Vancouver, BC, Canada
Co-Presenters: Guadalupe X. Ayala, Health Promotion and Behavioral Sciences, San Diego State University, San Diego, CA; and Andrea L. Cherrington, Medicine, University of Alabama, Birmingham, AL

Peer support is an evidence-based approach for chronic disease prevention and control. However, models of peer support differ on several important dimensions including how peer supporters are prepared and trained to carryout their responsibilities, how training is evaluated to ensure competency, and how peer supporters are monitored and supervised to maintain intervention fidelity. This seminar will teach participants how to design feasible and high quality peer support programs by focusing on the fundamental components of training, ensuring competencies, and tracking intervention delivery. Instructors will draw on varied experiences with multi-ethnic populations and programs supporting diabetes self management in community settings and health centers in Alabama, California, and Michigan as part of Peers for Progress, a program of the American Academy of Family Physicians Foundation to promote peer support in health, health care and prevention. Participants will learn about various models for training peer supporters and how these models may differ based on the role and functions of peer supporters and contextual factors associated with populations and settings. Participants will receive examples of training materials and engage in a discussion on how these materials were conceptualized from both theoretical and practical perspectives. Participants will also learn different approaches to evaluating training outcomes. Finally, participants will learn about various methods to assess intervention fidelity during implementation. Concepts and strategies will be reinforced through case examples, active learning techniques, simulations, and a hands-on exercise.