Full Course Description

Module 1: Dialectical Behavior Therapy (DBT) Intensive Training

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.

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.

Program Information

Target Audience

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

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.

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

Copyright : 10/04/2016

Module 2: 10 Brain-Based Strategies to Help Children Handle Their Emotions

Copyright : 05/14/2013

Module 1: 10 Brain-Based Strategies to Help Children Handle Their Emotions

Click here to purchase the DVD or CD recording from our product store.

In this recording, best-selling author Tina Payne Bryson (co-author with Dan Siegel of The Whole-Brain Child) discusses how to increase the effectiveness of your treatment by working with parents to reduce the backwards steps taken when a child leaves the therapy office or classroom.

Using stories, case examples, and plenty of humor, Dr. Bryson explains ten simple, scientifically grounded strategies that will help children handle their emotions and make better decisions—even in high-stress moments.   You will learn how to accurately assess a child’s temperament and the key questions to provide a great understanding of family dynamics and parenting styles.  Walk away from this webcast with the tools to improve outcomes by working more effectively with the entire family as part of the process.

To order the book, The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind, please visit our product store.

 

Program Information

Target Audience

Psychologists, Counselors, Social Workers, Case Managers, Marriage & Family Therapists, Nurses, Teachers/Educators, Speech-Language Pathologists, Occupational Therapists & Occupational Therapy Assistants, Physical Therapists/Physical Therapy Assistants, and other Mental Health Professionals

Objectives

  • Explain why emotional responsiveness is an essential intervention strategy. for developing the brain and creating long-term mental health and resilience.
  • Distinguish the connection between reactivity and the threat-detection system in the brain
  • Identify when parents need to make shifts at home, versus when a child actually needs therapy.
  • Demonstrate how to reinterpret seemingly maladaptive behavior as purposeful, adaptive behavior with a meaning, then learn how to shift it.
  • Describe how to communicate these basic concepts to parents.

Outline

Emotional Responsiveness

  • How much does context matter?
  • Communicate comfort rather than threat
  • Decrease emotional reactivity through a sensory motor lens

Creative questions that reveal more about a child’s:

  • Temperament
  • Family life
  • Parenting they are receiving

Emphasize the parental basics:

  • Nutrition
  • Sleep
  • Self-care

Teach parents how to more effectively deal with their child’s behavior

  • Understand when to “lean into” a behavior instead of trying to extinguish it
  • Wait for the teachable moment, and know when to avoid talking about feelings and problems
  • Uncover and challenge parents’ theories about their children’s reactivity and behavior
  • Allow development to happen, even if it’s not on our preferred schedule

Copyright : 05/14/2013