DBT Intensive Training Plus Consultation

Learning Objectives:
As a result of this training, participants will be able to:

1. Incorporate DBT assumptions about clients, therapists, and therapy into treatment.
2. Conceptualize the importance of balancing change and acceptance in providing consultation.
3. Identify DBT principles and strategies used during DBT consultation team meetings.
4. Increase the motivation and capability of therapists on your consultation team.
5. Use DBT research data to determine whether DBT fits for specific patients.
6. Use DBT research data to engage all relevant persons and organizations in DBT.
7. Use evidence to guide decisions about interventions for specific problems.
8. Describe how the scientific method is used in both treatment development and conducting DBT.
9. Adopt and practice a dialectical worldview in treatment and case formulation.
10. Engage clients in treatment by providing dialectical balance between change and acceptance.
11. Accurately describe the content of the Core Mindfulness skills training module.
12. Convey the rationale for DBT Mindfulness skills.
13. Explain how Core Mindfulness skills are key (core) to all skills taught in DBT.
14. Explain the Biosocial Model of Borderline Personality Disorder (BPD) and other severe disorders in all required
treatment contexts.
15. Conceptualize the manner in which suicidal behavior is an attempt by patients to solve problems.
16. Incorporate hypotheses to include in DBT case conceptualization (formulation) based on dialectical dilemmas
experienced by persons with BPD.
17. Accurately describe the content of the Emotion Regulation skills training module.
18. Describe the evidence for the use of DBT Emotions Regulation skills.
19. Convey the rationale for DBT Emotion Regulation skills.
20. Describe the functions of comprehensive treatment and the corresponding modes employed in DBT to accomplish
these functions.
21. Describe how levels of disorder and stages of treatment guide treatment planning and targeting.
22. Identify client’s life goals that can be used as motivation for engaging in DBT.
23. Structure treatment according to the target hierarchies for each modality (e.g., individual, skills training, phone).
24. Set target hierarchies for clients with multiple problems.
25. Complete DBT pre-treatment tasks (e.g., identify client’s goals, orient to DBT, obtain commitments).
26. Describe the key elements that should be addressed in individual DBT sessions.
27. Structure individual DBT sessions.
28. Describe the function of DBT skills training.
29. Define the roles of the leader and co-leader in DBT skills training.
30. Explain how to structure a DBT skills training class.
31. Identify the contents of the DBT Interpersonal Effectiveness skills module.
32. Describe the evidence for the use of DBT Interpersonal Effectiveness skills.
33. Convey the rationale for DBT Interpersonal Effectiveness skills.
34. Identify the contents of the DBT Distress Tolerance skills module.
35. Describe the evidence for the use of DBT Distress Tolerance skills.
36. Convey the rationale for DBT Distress Tolerance skills.
37. Define problem behaviors specifically and behaviorally.
38. Conduct a chain analysis of an episode of a target behavior.
39. Conduct missing links analyses of needed behaviors that did not occur.
40. Describe the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency
management).
41. Generate and evaluate solutions for specific problematic links from a chain analysis.
42. Describe the use of validation in DBT.
43. Implement the levels of validation in DBT.
44. Employ dialectical strategies to motivate patients to actively work toward their goals.
45. Implement DBT stylistic strategies (reciprocal and irreverent communication).
46. Assess long-term and acute risk for suicide.
47. Talk with individuals in a manner that facilitates assessment of suicide risk.
48. Describe the steps involved in crisis management.
49. Apply DBT suicide crisis protocols.
50. Respond to ongoing suicidal behavior during treatment.
51. Coach clients to generalize skills in all relevant contexts.
52. More effectively coach clients with skills specific to their needs.
53. Competently help patients employ difficult-to-use skills.
54. Implement DBT case management strategies to help clients manage their environments.
55. Structure the environment of the patient by balancing consultation to the client and environmental intervention (DBT
Case Management).
56. Explain the importance of observing personal and professional limits in DBT.
57. Describe the steps for observing limits in DBT.
58. Structure team-based consultation sessions.
59. Determine the best course of clinical application based on consultation and extrapolation from the evidence-base for
DBT.
60. Discuss the exam assigned in Part 1 and consequently better understand important concepts in DBT.
61. Discuss homework assignments involving the application of the treatment and consequently better understand how to
apply the treatment.
62. Design DBT service programs, appropriately implementing and modifying DBT protocols for my particular setting and
patient population.
63. Effectively balance adaptation and adoption in implementation of DBT.
64. Utilize implementation outcome variables to increase the sustainability of DBT programs.
65. Conceptualize clinical cases and problems from a DBT perspective.
66. Formulate cases with emotion at the heart of problem behavior.
67. Engage in DBT case formulation as an iterative means of treatment planning, intervention, and measurement.
68. Demonstrate the ability to apply important concepts in DBT.
69. Write DBT case formulations with behavioral specificity.
70. Actively participate in a DBT consultation team.
71. Set targets for DBT consultation team meetings and manage time accordingly.
72. Balance change and acceptance in providing consultation.
73. Formulate cases with attention to the transaction of the individual-environment system.
74. Incorporate the biosocial model of BPD into case formulation.
75. Treat suicidal behaviors as attempts by patients to solve problems.
76. Describe how levels of disorder and stages of treatment guide treatment planning and targeting.
77. Link client targets to goals.
78. Link client’s goals to the tasks of treatment.
79. Organize DBT sessions based on a target hierarchy for each modality (e.g., individual, skills training).
80. Overcome obstacles of both therapists and clients in setting treatment goals and targets before starting the treatment.
81. Measure outcomes on specifically defined problem behaviors.
82. Identify the critical variables influencing a problem behavior.
83. Clarify program elements that support the functions of a comprehensive treatment program.
84. Evaluate whether a DBT program addresses the 5 functions of comprehensive treatment.
85. Explain the difference between chain and solution analyses.
86. Conduct solution analyses.
87. Identify solutions to address the critical variables influencing problem behaviors.
88. Select and suggest specific skills to fit a situation or context.
89. Implement the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency
management).
90. Evaluate the use of DBT strategies in my own and others’ cases.
91. Describe the relationship between secondary targets and primary targets.
92. Determine when to focus on secondary targets.
93. Identify options for intervening in secondary targets.
94. Implement DBT case management strategies (consultation-to-the-client and environmental intervention).
95. Generate solutions to address barriers to implementing DBT in my program.
96. Demonstrate the ability to evaluate the use of DBT strategies in others’ cases.
97. View and discuss DBT as modeled by expert therapists (e.g. video, demonstrations) and be better able to describe and
apply treatment strategies.
98. Practice the techniques of DBT via behavioral rehearsal, as coached by the instructors and be better able to describe
and apply treatment strategies.
99. Provide solutions when consulting that are pertinent to the problem and likely to be effective.
100. Apply the treatment after my team’s consultation.
101. Apply DBT principles and strategies during DBT consultation team meetings.
102. Identify team problems and use DBT strategies to resolve them.
103. Employ techniques for strengthening the DBT consultation team.
104. Clarify expected long-term outcomes for my DBT program.
105. Identify methods of measuring outcomes for my DBT program

The course is intended for teams who are invested in learning DBT to a high standard in order to better implement the treatment in their settings. Since DBT is a treatment that requires an ongoing consultation team, this comprehensive training course is designed for treatment teams. It is not designed for individual practitioners intending to practice alone.

A DBT team (minimum of 3, maximum of 8) is a group of mental health professionals who meet at least weekly to assist each other in applying DBT in their practice setting. With the intent to provide the highest quality training experience, it is our goal to have a maximum of eight teams for each DBT Intensive Training. Teams should discuss and clarify their level of commitment prior to completing their application as course enrollment is limited, and there is a competitive demand for this training. It is important that all individuals are committed to working as part of their teams for the full duration of the training course.

In addition, all participants must be actively providing DBT to clients by the second part of the course. Unless specific arrangements have been made with BTECH and the trainers for the event, all participants attending Part 2 (Integrating DBT into Practice) must have completed Part 1.

Unless specific arrangements have been made with BTECH and the trainers for the event, all participants attending Part 2
(Integrating DBT into Practice) must have completed Part 1.

Preparation & Training Requirements
DBT Intensive Training involves rigorous preparation, training, and homework (like an advanced university course of study). The course is designed to model basic elements of the treatment in an experiential way and to foster team development. Just as DBT requires clients to make a full commitment to treatment and to attend all sessions, DBT training requires Intensive participants to attend the entire training, do their best to learn the material, and participate in a willing, committed manner. Teams should make an initial decision to adopt DBT in their practice before beginning instruction in Part 1. 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 for each hour of scheduled instructional time over the course of the training to complete the required readings, homework tasks, and post-training assessments. Specific time estimates can be found in the details for the modules contained in the training. Participants are asked to reserve time and dedicate mindful attention to the training tasks; in essence to engage in the training in the spirit of the DBT mindfulness skill of “one-thing-in-the-moment”. This requires time uninterrupted by mobile phones and regular work duties.

Readings, Homework, and Knowledge Tests

Reading assignments are designed to ensure complete reading of the primary DBT texts. Participants should read the primary
texts prior to the training and complete all additional reading before reconvening for Part 2. Homework assignments are designed to strengthen the clinical application of DBT and are completed in the months following Part 1. Homework assigned in Part 1 must be completed either by the dates stipulated or before the group meets again for Part
2. A knowledge test is taken at the ends of Part 1 and Part 2. The test for Part 1 must be completed by the deadline listed in the Learning Management System, as the trainers will use this to inform the training in Part 2. The tests are important methods of consolidating learning. They are conducted online via the learning management system, and participants are provided
immediate feedback on their scores. Successful completion for the purposes of receiving CE/CME credit requires a passing score of at least 75% on both the Part 1 and Part 2 tests. Participants will have the option to repeat the test to achieve a passing score.

Homework, Reading, and Test for Part 2
Upon completion of Part 1 of Intensive Training, which focuses on the foundational knowledge required to begin providing DBT, participants begin the second part of training by focusing on implementing DBT in their programs and beginning their clinical work in DBT in earnest. Participants should complete all assigned homework tasks from Part 1 and the Part 1 Test before
reconvening for Part 2. Participants should allow time at the end of the training days in Part 2 to complete homework tasks and read the program and team descriptions and case formulations that serve as the foundation for this part of the training. Specific time estimates are included for each training module. A final knowledge test is required upon completion of Part 2. As is the case for the Part 1 Test, successful completion for the purposes of receiving CE/CME credit requires a passing score of at least 75%. The test is conducted online via the LMS, and participants are provided immediate feedback on their scores. Participants will have the option to repeat the test to achieve a passing score.

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) 675-8588 or via email to [email protected].

Behavioral Tech calculates the continuing education credits for this training by the start time and end time. 100% attendance is required, as is signing IN and OUT each morning and afternoon, to receive CE credits. A majority of CE Boards do not allow partial credits to be issued. Only participants with 100% attendance, and who have completed the Post-Event Evaluations and passed their Final Exams with a score of 75% or higher for both Part 1 and Part 2 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 last day of the Part 2 training.

Alcohol and Drug Abuse Counselors (NAADAC)
Behavioral Tech is approved by NAADAC – the Association for Addiction Professionals, Provider #77431. Behavioral Tech, is responsible for all aspects of the programming. You will receive a letter via email documenting your attendance upon successful completion of the activity. The allotted CE hours for this activity = 60.

Mental Health Counselors
Behavioral Tech is approved as a NBCC-Approved Continuing Education Provider (ACEP™), ACEP No. 5885. Programs that do not qualify for NBCC credit are clearly identified. Behavioral Tech is solely responsible for all aspects of the program. Behavioral Tech will email you a letter documenting your attendance upon successful completion of the activity. The allocated clock hours for this activity = 60.

Nurses
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 = 60.

Psychiatrists
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 = 60.

Psychologists 
Behavioral Tech is approved 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 successful completion of the program and homework. The number of hours Behavioral Tech has allocated within APA guidelines = 60.

Psychologists – NY
Behavioral Tech is approved by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists, #PSY-0063. Behavioral Tech will email a certificate of attendance upon 100% completion of this activity. The total contact hour allocated for this activity = 60.

Social Workers- WA 
Behavioral Tech will apply 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 = 60.

Social Workers – NY 
Behavioral Tech is approved by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers, #0040. Behavioral Tech will email a letter documenting attendance to participants with 100% completion of the program and homework. The hours allocated for this activity = 60.

General CE/CME Disclosures and Policies

Conflict of interest definition: A conflict of interest may be considered to exist if a continuing education course faculty is affiliated with, or has any significant financial interest, in any organization(s) that may have a direct interest in the subject matter of the presentation or may be co-sponsoring or offering financial support to the course. Situations involving a potential conflict of interest are not inherently bad or wrong, but in accordance with standards for continuing medical education we would like you to be aware of the affiliation/financial interest of your instructors.

Faculty Disclaimer: When an unlabelled use of a commercial product, or an investigative use not yet approved for any purpose is discussed during an educational activity, we shall require the speaker to disclose that the product is not labeled for the use under discussion or that the product is still investigative.

Notice of requirements for successful completion: For all trainings (both in-person and remote), participants must attend 100% of the training and complete the Final Evaluation to receive a certificate of successful completion. This includes signing in and out each day/session of the event. For remote, Instructor-led online training, participants have to pass the Post Assessment(s) with a score of 75% or higher.

Commercial support or sponsorship: There is no commercial company support for this CME/CE event.

Noncommercial Sponsor Support: There is no noncommercial sponsor support for this CME/CE activity.

Non-Endorsement of Products: The Behavioral Tech approval status refers only to continuing education activities and does not imply that there is real or implied endorsement of any product, service, or company referred to in this activity nor of any company subsidizing costs related to the activity.

Off-Label Product Use: This CME/CE activity does not include any unannounced information about off-label use of a product for a purpose other than that for which it was approved by the Food and Drug Administration (FDA).

Disclosure of Relevant Financial Relationships: Faculty members are required to disclose all conflicts of interest and any relevant financial relationships that may affect the training content. Unless specified on Behavioral Tech’s website or on other printed materials/media, none of the individuals in a position to control the content of this CE/CME activity (including planners, editors, CE/CME Review Committee members, faculty presenters, moderators/facilitators, reviewers, etc.) have any relevant financial relationships to disclose.

CE Reprint Policy: For missing/lost CE documentation, an administrative fee of $50 is required for all CE/CME activities after 2017. For CE reprints prior to 2017, please refer to the website or contact [email protected]. Please refer to the CE FAQ webpage: https://behavioraltech.org/resources/faqs/continuing-education/.

Readings for Foundational & Intensive Training

This list includes readings that are required for comprehensive training (Foundational or Intensive) in DBT. Each DBT provider should have a personal copy of the primary texts. Bold text corresponds to the abbreviations for the pertinent readings for each module.

Participants should own a copy of the DBT Skills Training Manual as well as the DBT Skills Training Handouts and Worksheets.
This requirement can be met with either the 2015 2nd editions, or the 2025 revisions. Participants should have access to a copy  during training.

1. Primary texts required for DBT training

• Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. Guilford Press.
• Linehan, M. M. (2025). DBT Skills Training Manual (Revised ed.). Guilford Press.
• Linehan, M. M. (2025). DBT Skills Training Handouts and Worksheets (Revised ed.). Guilford Press.

2. Additional texts/articles required for comprehensive DBT training

• Sayrs, J. H. R., & Linehan, M. M. (2019). DBT teams: Development and practice. The Guilford Press.

3. Behavior Therapy (At least one)

• Farmer, R. F., & Chapman, A. L. (2016). Behavioral interventions in Cognitive Therapy: Practical guidance for putting  theory into action (2nd ed.). American Psychological Association.
• Heard, H. L., & Swales, M. A. (2016). Changing behavior in DBT: Problem solving in action. Guilford Press.
• 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.

4. Required for DBT for Adolescents

• Miller, A. L., Rathus, J. H., & Linehan, M. M. (2007). Dialectical behavior therapy with suicidal adolescents. Guilford Publications.

5. Exposure Procedures

• Harned, M. S. (2022). Treating trauma in dialectical behavior therapy: The DBT prolonged exposure protocol (DBT PE). The Guilford Press.

6. Specific chapters required for adaptations of DBT

• Dimeff, L. A., Rizvi, S. L., & Koerner, K. (2021). Dialectical Behavior Therapy in clinical practice: Applications across disorders and settings (2nd ed.). The Guilford Press.

7. Supplemental Readings

• Aitken, R. (1982). Taking the path of zen. North Point Press.
• Barlow, D. H. (Ed.). (2007). Clinical handbook of psychological disorders (5th ed.). The Guilford Press.
• Craske, M. G., Treanor, M., Conway, C. C., Zbozinek, T., & Vervliet, B. (2014). Maximizing exposure therapy: An inhibitory learning approach. Behaviour Research and Therapy, 58, 10–23.
• Feil, N., & de Klerk-Rubin, V. (2003). V/F validation: The feil method, how to help disoriented old-old. Edward Feil  Productions. ISBN 1-878169-00-9
• Foa, E. B., Hembree, E., & Rothbaum, B. O. (2007). Prolonged exposure therapy for PTSD: Emotional processing of traumatic experiences therapist guide (Treatments That Work). Oxford Press.
• Linehan, M. M., & Schmidt, H. (1995). The dialectics of effective treatment of borderline personality disorder. In W. O. O’Donohue & L. Krasner (Eds.), Theories in Behavior Therapy (pp. 553-584). American Psychological Association.
• Linehan, M. M. (1997). Validation and psychotherapy. In A. C. Bohart & L. S. Greenberg (Eds.), Empathy reconsidered:  New directions in psychotherapy (p. 353–392). American Psychological Association. https://doi.org/10.1037/10226-016
• Rathus, J. H., & Miller, A.L. (2017). DBT Skills Manual for Adolescents. The Guilford Press.
• Rizvi, S. L. (2019). Chain Analysis in Dialectical Behavior Therapy. The Guilford Press.
• Swales, M. A., & Heard, H. L. (2017). Dialectical behaviour therapy: Distinctive features (2nd ed.). Routledge.
• Swales, M.A. (Ed.). (2019). The Oxford Handbook of Dialectical Behaviour Therapy. Oxford University Press.

Get Your Exclusive Discount on DBT Books
Purchase recommended DBT books directly through Guilford Press and receive 15% off. Shop Now → www.guilford.com/BTECH

Technical Requirements
Our Online Portal (powered by Thinkific) will be used to share materials and collect participants’ surveys and assignments. For live, remote, instructor-led trainings, the online portal will also host the live Zoom sessions. For onsite training, the online portal will be used in conjunction with the training content covered during the onsite event.

All participants should have the following confirmed prior to the start of the training. Please note that all the following items may not be applicable for your training event (i.e., use of Zoom for onsite training):

• A high-speed Internet Service Connection with a minimum speed of 5Mbps. Test your internet speed.
• The most recent version of any of the following web-browsers: Google Chrome, Firefox , Safari , Microsoft Edge (Please note Internet Explorer will not be supported)
• Web-browser configurations must have Javascript enabled and popup blockers disabled.
• The following software applications: Zoom, Microsoft Word, Microsoft Excel, A PDF reader such as Adobe Acrobat Reader, or the ability to view PDFs in a web-browser. To test your internet connection, camera, and microphone for Zoom, you can use Zoom’s testing application.
• No firewall restrictions. If a firewall is installed, please be aware that may interfere with the training content and materials, as it may be blocked. Please include the following 3rd party services to trusted sites list(s):
  • Thinkific Learning Management System: https://behavioraltech.thinkific.com/
  • SurveyMonkey: https://www.surveymonkey.com/
  • Zoom: https://zoom.us/

No Additional Information