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Dialectical Behavior Therapy Foundational Training™
Live, Remote, Instructor-led
December 7-11, 2020
Trainers: Randy Wolbert, LMSW, CAADC, CCS and Gwen Abney-Cunningham, LMSW (Please note this has changed.)
Dialectical Behavior Therapy Foundational Training (Remote Instructor-Led 5-day model)
Level: 3- Comprehensive Training in Standard DBT
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 persons 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 persons 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 Behavior 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 behaviors. 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 embedded in a learning management system (LMS) 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 provide the necessary basic skills to provide a complex treatment to persons with complex problems. A significant amount of dedicated time beyond the scheduled instruction time is required for successful completion. We estimate that participants should plan for 2 hours of additional time beyond the scheduled instructional time to complete the readings, homework tasks, and post-training assessments (knowledge tests) required for successful completion. 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. 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.
Primary objective: As a result of this training participants will be able to provide DBT.
- Learning Objectives:
1. Incorporate DBT assumptions about clients into treatment.
2. Balance change and acceptance in providing consultation.
3. Apply DBT principles and strategies during DBT consultation team meetings.
4. Increase the motivation and capability of therapists on your consultation team.
5. Describe how scientific method is used in both treatment development and conducting DBT.
6. Use DBT research data to engage stakeholders in DBT.
7. Adopt and practice a dialectical worldview in treatment and case formulation.
8. Engage clients in treatment by providing dialectical balance between change and acceptance.
9. Accurately describe the content of the skills training module: Core Mindfulness.
10. Convey the rationale for DBT Mindfulness skills.
11. Explain how Core Mindfulness skills are key (core) to all skills taught in DBT.
12. Explain the Biosocial Model of Borderline Personality Disorder (BPD) and other severe disorders in all required treatment contexts.
13. Conceptualize the manner in which suicidal behavior is an attempt by patients to solve problems.
14. Incorporate hypotheses to include in DBT case formulation based on dialectical dilemmas experienced by persons with borderline personality disorder (duplicate).
15. Accurately describe the content of the skills training module: Emotion Regulation.
16. Describe the evidence for the use of DBT Emotions Regulation skills.
17. Convey the rationale for DBT Emotion Regulation skills.
18. Describe the functions of comprehensive treatment and the corresponding modes employed in DBT to accomplish these functions.
19. Describe how levels of disorder and stages of treatment guide treatment planning and targeting.
20. Identify client’s life goals that can be used as motivation for engaging in DBT.
21. Structure treatment according to the target hierarchies for each modality (e.g., individual, skills training, phone).
22. Set target hierarchies for clients with multiple problems.
23. Complete DBT pre-treatment tasks (e.g., identify client’s goals, orient to DBT, obtain commitments).
24. Describe the key elements that should be addressed in individual DBT sessions.
25. Structure individual DBT sessions.26. Describe the function of DBT skills training.
27. Define the roles of the leader and co-leader in DBT skills training.
28. Explain how to structure a DBT skills training class.
29. Identify the contents of the DBT Interpersonal Effectiveness skills module.
30. Describe the evidence for the use of DBT Interpersonal Effectiveness skills.
31. Convey the rationale for DBT Interpersonal Effectiveness skills.
32. Identify the contents of the DBT Distress Tolerance skills module.
33. Describe the evidence for the use of DBT Distress Tolerance skills.
34. Convey the rationale for DBT Distress Tolerance skills.
35. Define problem behaviors specifically and behaviorally.
36. Conduct a chain analysis of an episode of a target behavior.
37. Conduct missing links analyses of needed behaviors that did not occur.
38. Describe the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency management).
39. Generate and evaluate solutions for specific problematic links from a chain analysis.
40. Describe the use of validation in DBT.
41. Implement the levels of validation in DBT.
42. Engage clients in treatment by providing dialectical balance between change and acceptance.
43. Employ the dialectical strategies in DBT.
44. Implement DBT stylistic strategies (reciprocal and irreverent communication).
45. Assess long-term and acute risk for suicide.
46. Talk with individuals in a manner that facilitates assessment of suicide risk.
47. Describe the steps of the suicide crisis protocol.
48. Apply DBT suicide crisis protocols.
49. Respond to ongoing suicidal behavior during treatment.
50. Coach clients to generalize skills in all relevant contexts.
51. More effectively coach clients with skills specific to their needs.
52. Competently help patients employ difficult-to-use skills.
53. Implement the DBT case management strategies.
54. Identify the application of, and limits to, consultation to the client.
55. Explain the importance of observing personal and professional limits in DBT.
56. Describe the steps for observing limits in DBT.
General Schedule – All Times are Listed in Pacific Standard Time
|8:00 AM – 8:30 AM||Sign-in|
|8:30 AM – 10:15 AM||Morning Session 1|
|10:15 AM – 10:30 AM||Break|
|10:30 AM – 11:45 AM||Morning Session 2|
|11:45 AM – 12:45 PM||Lunch|
|12:45 PM – 2:00 PM||Afternoon Session 1|
|2:00 PM – 2:15 PM||Break|
|2:15 PM – 3:30 PM||Afternoon Session 2|
|3:30 PM – 4:00 PM||Review, Q&A, Completion of Evaluation, and Sign-out|
CE NOTE: Behavioral Tech calculates the continuing education credits for this training by the start time and end time. 100 percent attendance is required, as is signing IN and OUT each morning and afternoon, to receive CE credits. Partial credits cannot be issued.
Randy Wolbert, LMSW, CAADC, CCS
Randy Wolbert, LMSW, CAADC, CCS is a DBT trainer with Behavioral Tech. Randy has been practicing DBT since 1995 and was a contractual trainer with BTECH since 1998 and transitioned to a full time trainer/consultant in 2015. Randy trains and consults widely throughout the United States and Canada, assisting with several large scale public mental health system implementations. Prior to joining Behavioral Tech full-time, Randy served as Clinical Director of InterAct of Michigan for 25 years, and had responsibility for the clinical and administrative oversite of Assertive Community Treatment (ACT), DBT, Integrated Dual Disorders Treatment and outpatient substance abuse. While learning and practicing DBT, he began independent mindfulness practice and later became a Zen student of Marsha Linehan. He has attended numerous Zen retreats. He also is engaged in further study of Zen with Greg Mayers, Rōshi, at Mercy Center of San Francisco. Randy has held mindfulness workshops teaching applications for personal and professional practice in University and clinical settings including Chile and Argentina. He has also lead several mindfulness retreats (Zen Sesshins). Randy was recognized by Willigis Jaeger as a Zen teacher in 2016 and was confirmed as a Zen teacher (Sensei) in 2018 by Marsha Linehan. He has been granted permission to take Zen students, give Zen dharma talks, and lead Zen Sesshins. Recently, he authored the chapter, “Modifying behavior therapy to meet the challenge of treating BPD: Incorporating Zen and Mindfulness.” In M. A. Swales (Ed). Oxford Handbook of Dialectical Behaviour Therapy. Oxford: Oxford University Press.
Additional Faculty & Presenters
Gwen Abney-Cunningham, LMSW
Kalamazoo, MI (United States) Gwen Abney-Cunningham, LMSW, is the DBT Services Supervisor at InterAct of Michigan, Inc. Ms. Abney-Cunningham received her Bachelors degree from Hope College and her MSW from Grand Valley State University. She has 25 years of professional experience and is a member of one of the first teams in the U.S. to apply DBT within an ACT program. Ms. Abney-Cunningham is intensively trained in DBT and an experienced workshop leader at state and national conferences. Ms. Abney-Cunningham's experience in DBT includes individual and skills training for adults, adolescents and families and providing DBT supervision to clinicians. In addition, she has assisted in the development and implementation of DBT on ACT teams and in outpatient settings. Gwen has been involved with the large scale implementations of DBT in Michigan for Community Mental Health settings. She has been a Behavioral Tech trainer for 14 years. Gwen has also has served on the Behavioral Tech Trainer Advisory Committee and is currently on the Behavioral Tech Implementation Science Workgroup.
Participants should meet the following criteria:
- Be a current member of an Intensively trained team, with a mentor who has attended an approved comprehensive DBT Training.
- Be invested in learning DBT to a high standard in order to better implement the treatment in their settings.
- Participants agree to attend and fully participate in the entire training in a willing, committed manner.
- Acknowledge all training requirements.
- Agree to complete all readings before training.
- Agree to complete all homework assigned during the course of the training.
- Linehan, M.M. (1993). Cognitive-Behavioral Treatment of Borderline Personality Disorder. New York, NY: Guilford Press.
- Linehan, M.M. (2015). DBT Skills Training Manual: Second Edition. Guilford Press.
- Linehan, M.M. (2015). DBT Skills Training Handouts and Worksheets: Second Edition. Guilford Press.
- Abramowitz, J.S., Deacon, B.J., & Whiteside, S.P.H. (2019) Exposure Therapy for Anxiety: Principles and Practice (2nd ed.). New York: Guilford Press.
- Farmer, R.F. & Chapman, A.L. (2016). Behavioral Interventions in Cognitive Behavior Therapy: Practical Guidance for Putting Theory into Action(2nd ed.). American Psychological Association.
- Foa, E.B., Chrestman, K.R., & Gilboa-Schechtman, E. (2008). Prolonged Exposure Therapy for Adolescents with PTSD Emotional Processing of Traumatic Experiences(Therapist Guide). New York: Oxford University Press
- Heard, H.L. & Swales, M.A. (2016). Changing Behavior in DBT: Problem Solving in Action. Guilford Press.
- Koerner, K. & Linehan, M.M. (1997). “Case formulation in dialectical behavior therapy for borderline personality disorder.” In T. Eells (Ed.) Handbook of Psychotherapy Case Formulation (pp. 340-367). Guilford Press
- Linehan, M.M. (1997). “Validation & Psychotherapy.” In A. Bohart & L. Greenberg (Eds.). Empathy Reconsidered: New Directions in Psychotherapy(pp. 353–392). American Psychological Association.
- Pryor, K. (2002). Don’t Shoot the Dog: The New Art of Teaching and Training (Revised edition). Ringpress Books Ltd.
Ramnerö, J. & Törneke, N. (2008). The ABCs of Human Behavior: Behavioral Principles for the Practicing Clinician. New Harbinger Publications.
The following resources contain important information specific to populations practice settings. Reviewing them is highly recommended, particularly if you are making adaptations to standard DBT.
- Dimeff, L. A., & Koerner, K. (Eds.). (2007). Dialectical Behavior Therapy in Clinical Practice: Applications across disorders and settings. Guilford Press.
- Swales, M.A. (Ed.). (2019). The Oxford Handbook of Dialectical Behaviour Therapy. Oxford University Press.
Tuition rates will be determined by the date on which the payment is received. Payments received after the due date may be subject to increase. If you have any questions, please contact Customer Service at email@example.com.
Early Bird Registration Discount: $1,395
– Applications and tuition received before November 30th, 2020
Standard Registration: $1,495
-Applications and tuition received after November 30th, 2020
We will review applications in the order they are received. Applicants will be notified of acceptance on a rolling basis.
Tuition Payment Terms
Your tuition payment is due upon receipt of the invoice; if payment is not received, we may release your space to another applicant. Please contact us at 206.675.8588 to discuss any extenuating circumstances affecting your prompt payment. Application fees and tuition are non-refundable.
Prices are quoted in U.S. dollars. We accept credit cards (Discover, MasterCard, Visa, and American Express), U.S. checks, and bank transfers. All payments must be in U.S. funds; we are unable to accept foreign checks. Please contact Customer Service at 206.675.8588 or at firstname.lastname@example.org for more information about ACH or wire transfer payment options.
Due to the comprehensive nature of this training, there are no cancellations or substitutions available. If extenuating circumstances arise that prevent full attendance, please contact us as soon as possible to discuss your situation. We will do our best to provide alternative options for completing training curriculum.
For a complete list of Behavioral Tech policies and limits of liability, see policies.
Seat Availability for Live-remote Events
The number of seats for our open-enrollment workshops and our application-based trainings is limited by the efficacy of online training for this event. Please complete your registration or submit your application at your earliest convenience, as we will not guarantee a seat for you until we have received your registration or tuition payment.
If you require special accommodations due to a disability, please contact Behavioral Tech at 206.675.8588 four weeks prior to the training so that we may provide you with appropriate service.
Venue: This training will be conducted via our learning management system and Zoom.
This offering meets the requirements for the following hours by discipline. Licensing and continuing education requirements vary by state. Please contact your state’s regulatory authority to verify if this course meets your licensing or continuing education requirements. Inquiries regarding CE for other disciplines not listed may be directed to Behavioral Tech at (206) 675-8589 or via email to CE@behavioraltech.org. And for general CE questions, you can review answers to continuing education FAQs or contact us.
CE NOTE: Behavioral Tech calculates the continuing education credits for this training by the start time and end time. 100 percent attendance is required, as is signing IN and OUT each morning and afternoon, to receive CE credits. Partial credits cannot be issued. Only participants with 100% attendance, and who have completed the Post-Event Evaluation and passed their Final Exam with a score of 70% or higher will receive credit. Behavioral Tech cannot offer partial credit. Please remember to sign in and sign out each day to document your attendance. Continuing
Education documentation will be emailed to you 4 – 6 weeks after the homework due date.
Mental Health Counselors
Behavioral Tech is approved by an NBCC-Approved Continuing Education Provider (ACEP™) and may offer NBCC-approved clock hours for events that meet NBCC requirements. The ACEP solely is responsible for all aspects of the program.
Behavioral Tech will email you a letter documenting your attendance upon the successful completion of the activity. The allocated clock hours for this activity = 30.
Behavioral Tech is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Nurses should only claim credit commensurate with the extent of their participation in the activity. Continuing Medical Education is accepted by the ANCC for nursing certification renewal. The maximum AMA PRA Category 1 Credits™ designated by Behavioral Tech for this activity = 30.
At the end of the training, each Nurse must complete and sign the provided form to record the number of credits claimed. Keep one copy and return the other copy to Behavioral Tech.
Behavioral Tech is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Physicians should only claim credit commensurate with the extent of their participation in the activity. The maximum AMA PRA Category 1 Credits™ designated by Behavioral Tech for this activity = 30.
At the end of the training, each Physician must complete and sign the provided form to record the number of credits claimed. Keep one copy and return the other copy to Behavioral Tech.
Behavioral Tech is approved by the American Psychological Association to offer continuing education for psychologists. Behavioral Tech maintains responsibility for the program and its content. Behavioral Tech will email you a letter documenting your attendance after the successful completion of the program and homework. The number of hours Behavioral Tech has allocated within APA guidelines = 30.
Social Workers- WA
Behavioral Tech will apply to the NASW, Washington State Chapter, Provider Number 1975-166, to offer continuing education for Certified Social Workers. Behavioral Tech will email a certificate of attendance upon 100% completion of this activity. The hours of CE allocated for this activity = 30.
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