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Comprehensive Introduction to DBT and RO-DBT: LIVE, IN PERSON

Offered only at Atlanta DBT, receive a comprehensive introduction to DBT and RO-DBT. Course includes tutorial in skill sets with theory, including the original RO-DBT skills developed by Tom Lynch. 

 

You will learn what RO DBT shares in common with DBT, and how they’re different

You will see how “radical openness” can help your patients feel more supported, less anxious, and less isolated

 

 

This is a 10 day course. 

  • Incorporate DBT assumptions about patients, therapists, and therapy into treatment. 

  • Balance change and acceptance in providing consultation to the patient & their environment 

  • Apply DBT principles and strategies during DBT consultation team meetings. 

  • Increase the motivation and capability of clinicians on your consultation team.  

  • Understand how the scientific method is used in both treatment development and conducting 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.

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