DBT Intensive Training Objectives

Hotel

Training Objectives

Part 1 (Foundational): As a result of this training, participants will be able to:

Specify the clinical populations that are targeted in DBT;
Explain the research findings supporting DBT as an evidence-based treatment for disorders of emotional dys-regulation;
Articulate the three paradigms of DBT—behaviorism, Zen/mindfulness, and dialectics—and the principles associated with each;
Explain how the DBT therapist reframes the diagnosis of borderline personality disorder as five categories of problematic behaviors;
Teach the way in which DBT’s bio-social theory accounts for the causation and maintenance of problematic borderline behavioral patterns;
Convert the patient’s list of problem behaviors into a prioritized list of treatment targets that sets the agenda for the overall treatment;
Demonstrate how the therapist reviews a diary card (self-monitoring tool) with the patient, noting the active treatment targets, and sets a prioritized treatment agenda for each session;
List the five functions of comprehensive DBT treatment, the various treatment modes through which the functions are delivered in a treatment program, and how these are modified in adaptations of DBT to different clinical populations and treatment contexts;
List the agreements made by patients, by therapists, and by consultation teams;
List the assumptions about patients and about therapy that inform the DBT therapist;
Articulate and explain the definition, the functions, the targets, and the strategies of validation in DBT;
Practice the six levels of validation in work with patients;
List the steps in problem solving in DBT and describe how they flow from one to another;
Demonstrate the use of a behavioral chain analysis to assess the controlling variables of a problem behavior in a session;
List and explain the four procedures for changing behaviors used in DBT;
Demonstrate the practice of commitment strategies in DBT to secure a stronger commitment from the patient;
Explain and demonstrate the use of informal exposure procedures in DBT;
Describe how to change behaviors through reinforcement, shaping, extinction and punishment in DBT sessions and groups;
Describe what is meant by dialectics, and dialectical thinking, in DBT;
List the dialectical strategies and provide examples of each one;
Describe the two communication styles used in DBT and the context for the use of each one;
Explain how the DBT team and therapist utilize the case management strategies in defining a stance with respect to individuals in the patient’s social and professional network;
Utilize the Linehan Risk Assessment and Management Protocol (L-RAMP) for step-by-step guidance and documentation of the assessment and management of suicidal risk;
Apply DBT’s suicide crisis protocol with a suicidal patient in a manner that is consistent with the L-RAMP;
Demonstrate the use of DBT’s telephone coaching strategies;
Describe the nature, format, and strategies for participating in a DBT consultation team;
Describe the essential features of mindfulness practices in DBT and how they are used by the therapist in consultation team, skills training group, and individual therapy sessions;
Teach the four modules of skills in DBT (mindfulness, distress tolerance emotion regulation, and interpersonal effectiveness).

Part 2 (Intensive): As a result of this training, participants will be able to:

Demonstrate the practice of leading others in mindfulness exercises;
Demonstrate the mastery of DBT’s knowledge base;
Teach all DBT skills according to the skills training manual;
Conduct a DBT skills training group, managing problems that arise in the group;
Demonstrate effective leadership and participation of a DBT consultation team meeting;
Identify, assess, and address problems in the functioning of the consultation team, using DBT strategies to solve them;
As a result of presenting a DBT program and getting consultation, demonstrate an understanding of what is required for a program to have fidelity to the DBT model, and to demonstrate the ability to analyze and strengthen a DBT program, modifying the treatment for application to particular clinical populations and treatment contexts;
Apply DBT’s targets and strategies in telephone coaching;
Demonstrate the use of DBT’s ‘observing limits’ strategy in order to preserve one’s own effective functioning and to prevent burnout;
Demonstrate the use of DBT’s contingency procedures to maintain and motivate effective functioning in therapy sessions and skills training groups;
Demonstrate the use of cognitive modification procedures during therapy sessions;
Demonstrate how to incorporate skills training procedures into a DBT therapy session;
Demonstrate the use of validation levels and strategies to help the patient regulate emotions and continue to problem-solve;
Demonstrate the use of dialectical strategies to navigate and transform challenging moments in therapy;
Conduct behavioral chain analysis for the assessment and treatment of problem behaviors;
Demonstrate how to shift back and forth between the use of behavioral chain analysis and the use of DBT’s change procedures;
Use DBT’s method for case conceptualization of a difficult case;
Demonstrate how to convert the case conceptualization into a treatment plan;
Articulate and explain all DBT skills;
Discuss the DBT multiple choice exam and demonstrate mastery of the concepts within it;
Discuss homework assignments completed between Part 1 and Part 2, and thereby further master the treatment;
Formulate plans to evaluate one’s DBT program or practice;
Demonstrate how to use DBT’s typical strategy groups in order to treat in-session dysfunctional behaviors;
Identify DBT treatment strategies as they are utilized in videotaped segments and role-plays of DBT practice.

Continuing Education

Part 1 (Foundational): Up to 34 CE Hours for Psychologists
Instructional Level: Intermediate

Part 2 (Intensive): Up to 34 CE Hours for Psychologists
Instructional Level: Intermediate

Rutgers Graduate School of Applied & Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. Rutgers Graduate School of Applied & Professional Psychology maintains responsibility for this program and its content.

Register for the upcoming training: Take Your Clients Deeper by Elevating Therapist Self-Awareness Using Functional Analytic Psychotherapy.

Training Objectives​

Part 1 (Foundational): As a result of this training, participants will be able to:

Specify the clinical populations that are targeted in DBT;

Explain the research findings supporting DBT as an evidence-based treatment for disorders of emotional dys-regulation;

Articulate the three paradigms of DBT—behaviorism, Zen/mindfulness, and dialectics—and the principles associated with each;

Explain how the DBT therapist reframes the diagnosis of borderline personality disorder as five categories of problematic behaviors;

Teach the way in which DBT’s bio-social theory accounts for the causation and maintenance of problematic borderline behavioral patterns;

Convert the patient’s list of problem behaviors into a prioritized list of treatment targets that sets the agenda for the overall treatment;

Demonstrate how the therapist reviews a diary card (self-monitoring tool) with the patient, noting the active treatment targets, and sets a prioritized treatment agenda for each session;

List the five functions of comprehensive DBT treatment, the various treatment modes through which the functions are delivered in a treatment program, and how these are modified in adaptations of DBT to different clinical populations and treatment contexts;

List the agreements made by patients, by therapists, and by consultation teams;

List the assumptions about patients and about therapy that inform the DBT therapist;

Articulate and explain the definition, the functions, the targets, and the strategies of validation in DBT;

Practice the six levels of validation in work with patients;

List the steps in problem solving in DBT and describe how they flow from one to another;

Demonstrate the use of a behavioral chain analysis to assess the controlling variables of a problem behavior in a session;

List and explain the four procedures for changing behaviors used in DBT;

Demonstrate the practice of commitment strategies in DBT to secure a stronger commitment from the patient;

Explain and demonstrate the use of informal exposure procedures in DBT;

Describe how to change behaviors through reinforcement, shaping, extinction and punishment in DBT sessions and groups;

Describe what is meant by dialectics, and dialectical thinking, in DBT;

List the dialectical strategies and provide examples of each one;

Describe the two communication styles used in DBT and the context for the use of each one;

Explain how the DBT team and therapist utilize the case management strategies in defining a stance with respect to individuals in the patient’s social and professional network;

Utilize the Linehan Risk Assessment and Management Protocol (L-RAMP) for step-by-step guidance and documentation of the assessment and management of suicidal risk;

Apply DBT’s suicide crisis protocol with a suicidal patient in a manner that is consistent with the L-RAMP;

Demonstrate the use of DBT’s telephone coaching strategies;

Describe the nature, format, and strategies for participating in a DBT consultation team;

Describe the essential features of mindfulness practices in DBT and how they are used by the therapist in consultation team, skills training group, and individual therapy sessions;

Teach the four modules of skills in DBT (mindfulness, distress tolerance emotion regulation, and interpersonal effectiveness).

Part 2 (Intensive): As a result of this training, participants will be able to:

Demonstrate the practice of leading others in mindfulness exercises;

Demonstrate the mastery of DBT’s knowledge base;

Teach all DBT skills according to the skills training manual;

Conduct a DBT skills training group, managing problems that arise in the group;

Demonstrate effective leadership and participation of a DBT consultation team meeting;

Identify, assess, and address problems in the functioning of the consultation team, using DBT strategies to solve them;

Apply DBT’s targets and strategies in telephone coaching;

Demonstrate the use of DBT’s ‘observing limits’ strategy in order to preserve one’s own effective functioning and to prevent burnout;

Demonstrate the use of DBT’s contingency procedures to maintain and motivate effective functioning in therapy sessions and skills training groups;

Demonstrate the use of cognitive modification procedures during therapy sessions;

Demonstrate how to incorporate skills training procedures into a DBT therapy session;

Demonstrate the use of validation levels and strategies to help the patient regulate emotions and continue to problem-solve;

Demonstrate the use of dialectical strategies to navigate and transform challenging moments in therapy;

Conduct behavioral chain analysis for the assessment and treatment of problem behaviors;

Demonstrate how to shift back and forth between the use of behavioral chain analysis and the use of DBT’s change procedures;

Use DBT’s method for case conceptualization of a difficult case;

Demonstrate how to convert the case conceptualization into a treatment plan;

Articulate and explain all DBT skills;

Discuss the DBT multiple choice exam and demonstrate mastery of the concepts within it;

Discuss homework assignments completed between Part 1 and Part 2, and thereby further master the treatment;

Formulate plans to evaluate one’s DBT program or practice;

Demonstrate how to use DBT’s typical strategy groups in order to treat in-session dysfunctional behaviors;

Identify DBT treatment strategies as they are utilized in videotaped segments and role-plays of DBT practice.

Continuing Education

Part 1 (Foundational): Up to 34 CE Hours for Psychologists Instructional Level: Intermediate

​

Part 2 (Intensive): Up to 34 CE Hours for Psychologists Instructional Level: Intermediate

​

Rutgers Graduate School of Applied & Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. Rutgers Graduate School of Applied & Professional Psychology maintains responsibility for this program and its content.

​

​

​

Training Objectives

Part 1 (Foundational): Up to 34 CE Hours for Psychologists
Instructional Level: Intermediate

Part 2 (Intensive): Up to 34 CE Hours for Psychologists
Instructional Level: Intermediate