A five-day online training for new members of Intensively trained DBT teams
Since its initial development in the 1980s DBT has been shown to be effective for an array of problems related to emotion dysregulation. We know severe emotion regulation difficulties result in individuals facing multiple problems across many areas of life and that these problems manifest in a variety of ways. The principles of DBT were specifically designed for cases which often present therapists with novel challenges. One of the benefits of a principle-based treatment is that it can be versatile enough to accommodate the specific situations, cultures, and contexts of the people it serves. DBT has been studied and implemented in multiple countries across the globe.
DBT Foundational training is a comprehensive program of study designed specifically for individual therapists or skills trainers who are members of an intensively trained DBT Consultation Team and have not completed Dialectical Behaviour Therapy Intensive Training themselves. It is meant to assist teams who have hired new staff or experienced turnover by allowing newer team members to get trained in the standard content of DBT. It includes 4 hours of content specific to risk assessment, management, and treatment of suicidal behaviours. Lecture, video, demonstration, and practice will be used to teach DBT theory and strategies in depth.
This live remote instructor-led training consists of 5 days of training delivered via video conference for a total of 30 instructor-led hours.
Please note that this is a rigorous program (similar to an advanced university course of study) intended to deliver the necessary basic skills to provide a complex treatment to persons with complex problems. A significant amount of dedicated time beyond the scheduled instructional hours is required for successful completion. We estimate that participants should plan for 2 hours of additional time for each hour of scheduled instructional time over the course of the training (approximately 6 to 7 months) to complete the readings, homework tasks, and post-training assessments required for successful completion. The provision of CE/CME requires a pass rate of 70% or higher. Homework assignments and pertinent readings are designed to correspond with each of the training segments. Reading assignments are designed to ensure complete reading of the primary DBT texts. Citations for the readings can be found at the end of this document.
The training requires that participants work in an active DBT program, participate in a consultation team, and will continue learning DBT with a mentor. Only people who have attended an approved team-based comprehensive training in DBT are able to serve as mentors for team members attending Foundational Training.
If you are not a member of an Intensively trained DBT team but wish to get your whole team trained then click here.
Criteria for Eligibility for Foundational training:
Behavioral Tech has specified eligibility criteria for foundational training designed to increase the chances of successful practice. Applicants must:
- Belong to a DBT team that was established within a DBT intensive training and where at least 50% of the team has been intensively trained.
- The DBT team is providing all four modes of DBT (individual DBT, group skills training, telephone consultation, therapist consultation meeting) and meeting the 5 functions of treatment (enhance client capabilities and generalisation primarily through DBT skills training, improve client motivation primarily through individual DBT therapy, structure the environment, enhance therapist capabilities and motivation through DBT consultation meeting)
- Their DBT team has the resources to mentor the members in training and help them become part of the team
- There is enough expertise on the team to navigate required program development.
Primary objective: As a result of this training participants will be able to provide DBT.
- Incorporate DBT assumptions about clients 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 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 behaviour is an attempt by patients to solve problems.
- Incorporate hypotheses to inform DBT case formulation based on dialectical dilemmas experienced by persons with borderline personality disorder.
- 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 behaviours specifically and behaviourally.
- Conduct a chain analysis of an episode of a target behaviour.
- Conduct missing links analyses of needed behaviours 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 of the suicide crisis protocol.
- Apply DBT suicide crisis protocols.
- Respond to ongoing suicidal behaviour during treatment.
- Coach clients to generalise 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.
Participants must meet the following criteria:
- Be a current member of an Intensively trained team, where at least 50% of the team has been intensively trained.
- Be invested in learning DBT to a high standard in order to better implement the treatment in their usual settings. Participants agree to attend and fully participate in the entire training in a willing, committed manner.
- Have your DBT team leader or mentor who has completed an Intensive training who can endorse your team's ability to support and mentor your new practice, including meeting with you to support your completion of the required readings and homework. We require an email from your DBT team leader /mentor to confirm this.
- Agree to read the following books before the Foundational Training:
- Linehan, M. M. (1993). Cognitive Behavioral Treatment of Borderline Personality Disorder. New York: Guilford Press.
- Linehan, M. M. (2015). DBT Skills Training Manual, 2nd Ed. New York: Guilford Press.
- Preparation: Guided self-study of DBT manuals and other required readings and optional online training.
- Instruction: Five days of instructor-led lectures, demonstrations, and small group exercises used to teach DBT theory and strategies in-depth
- Implementation: Three months of working with your mentor to hone your DBT clinical skills and complete comprehensive homework assignments. Homework assignments must to submitted by email to complete the course.
Please complete your application online. The online forms may take up to half an hour to compete. You will need the names of your DBT team members and an agreement by one senior DBT colleague to mentor you in your learning. We will review your submitted application. You will receive an invoice when the application is accepted. If you are interested in this training but unable to register yet due to organisation issues please let us know to assist our planning.
Dr Emily Cooney is a clinical psychologist who has worked in the US, the UK, and New Zealand with children and adults in a range of inpatient and outpatient settings, with a particular focus on DBT. She is a senior lecturer at the Otago School of Medicine at Wellington, and an assistant clinical professor at the Yale School of Medicine. Emily served as a research therapist on two trials of DBT under Dr Marsha Linehan, and was the principal investigator on two DBT feasibility trials in New Zealand. One examined DBT for self-harming adolescents, and the other trialled DBT skills training for men with anger-related problems. She provides training in DBT via Behavioral Tech as well as DBTNZ, and loves working in Aotearoa.
Dr Kirsten Davis is a Clinical Psychologist who specialises in working with children, young people and their families. Kirsten has been involved in development, implementation and coordination of a DBT Programme for young people and their families at the Kari Centre (an outpatient child and adolescent community mental health service in Auckland). Kirsten was a co-investigator in a randomized feasibility trial of DBT for adolescents and their families in New Zealand and has provided DBT training both within mental health services and has been a co-trainer for several Behavioural Tech licensed events. Kirsten provides DBT supervision and consultation to both individuals and DBT consultation teams within both adult and adolescent community mental health services.
8.30am until 5pm daily. Sign in from 8.15am on the first day.