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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.
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