Primary Objective:  

As a result of this training participants will be able to provide DBT.  

Part 1 – Learning Objectives:  

• Incorporate DBT assumptions about clients, therapists, and therapy into treatment.  
• Balance change and acceptance in providing consultation. 
• Apply DBT principles and strategies during DBT consultation team meetings.  
• Increase the motivation and capability of therapists on your consultation team.   
• Describe how the scientific method is used in both treatment development and conducting DBT.  
• Use DBT research data to engage stakeholders in DBT.  
• Adopt and practice a dialectical worldview in treatment and case formulation.  
• Engage clients in treatment by providing dialectical balance between change and acceptance.  
• Accurately describe the content of the skills training module: Core Mindfulness.   
• Convey the rationale for DBT Mindfulness skills.  
• Explain how Core Mindfulness skills are key (core) to all skills taught in DBT.  
• Explain the Biosocial Model of Borderline Personality Disorder (BPD) and other severe disorders in all required treatment contexts.  
• Conceptualize the manner in which suicidal behavior is an attempt by patients to solve problems.  
• Incorporate hypotheses to include in DBT case formulation based on dialectical dilemmas experienced by persons with borderline personality disorder (duplicate).  
• Accurately describe the content of the skills training module: Emotion Regulation.   
• Describe the evidence for the use of DBT Emotions Regulation skills.  
• Convey the rationale for DBT Emotion Regulation skills.  
• Describe the functions of comprehensive treatment and the corresponding modes employed in DBT to accomplish these functions.  
• Describe how levels of disorder and stages of treatment guide treatment planning and targeting.  
• Identify client’s life goals that can be used as motivation for engaging in DBT.  
• Structure treatment according to the target hierarchies for each modality (e.g., individual, skills training, phone).  
• Set target hierarchies for clients with multiple problems.  
• Complete DBT pre-treatment tasks (e.g., identify client’s goals, orient to DBT, obtain commitments).  
• Describe the key elements that should be addressed in individual DBT sessions.  
• Structure individual DBT sessions.  
• Describe the function of DBT skills training.  
• Define the roles of the leader and co-leader in DBT skills training.  
• Explain how to structure a DBT skills training class.  
• Identify the contents of the DBT Interpersonal Effectiveness skills module.  
• Describe the evidence for the use of DBT Interpersonal Effectiveness skills.  
• Convey the rationale for DBT Interpersonal Effectiveness skills.  
• Identify the contents of the DBT Distress Tolerance skills module.  
• Describe the evidence for the use of DBT Distress Tolerance skills.  
• Convey the rationale for DBT Distress Tolerance skills.  
• Define problem behaviors specifically and behaviorally.  
• Conduct a chain analysis of an episode of a target behavior.  
• Conduct missing links analyses of needed behaviors that did not occur.  
• Describe the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency management).  
• Generate and evaluate solutions for specific problematic links from a chain analysis.  
• Describe the use of validation in DBT.  
• Implement the levels of validation in DBT.  
• Engage clients in treatment by providing dialectical balance between change and acceptance.  
• Employ the dialectical strategies in DBT.  
• Implement DBT stylistic strategies (reciprocal and irreverent communication).  
• Assess long-term and acute risk for suicide.  
• Talk with individuals in a manner that facilitates assessment of suicide risk.  
• Describe the steps involved in crisis management.  
• Apply DBT suicide crisis protocols.  
• Respond to ongoing suicidal behavior during treatment.  
• Coach clients to generalize skills in all relevant contexts.  
• More effectively coach clients with skills specific to their needs.  
• Competently help patients employ difficult-to-use skills.  
• Implement the DBT case management strategies.  
• Identify the application of, and limits to, consultation to the client.  
• Explain the importance of observing personal and professional limits in DBT.  
• Describe the steps for observing limits in DBT.  

Part 2 – Learning Objectives:  

• Talk with individuals in a manner that facilitates assessment of suicide risk.  
• Implement an evidence-based protocol for intervening in suicide crisis situations.  
• Identify DBT skills for clients to use for specific problems in specific contexts.  
• Structure team-based consultation sessions.  
• Determine the best course of clinical application based on consultation and extrapolation from the evidence-base for DBT.  
• Discuss the exam assigned in Part 1 and consequently better understand important concepts in DBT.  
• Discuss homework assignments involving the application of the treatment and consequently better understand how to apply the treatment.  
• Design DBT service programs, appropriately implementing and modifying DBT protocols for my particular setting and patient population.  
• Effectively balance adaptation and adoption in implementation of DBT.  
• Utilize implementation outcome variables to increase the sustainability of DBT programs.  
• Conceptualize clinical cases and problems from a DBT perspective.  
• Formulate cases with emotion at the heart of problem behavior.  
• Engage in DBT case formulation as an iterative means of treatment planning, intervention, and measurement.  
• Demonstrate the ability to apply important concepts in DBT.  
• Write DBT case formulations with behavioral specificity.  
• Actively participate in a DBT consultation team.  
• Set targets for DBT consultation team meetings and manage time accordingly.  
• Balance change and acceptance in providing consultation.  
• Formulate cases with attention to the transaction of the individual-environment system.  
• Incorporate the biosocial model of BPD into case formulation.  
• Conceptualize the manner in which suicidal behavior is an attempt by patients to solve problems.  
• Describe how levels of disorder and stages of treatment guide treatment planning and targeting.  
• Link client targets to goals.  
• Link client’s goals to the tasks of treatment.  
• Organize DBT sessions based on a target hierarchy for each modality (e.g., individual, skills training).  
• Overcome obstacles of both therapists and clients in setting treatment goals and targets before starting the treatment.  
• Define problem behaviors specifically and behaviorally.  
• Identify the critical variables influencing a problem behavior.  
• Clarify program elements that support the functions of a comprehensive treatment program.  
• Evaluate whether a DBT program addresses the 5 functions of comprehensive treatment.  
• Explain the difference between chain and solution analyses.  
• Conduct solution analyses.  
• Identify solutions to address the critical variables influencing problem behaviors.  
• Select and suggest specific skills to fit a situation or context.  
• Implement the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency management).  
• Evaluate the use of DBT strategies in my own and others’ cases.  
• Describe the relationship between secondary targets and primary targets.  
• Determine when to focus on secondary targets (dialectical dilemmas).  
• Identify options for intervening in secondary targets (dialectical dilemmas).  
• Identify the application of, and limits to, consultation to the client.  
• Implement DBT case management strategies (consultation-to-the-client and environmental intervention).  
• Generate solutions to address barriers to implementing DBT in my program.  
• Demonstrate the ability to evaluate the use of DBT strategies in others’ cases.  
• View and discuss DBT as modeled by expert therapists (e.g. video, demonstrations) and be better able to describe and apply treatment strategies.  
• Practice the techniques of DBT via behavioral rehearsal, as coached by the instructors and be better able to describe and apply treatment strategies.  
• Provide solutions when consulting that are pertinent to the problem and likely to be effective.  
• Apply the treatment after my team’s case consultation.  
• Apply DBT principles and strategies during DBT consultation team meetings.  
• Identify team problems and use DBT strategies to resolve them.  
• Employ techniques for strengthening the DBT consultation team.  
• Clarify expected long-term outcomes for my DBT program.  
• Identify methods of measuring outcomes for my DBT program.