Full Course Description

Week 1 - Dialectical Behavior Therapy (DBT) Certificate Course

 

Dialectical Behavior Therapy (DBT) has evolved from the go-to treatment for borderline personality disorder to one of the most recognized and sought after therapies for a variety of difficult to treat client problems. The increasing pressure to adopt treatments that work makes DBT skills and strategies a must-have for all types of therapists.

For those who feel that pressure but fear becoming a “manual manic”, relax. Dr. Lane Pederson teaches how to follow the manual yet make thoughtful customizations consistent with evidence-based practices and always grounded in the therapeutic alliance. Covering DBT from theory to clinical application, including the use of diary cards, behavioral analysis, contingency management, and multi-layered validation, this certificate course welcomes those implementing DBT in standard and adapted ways as well as those wishing to simply add DBT skills and techniques to their eclectic or integrative style.

If you have felt limited or stuck with your therapy skills or ready to give up on certain clients, this certificate course will breathe new life into your work. You will leave ready to use the essentials of DBT listed above as well as skills from the Mindfulness, Distress Tolerance, Emotion Regulation, and Interpersonal Effectiveness Modules with your clients, enjoying new confidence in and effectiveness with your clinical skill set.

Program Information

Target Audience

Addiction Counselors, Case Managers, Counselors, Marriage & Family Therapists, Nurses, Physician, Psychologists, Social Workers, and other Mental Health Professionals

Outline

  • Foundations of DBT
    • The Story of DBT
    • Explicit focus on validation
    • Cognitive-behavioral change strategies
    • Skills training
    • Consultative approach
    • Mindfulness
    • Dialectical balance
    • Five functions of DBT
    • Is it DBT?: What’s needed in a DBT clinical process
  • Dialectical Philosophy. What IS it, and HOW is it Used?
    • Dialectics explained
    • Dialectical assumptions
    • Dialectics in action
    • Dialectical Abstinence. When NOT to be dialectical
  • Core Assumptions of DBT: Shaping the Therapy
    • Acceptance and nonjudgmental stance
    • View of clients, therapist and therapy
  • DBT Models: Standard and Beyond
    • DBT Modes and Formats
    • DBT Research: Understanding and Context
    • Evidence-Based Practice versus
    • Evidence-Based Treatments
    • Understanding how therapy works
    • Six decades of empirical research
    • Maximizing therapeutic factors, DBT-style
  • Biosocial Theory: Guiding the Therapy
    • Biosocial theory of difficulties
    • How theory drives therapy
    • Update to Theory: RO DBT
  • Getting Started: Therapy Structure
    • Structure as a therapeutic factor
    • Structuring the environment
    • DBT Stages
    • Identifying treatment targets: suicidality, self-injurious behavior (SIB), therapy-interfering behavior (TIB), and other targets
  • Special Populations and Settings
    • Children and Adolescents
    • Substance Use Disorders
    • Levels of Care
  • Mindfulness and DBT
    • Mindfulness explained
    • Mindfulness of the approach
    • Mindfulness as a therapy technique
    • Mindfulness in life
  • DBT Skills Training
    • Integrating skills into therapy
    • Using skills to develop new behaviors
    • Methods for skills training
  • Mindfulness: The Path to Wise Mind
    • What skills: observe describe, participate
    • How skills: nonjudgmental, one-mindful, effectively
    • Mindfulness practice and application
  • Teaching Dialectics
    • Identify dialectical dilemmas
    • Activate Wise Mind action
    • For adolescents and parents: Middle path
    • For substance use disorders: dialectical abstinence
  • Distress Tolerance
    • Wise mind ACCEPTS
    • IMPROVE the moment
    • Pros and cons
    • Radical acceptance/turning the mind
  • Emotion Regulation
    • Model of emotions
    • PLEASED
    • Build positive experiences
    • Opposite action
  • Interpersonal Effectiveness
    • FAST skills
    • GIVE skills
    • DEAR MAN skills
  • Supplemental and Updated Skills and Modules
    • Urge surfing
    • Bridge burning
    • TIP
    • DBT Clinical Process
  • Diary Cards
    • Standard
    • Adapted for special populations
  • Behavioral Analysis (Chain Analysis)
    • Getting the client on board
    • Build awareness and options
    • Bridging into solution analysis
  • Starting Out: Commitment Strategies
  • Validation
    • A multi-layered approach
    • As an exposure technique
    • Used dialectically with change
    • Difference from normalization
  • Change Interventions
    • Behavioral principals
    • Contingency procedures
    • Best behavior change methods
    • DBT-style cognitive interventions
  • Exposure Techniques
    • When to use (and not to use)
    • Exposure protocols
    • Alternatives to exposure
  • Communication Styles
    • Reciprocal
    • Irreverent
  • Consultative Group and Treatment Teams
    • Increase your motivation
    • Develop effective responses
    • Qualities of effective treatment teams
  • Assess and Manage Self-Injurious Behavior (SIB)
    • When is SIB life-threatening?
    • Creating alternatives
  • Assess and Manage Suicidal Ideation (SI)
    • Suicide assessment techniques
    • Establishing safety protocols
    • Safety plans and safety commitments
  • Hospitalization Issues
    • Effective use of the hospital
    • Transitions in and out
  • Next Steps
    • What you learned and what you need
    • Developing your plan
    • Taking action

Objectives

  1. Discriminate DBT from the contextual model of therapy.
  2. Evaluate DBT research in light of the contextual model and the Evidence-Based Practice of Psychology (EBPP).
  3. Correlate DBT philosophies and interventions to the therapeutic factors that most improve treatment outcomes.
  4. Explore dialectic philosophies and their application in therapy
  5. Determine how the core assumptions of DBT are put into action in therapy
  6. Assess how DBT theory drives therapeutic interventions.
  7. Communicate how to balance validation and change strategies in clinical situations
  8. Integrate mindfulness techniques into therapy.
  9. Implement an effective therapy structure that includes identifying clear treatment goals
  10. Practice how to effectively teach the four standard DBT skills modules - mindfulness, emotion regulation, distress tolerance and interpersonal effectiveness.
  11. Design teaching strategies for skills training sessions.
  12. Plan and teach supplemental DBT skills and modules.
  13. Practice DBT skills training techniques in small groups.
  14. Recommend how to seamlessly integrate DBT skills into individual therapy.
  15. Discriminate the DBT model from cognitive-behavioral, client-centered, and other treatment modalities.
  16. Practice a multi-layered approach to validation of clients’ thoughts and feelings.
  17. Establish balance validation with the most effective (and practical) methods of behavior change.
  18. Practice reciprocal and irreverent communication styles, to be utilized within the therapy session.
  19. Comment on the key differences between traditional cognitive interventions and DBT-style cognitive interventions.
  20. Practice therapy techniques with effective pacing, balance, and flow.
  21. Articulate when to use (and not to use) exposure techniques.
  22. Employ DBT diary cards and chain (change) analysis.
  23. Propose how to operate with consultative groups and treatment teams.
  24. Assess and manage self-injurious and suicidal behaviors with clear protocols and safety plans.
  25. Establish clear plans for crisis management, including psychiatric hospitalizations.

Objectives

  1. Discriminate DBT from the contextual model of therapy.
  2. Evaluate DBT research in light of the contextual model and the Evidence-Based Practice of Psychology (EBPP).
  3. Correlate DBT philosophies and interventions to the therapeutic factors that most improve treatment outcomes.
  4. Explore dialectic philosophies and their application in therapy
  5. Determine how the core assumptions of DBT are put into action in therapy
  6. Assess how DBT theory drives therapeutic interventions.
  7. Communicate how to balance validation and change strategies in clinical situations
  8. Integrate mindfulness techniques into therapy.
  9. Implement an effective therapy structure that includes identifying clear treatment goals
  10. Practice how to effectively teach the four standard DBT skills modules - mindfulness, emotion regulation, distress tolerance and interpersonal effectiveness.
  11. Design teaching strategies for skills training sessions.
  12. Plan and teach supplemental DBT skills and modules.
  13. Practice DBT skills training techniques in small groups.
  14. Recommend how to seamlessly integrate DBT skills into individual therapy.
  15. Discriminate the DBT model from cognitive-behavioral, client-centered, and other treatment modalities.
  16. Practice a multi-layered approach to validation of clients’ thoughts and feelings.
  17. Establish balance validation with the most effective (and practical) methods of behavior change.
  18. Practice reciprocal and irreverent communication styles, to be utilized within the therapy session.
  19. Comment on the key differences between traditional cognitive interventions and DBT-style cognitive interventions.
  20. Practice therapy techniques with effective pacing, balance, and flow.
  21. Articulate when to use (and not to use) exposure techniques.
  22. Employ DBT diary cards and chain (change) analysis.
  23. Propose how to operate with consultative groups and treatment teams.
  24. Assess and manage self-injurious and suicidal behaviors with clear protocols and safety plans.
  25. Establish clear plans for crisis management, including psychiatric hospitalizations.

Copyright : 10/04/2016

Week 2 - Dialectical Behavior Therapy (DBT) Certificate Course

Program Information

Objectives

  1. Discriminate DBT from the contextual model of therapy.
  2. Evaluate DBT research in light of the contextual model and the Evidence-Based Practice of Psychology (EBPP).
  3. Correlate DBT philosophies and interventions to the therapeutic factors that most improve outcomes.
  4. Analyze dialectic philosophies and their application in therapy.
  5. Determine how the core assumptions of DBT are put into action in therapy.
  6. Assess how DBT theory drives therapeutic interventions.
  7. Communicate how to balance validation and change strategies in clinical situations.
  8. Integrate mindfulness techniques into therapy
  9. Implement an effective therapy structure that includes identifying clear treatment goals.
  10. Practice how to effectively teach the four standard DBT skills modules - mindfulness, emotion regulation, distress tolerance and interpersonal effectiveness.
  11. Design teaching strategies for skills training sessions.
  12. Plan and teach supplemental DBT skills and modules.
  13. Practice DBT skills training techniques in small groups.
  14. Recommend how to seamlessly integrate DBT skills into individual therapy.
  15. Discriminate the DBT model from cognitive-behavioral, client-centered, and other treatment modalities.
  16. Practice a multi-layered approach to validation of clients' thoughts and feelings.
  17. Determine balance validation with the most effective (and practical) methods of behavior change.
  18. Practice reciprocal and irreverent communication styles, to be utilized within the therapy session.
  19. Comment on the key differences between traditional cognitive interventions and DBT-style cognitive interventions.
  20. Practice therapy techniques with effective pacing, balance, and flow.
  21. Articulate when to use (and not to use) exposure techniques.
  22. Employ DBT diary cards and chain (change) analysis.
  23. Propose how to operate with consultative groups and treatment teams.
  24. Assess and manage self-injurious and suicidal behaviors with clear protocols and safety plans.
  25. Develop clear plans for crisis management, including psychiatric hospitalizations.

Copyright : 10/04/2016

Bonus Seminar: DBT Skills Training for Children and Adolescents with Jean Eich, PsyD, LP: Rescuing the Dysregulated Child

Program Information

Target Audience

Addiction Counselors, Counselors, Marriage & Family Therapists, Nurses, Psychologists, Social Workers and other Mental Health Professionals

Outline

Developmental Theory and Dialectical Behavior Therapy

  • Biosocial Model
  • Attachment style
  • Impact of trauma
  • Effects of inadequate validation in early emotional development
  • Symptoms of a pervasive emotional dysregulation disorder
  • Key Dialectical Dilemmas

Adapt DBT to Key Childhood and Adolescent Disorders

  • ADHD
  • Attachment Disorder
  • Oppositional Defiant Disorder (ODD)/Conduct Disorder (CD)
  • Eating disorders
  • Anxiety
  • Depression
  • Substance abuse

Skills Training with Experiential Activities

  • Mindfulness (reducing vulnerability to self-medicating behaviors common in ADHD & Depression)
  • Emotion Regulation (attachment disorders, anxiety)
  • Distress Tolerance (ODD /AD HD/eating disorders)
  • Interpersonal effectiveness
  • Validation

Behavior Modification and DBT

  • DBT relationship and change strategies
  • Validation and change
  • Practicing dialectical thinking
  • Creating opportunities to practice skills to avoid ineffective coping behaviors

Group Skills Format

  • Concurrent skills training
  • Multifamily skills training
  • Tracking outcomes to ensure effectiveness of approach

Objectives

  1. Determine the critical “ingredients” for effective DBT therapy.
  2. Articulate the biosocial model of pervasive emotional dysregulation disorders found in innately sensitive children.
  3. Utilize behavior modification strategies at the earliest stage of dysregulation.
  4. Determine the importance of structure in both skills training and home environments and how to teach parents or care providers to implement these strategies.
  5. Determine how to adapt each skills module to reflect the language of the child.
  6. Determine the role of parents/therapists/care providers and how to reestablish a safe and loving structure that enables the child to learn and generalize skills.

Copyright : 06/30/2015