This feature by Carla Chugani, PhD, LPC is Part 2 of 2 in a series about DBT with college students. In the first part, Carla began by looking at offering DBT in college counseling centers. Here in part 2, she will explore bringing DBT skills to the masses with college coursework.
Continue reading Dialectical Behavior Therapy with College Students (Part 2)
This feature by Carla Chugani, PhD, LPC is Part 1 of 2 in a series about DBT with college students. Through this series, Carla will explore both the use of DBT in college counseling centers and bringing DBT skills to the masses with college coursework. In this first part, Carla begins by looking at offering DBT in college counseling centers.
Continue reading Dialectical Behavior Therapy with College Students (Part 1)
This feature by Nicole Kletzka, PhD is Part 2 of 2 in a series about engaging line staff in Dialectical Behavior Therapy. In the first part, Nicole begins by sharing background on DBT and the role of line staff, examining the importance of the structure of DBT programming, and noting the link between staff empowerment and company outcomes. Here in part two, Nicole explores structuring the environment, administrative challenges to overcome, and factors for line staff buy-in.
Continue reading Engaging Line Staff in Dialectical Behavior Therapy (Part 2)
This feature by Nicole Kletzka, PhD is Part 1 of 2 in a series about engaging line staff in Dialectical Behavior Therapy. Through this series, Nicole will explore strategies to improve line staff engagement in DBT. In this first part, Nicole begins by sharing background on DBT and the role of line staff, examining the importance of the structure of DBT programming, and noting the link between staff empowerment and company outcomes.
Continue reading Engaging Line Staff in Dialectical Behavior Therapy (Part 1)
This feature by Gwen Abney-Cunningham, LMSW is the final part of a three-part series about implementing a DBT program in a Community Mental Health system. Through this series, Gwen has addressed some of the questions that her own team or other programs have struggled with in their experiences. In the first part, Gwen began with some basic questions around what it looks like to provide DBT in a community setting. In the second part, we addressed phone coaching (during and after hours), having “on call” systems, and reducing burn out for clinicians. Today, we wrap up with a shorter final segment about staying within a clinician’s personal limits and what keeps clinicians doing DBT in a CMH system.
Continue reading Implementing a DBT Program in a Community Mental Health System (Part 3)
This feature by Gwen Abney-Cunningham, LMSW is Part 2 of 3 in a series about implementing a DBT program in a Community Mental Health system. Through this series, Gwen will address some of the questions that her own team or other programs have struggled with in their experiences. In the first part, Gwen began with some basic questions around what it looks like to provide DBT in a community setting. In this part, we will address phone coaching (during and after hours), having “on call” systems, and reducing burn out for clinicians.
Continue reading Implementing a DBT Program in a Community Mental Health System (Part 2)
This feature by Gwen Abney-Cunningham, LMSW is Part 1 of 3 in a series about implementing a DBT program in a Community Mental Health system. Through this series, Gwen will address some of the questions that her own team or other programs have struggled with in their experiences. In this first part, Gwen begins with some basic questions around what it looks like to provide DBT in a community setting.
Continue reading Implementing a DBT Program in a Community Mental Health System (Part 1)
This feature by Fragiskos Gonidakis is Part 2 of 2 in a series about the experience of a therapist in Greece during the COVID-19 pandemic. In the first part, Fragiskos explored what happened pre-quarantine. Now, in part 2, Fragiskos discusses the quarantine and the initial experience of returning from quarantine.
Continue reading We Are All Connected Mindfully (Part 2)
This feature by Fragiskos Gonidakis is Part 1 of 2 in a series about the experience of a therapist in Greece during the COVID-19 pandemic. In this first part, Fragiskos explores what happened pre-quarantine.
Continue reading We Are All Connected Mindfully (Part 1)
This feature by Francheska Perepletchikova, PhD is Part 3 of 3 in a series about understanding DBT-C, presented in a question and answer format. In the first part, we defined DBT-C, addressed the target population and the most frequent diagnosis, and examined how symptoms may differ from other disorders. In the second part, we explored how emotional dysregulation develops, what kind of parenting is needed, and the main goals and primary treatment targets of DBT-C. Now, we wrap up with part 3, in which Francheska gives an example of how DBT-C hierarchy is applied during a session, as well as an example of a child-friendly modification to standard model DBT. She will also talk more about therapy-interfering behaviors, secondary treatment targets, and the main mechanists of change.
Continue reading Understanding Dialectical Behavior Therapy for Children (Part 3)