Summary: <p>DBT Made Simple<br> Facilitator: Dr. Dawn-Elise Snipes</p> <p>CEs for this presentation can be earned at: <a href="https://www.allceus.com/member/cart/index/product/id/518/c/">https://www.allceus.com/member/cart/index/product/id/518/c/</a><br> Objectives<br> ~ The Basics of DBT<br> ~ The B in DBT: What You Need to Know About Behavior<br> ~ Mindfulness<br> ~ Reducing Emotional Reactivity<br> ~ Distress Tolerance Skills<br> ~ What Clients Need to Know About Emotions<br> ~ Regulating Painful<br> ~ Increasing Positive<br> ~ Helping Clients Become More Effective In Relationships<br> The Clients<br> ~ Emotional Vulnerability<br> ~ React to things others wouldn’t react to<br> ~ Reaction is more intense than others<br> ~ Recovery time is longer than for others<br> ~ Inability to Regulate Emotion<br> ~ Difficulty identifying/labeling emotions<br> ~ Difficulty understanding why they feel that way<br> ~ Difficulty expressing the emotion in an effective way<br> Dialectical Theory<br> ~ Everything is interconnected (Action/reaction)<br> ~ Examine examples of action/reaction<br> ~ Addiction<br> ~ Anger<br> ~ Depression<br> ~ Social Interactions<br> ~ Reality is in a constant process of change<br> ~ How you perceive something now may be different than how you perceive it in an hour?<br> ~ What changes perceptions?<br> ~ What does the emotional mind say? The reasonable mind? The wise mind?</p> <p>Dialectical Theory<br> ~ The truth (always evolving) can be found by integrating multiple perspectives, and tolerating that two opposite things may co-exist<br> ~ Simultaneous (understanding things differently by taking multiple people’s perspectives of the same event)<br> ~ Example: Crime scene<br> ~ Example: Interpersonal disagreement<br> ~ Longitudinal (understanding things differently as knowledge is gained)<br> ~ Example: Mommy had no use for us and that is why she left.<br> ~ Example: Mommy loves me, but she beats me, so I must be bad.</p> <p>Skills Training Groups<br> ~ Core Mindfulness<br> ~ Increase self-awareness of thoughts, feelings and urges<br> ~ Develop an understanding of emotions as things that do not have to be acted upon<br> ~ Interpersonal Effectiveness<br> ~ Develop assertiveness skills<br> ~ Identify the goals of relationships and skills/activities needed to achieve those goals<br> Skills Training Groups<br> ~ Emotion Regulation Skills<br> ~ Label and effectively communicate feeling states<br> ~ Understand the function of emotions and why we don’t want to eliminate them<br> ~ Learn the connection between thoughts, feelings and behaviors and how to break the chain<br> ~ Distress Tolerance Skills<br> ~ Survival skills/alternatives to self-harm</p> <p>DBT Assumptions<br> ~ Clients are doing their best<br> ~ They want to get better<br> ~ They need to work harder/smarter and be more motivated<br> ~ Even if clients didn’t create their problems, they have to fix them<br> ~ Clients need to learn to act skillfully in EVERY area of their lives<br> ~ Clients cannot fail in therapy<br> Treatment Priorities in DBT<br> ~ Suicidal or self-harming behaviors<br> ~ Behaviors that interfere with therapy (including clinician)<br> ~ Suicidal or self-harm ideation and misery<br> ~ Maintaining treatment gains<br> ~ Other goals identified by the client</p> <p>Mindfulness<br> Emotion Regulation<br> Interpersonal Effectiveness<br> Distress Tolerance<br> Stages of Treatment<br> ~ Stage 1: Attaining Basic Capacities<br> ~ Identify behaviors that pose a direct threat to the clients (or other’s) safety<br> ~ Monitor the frequency, intensity of behaviors using a Behavior Tracking Form<br> ~ Address<br> ~ Suicidal/self-harming beh</p>
