Upcoming trainings for therapists
Lead by Francheska Perepletchikova, ph.d.
N.A.C.H.A.S. Consulting
Dialectical Behavior Therapy for Children (DBT-C) Training for Experienced Clinicians
Part 1: March 12-13, 19-20 and 26-27, 2023
Part 2: October 15-16, 22-23 and 29-30, 2023
The Dialectical Behavior Therapy for Children (DBT–C) Training for Experienced Clinicians is a comprehensive course designed for those who have attended the Dialectical Behavior Therapy Intensive™ or Foundational training who are interested in the application of DBT with children. This training is intended for clinicians invested in learning DBT–C to a high standard in order to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training component and DBT–C skills.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol in preadolescent children.
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Teach parents and children to understand emotion.
17. Describe the DBT-C Emotion Change Model.
18. Teach DBT-C skills training.
19. Structure the DBT-C program to fit your setting.
1. Formulate a DBT-C case conceptualization.
2. Describe DBT-C secondary targets.
3. Describe the three core senses.
4. Describe Core Problem Analysis (CPA).
5. Describe how CPA differs from other therapeutic models.
6. Describe main functions of CPA.
7. Describe CPA Emotion Model.
8. Describe 10 Principles of conducting CPA.
9. Help parents understand factors that increase vulnerabilities in core senses.
10. Describe interventions to decrease vulnerabilities to the sense of self-love.
11. Describe interventions to decrease vulnerabilities to the sense of safety.
12. Describe interventions to decrease vulnerabilities to the sense of belonging.
13. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
14. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
15. Describe adaptive and maladaptive CPA profiles.
There are no additional English-speaking courses being offered at this time. If you are interested in requesting a training workshop in DBT-C or CPA for your clinic or organization, please click here.
Académica DBT Iberoamérica
DBT Niñes (DBT-C)
Part 1: April 15-16, 22- 23, and 29-30, 2023
Part 2: Nov 18-19, 25-26 and Dec 2-3, 2023
**PLEASE NOTE THAT THIS COURSE IS FOR SPANISH SPEAKING CLINICIANS ONLY**
**TENGA EN CUENTA QUE ESTE CURSO ES SÓLO PARA CLÍNICOS DE HABLA ESPAÑOLA**
El entrenamiento es teórico-práctico y contará con encuentros virtuales de consultoría mensuales.
Los participantes aprenderán a identificar y modificar los factores de control externos, lo que incluye ayudar a los niños a aprender habilidades de afrontamiento adaptativas y ayudar a los padres a crear un entorno de validación listo para el cambio.
Para obtener más información, haga clic aquí. Ante cualquier duda puedes contactarnos a coordinacion@dbtiberoamerica.com.
There are no additional courses being offered at this time. If you are interested in requesting a training workshop in DBT-C or CPA for your clinic or organization, please click here.
This training is currently fully booked.
There are no additional Ukrainian-speaking courses being offered at this time. If you are interested in requesting a training workshop in DBT-C or CPA for your clinic or organization, please click here.
BEHAVIORAL TECH
DIALECTICAL BEHAVIOR THERAPY FOR CHILDREN (DBT-C) TRAINING FOR EXPERIENCED CLINICIANS
PART 1: AUGUST 1 – 3, 2021 AND AUGUST 8 -10, 2021
PART 2: JANUARY 30 – FEBRUARY 1, 2022 AND FEBRUARY 6 – 8, 2022
This training is intended for clinicians invested in learning DBT-C to a high standard to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training, and DBT-C skills. The training format includes lecture, group exercises, demonstrations, homework assignments, exams/quizzes, and consultation. It includes a total of 48 training hours. Clinicians who are members of established DBT consultation teams may apply individually.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol in preadolescent children.
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Teach parents and children to understand emotion.
17. Describe the DBT-C Emotion Change Model.
18. Teach DBT-C skills training.
19. Structure the DBT-C program to fit your setting.
1. Formulate a DBT-C case conceptualization.
2. Describe DBT-C secondary targets.
3. Describe the three core senses.
4. Describe Core Problem Analysis (CPA).
5. Describe how CPA differs from other therapeutic models.
6. Describe main functions of CPA.
7. Describe CPA Emotion Model.
8. Describe 10 Principles of conducting CPA.
9. Help parents understand factors that increase vulnerabilities in core senses.
10. Describe interventions to decrease vulnerabilities to the sense of self-love.
11. Describe interventions to decrease vulnerabilities to the sense of safety.
12. Describe interventions to decrease vulnerabilities to the sense of belonging.
13. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
14. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
15. Describe adaptive and maladaptive CPA profiles.
BEHAVIORAL TECH
DBT FOR CHILDREN: TRAINING FOR EXPERIENCED DBT CLINICIANS
PART 1: DATE: MARCH 5, 6 & 7, 2022
PART 2: SEPTEMBER 17, 18 & 19, 2022
During the time between the first and second parts of the course, participants will meet in teams with Dr. Perepletchikova for consultation for one hour each month. This period is intended for participants to apply the skills they’ve gained in Part 1 to an ongoing treatment setting.
The Dialectical Behavior Therapy for Children (DBT-C) Training for Experienced Clinicians is a comprehensive course designed for those who have attended the Dialectical Behavior Therapy Intensive™ or Foundational training who are interested in the application of DBT with children. This training is intended for clinicians invested in learning DBT-C to a high standard in order to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training component and DBT-C skills.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
DBT IBEROAMÉRICA
PART 1: MARCH 19, 20, 26, & 27 AND APRIL 2 & 3, 2022
PART 2: OCTOBER 8, 9, 15, 16, 22, & 23, 2022
Live, remote course and instructor-led training.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
BEHAVIORAL CARE CENTER OF NEW JERSEY
PART 1: MARCH 19, 20, 26, & 27 AND APRIL 2 & 3, 2022
PART 2: OCTOBER 8, 9, 15, 16, 22, & 23, 2022
Live, remote course and instructor-led training.
The Dialectical Behavior Therapy for Children (DBT-C) Training for Experienced Clinicians is a comprehensive course designed for those who have attended the Dialectical Behavior Therapy Intensive™ or Foundational training who are interested in the application of DBT with children. This training is intended for clinicians invested in learning DBT-C to a high standard in order to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training component and DBT-C skills.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
BEHAVIORAL TECH
PART 1: AUGUST 1–3, 2021 AND AUGUST 8–10, 2021
PART 2: JANUARY 30 – FEBRUARY 1, 2022 AND FEBRUARY 6–8, 2022
Live, remote course and instructor-led training.
This training is intended for clinicians invested in learning DBT-C to a high standard to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training, and DBT-C skills. The training format includes lecture, group exercises, demonstrations, homework assignments, exams/quizzes, and consultation. It includes a total of 48 training hours. Clinicians who are members of established DBT consultation teams may apply individually.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
BEHAVIORAL TECH
PART 1: OCTOBER 16-18 & OCTOBER 23-25, 2020
PART 2: APRIL 16-18, 2021 & APRIL 23-25, 2021
Live, remote course and instructor-led training. Co-hosted with Life Development Resources.
The Dialectical Behavior Therapy for Children (DBT-C) Training for Experienced Clinicians is a comprehensive course designed for those who have attended the Dialectical Behavior Therapy Intensive™ or Foundational training who are interested in the application of DBT with children. This training is intended for clinicians invested in learning DBT-C to a high standard in order to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training component and DBT-C skills.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
JOHN HOPKINS UNIVERSITY
PART 1: JULY 2019
PART 2: APRIL 2020
Live, in-person course and instructor-led training.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
BEHAVIORAL TECH
PART 1: FEBRUARY 28 – MARCH 2, 2019
PART 2: AUGUST 22-24, 2019
Live, in-person course and instructor-led training in Sierra Madre, CA. Co-hosted with Choices Counseling & Skills Center.
The Dialectical Behavior Therapy for Children (DBT-C) Training for Experienced Clinicians is a comprehensive course designed for those who have attended the Dialectical Behavior Therapy Intensive™ or Foundational training who are interested in the application of DBT with children. This training is intended for clinicians invested in learning DBT-C to a high standard in order to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training component and DBT-C skills.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
BEHAVIORAL TECH
PART 1: APRIL 27-29, 2018
PART 2: OCTOBER 26-28, 2018
Live, in-person course and instructor-led training in New York, NY. Co-hosted by Child Mind Institute.
The Dialectical Behavior Therapy for Children (DBT-C) Training for Experienced Clinicians is a comprehensive course designed for those who have attended the Dialectical Behavior Therapy Intensive™ or Foundational training who are interested in the application of DBT with children. This training is intended for clinicians invested in learning DBT-C to a high standard in order to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training component and DBT-C skills.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
OLSO UNIVERSITY HOSPITAL
PART 1: APRIL 2018
PART 2: MAY 2019
Live, in-person course and instructor-led training.
1. Determine who might benefit from DBT-C.
2. Convey evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol inpreadolescent children
5. List the treatment hierarchy of DBT-C.
6. Structure DBT-C to meet the required functions of treatment.
7. Help parents understand the dialectical dilemmas of parenting.
8. Help parents learn Behavior Change Model and create a change-ready environment.
9. Introduce parents to behavior modification techniques.
10. Help parents implement behavior management plans.
11. Help parents create a validating environment.
12. Help parents understand and overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Conduct exposures with children.
17. Teach parents and children to understand emotion.
18. Describe the DBT-C Emotion Change Model.
19. Teach DBT-C skills training.
20. Structure the DBT-C program to fit your setting.
1. Describe DBT-C secondary targets.
2. Describe the three core senses.
3. Describe Core Problem Analysis (CPA).
4. Describe how CPA differs from other therapeutic models.
5. Describe main functions of CPA.
6. Describe CPA Emotion Model.
7. Describe 10 Principles of conducting CPA.
8. Help parents understand factors that increase vulnerabilities in core senses.
9. Describe interventions to decrease vulnerabilities to the sense of self-love.
10. Describe interventions to decrease vulnerabilities to the sense of safety.
11. Describe interventions to decrease vulnerabilities to the sense of belonging.
12. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
13. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
14. Describe adaptive and maladaptive CPA profiles.
WHITE PLAINS PUBLIC SCHOOLS
OCTOBER – NOVEMBER 2016
FIVE 2-HOUR WORKSHOPS ON DBT-C
Live, in-person workshop and instructor-led training with White Plains Public Schools in White Plains, NY.
GREEN CHIMNEYS RESIDENTIAL TREATMENT CENTER
OCTOBER – NOVEMBER 2015
TEN 2-HOUR WORKSHOPS ON DBT-C
Live, in-person workshop and instructor-led training for milieus staff at Green Chimneys Residential Treatment Center in Brewster, NY.
WELLMORE BEHAVIORAL HEALTH, CHILD OUTPATIENT DEPARTMENT
MAY 2011 – NOVEMBER 2011
24-DAY WORKSHOP ON DBT AND DBT-C
Live, in-person workshop and instructor-led training for staff at Wellmore Behavioral Health’s Child Outpatient Department in Waterbury, CT.
GREEN CHIMNEYS RESIDENTIAL TREATMENT CENTER
SEPTEMBER 2010 – MARCH 2011
24-DAY WORKSHOP ON DBT AND DBT-C
Live, in-person workshop and instructor-led training for staff at Green Chimneys Residential Treatment Center in Brewster, NY.
Other Completed Trainings
BEHAVIORAL TECH
NOVEMBER 4-8, 2019, WITH ADAM PAYNE, PH.D.
Live, in-person workshop and instructor-led training in White Plains, NY. Co-hosted by New York Presbyterian Hospital.
The DBT Foundational Training is designed specifically for individual therapists or skills trainers who are members of an intensively trained DBT team, but have not completed Intensive training themselves. It is meant to assist teams that have hired new staff or experienced turnover by allowing newer team members to get trained in the standard content of DBT. Lecture, video, role-play and small group exercises will be used to teach DBT theory and strategies in depth. Participants agree to attend the entire five days of training, do their best to learn the material, and participate in a willing, committed manner.
1. Use DBT research data to engage stakeholders in DBT.
2. Adopt and practice a dialectical worldview in treatment.
3. Incorporate DBT assumptions about clients into treatment.
4. Explain the biosocial model of BPD/pervasive emotion dysregulation.
5. Apply DBT principles and strategies during DBT consultation team meetings
6. Structure treatment according to the target hierarchies for each modality (e.g., individual, skills training, phone).
7. Complete DBT pre-treatment tasks (e.g., identify client’s goals, orient to DBT, obtain commitments).
8. Assess long-term and acute risk for suicide.
9. Apply DBT suicide crisis protocols.
10. Implement the levels of validation in DBT.
11. Conduct a chain analysis of an episode of a target behavior.
12. Generate and evaluate solutions for specific problematic links from a chain analysis.
13. Describe the goals of the DBT skills modules.
14. Describe the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency management).
15. Implement DBT stylistic strategies (reciprocal and irreverent communication).
16. Implement DBT case management strategies (consultation-to-the-client and environmental intervention).
BEHAVIORAL TECH
DECEMBER 3-7, 2018, WITH ADAM PAYNE, PH.D.
Live, in-person workshop and instructor-led training in White Plains, NY. Co-hosted by New York Presbyterian Hospital.
The DBT Foundational Training is designed specifically for individual therapists or skills trainers who are members of an intensively trained DBT team, but have not completed Intensive training themselves. It is meant to assist teams that have hired new staff or experienced turnover by allowing newer team members to get trained in the standard content of DBT. Lecture, video, role-play and small group exercises will be used to teach DBT theory and strategies in depth. Participants agree to attend the entire five days of training, do their best to learn the material, and participate in a willing, committed manner.
1. Use DBT research data to engage stakeholders in DBT.
2. Adopt and practice a dialectical worldview in treatment.
3. Incorporate DBT assumptions about clients into treatment.
4. Explain the biosocial model of BPD/pervasive emotion dysregulation.
5. Apply DBT principles and strategies during DBT consultation team meetings
6. Structure treatment according to the target hierarchies for each modality (e.g., individual, skills training, phone).
7. Complete DBT pre-treatment tasks (e.g., identify client’s goals, orient to DBT, obtain commitments).
8. Assess long-term and acute risk for suicide.
9. Apply DBT suicide crisis protocols.
10. Implement the levels of validation in DBT.
11. Conduct a chain analysis of an episode of a target behavior.
12. Generate and evaluate solutions for specific problematic links from a chain analysis.
13. Describe the goals of the DBT skills modules.
14. Describe the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency management).
15. Implement DBT stylistic strategies (reciprocal and irreverent communication).
16. Implement DBT case management strategies (consultation-to-the-client and environmental intervention).
BEHAVIORAL TECH
OCTOBER 30 – NOVEMBER 3, 2017, WITH ADAM PAYNE, PH.D.
Live, in-person workshop and instructor-led training in White Plains, NY. Co-hosted by New York Presbyterian Hospital.
The DBT Foundational Training is designed specifically for individual therapists or skills trainers who are members of an intensively trained DBT team, but have not completed Intensive training themselves. It is meant to assist teams that have hired new staff or experienced turnover by allowing newer team members to get trained in the standard content of DBT. Lecture, video, role-play and small group exercises will be used to teach DBT theory and strategies in depth. Participants agree to attend the entire five days of training, do their best to learn the material, and participate in a willing, committed manner.
1. Use DBT research data to engage stakeholders in DBT.
2. Adopt and practice a dialectical worldview in treatment.
3. Incorporate DBT assumptions about clients into treatment.
4. Explain the biosocial model of BPD/pervasive emotion dysregulation.
5. Apply DBT principles and strategies during DBT consultation team meetings
6. Structure treatment according to the target hierarchies for each modality (e.g., individual, skills training, phone).
7. Complete DBT pre-treatment tasks (e.g., identify client’s goals, orient to DBT, obtain commitments).
8. Assess long-term and acute risk for suicide.
9. Apply DBT suicide crisis protocols.
10. Implement the levels of validation in DBT.
11. Conduct a chain analysis of an episode of a target behavior.
12. Generate and evaluate solutions for specific problematic links from a chain analysis.
13. Describe the goals of the DBT skills modules.
14. Describe the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency management).
15. Implement DBT stylistic strategies (reciprocal and irreverent communication).
16. Implement DBT case management strategies (consultation-to-the-client and environmental intervention).
BEHAVIORAL TECH
APRIL 2, 2016, WITH DONALD NATHANSON, LCSW
Live, in-person workshop and instructor-led training in New York, NY.
BEHAVIORAL TECH
DBT INTENSIVE TRAINING
PART 1: JANUARY 25-29, 2016
PART 2: JUNE 13-17, 2016
Live, in-person workshop and instructor-led training with Adam Payne, Ph.D. for Hudson Valley Mental Health, Poughkeepsie, NY.
BEHAVIORAL TECH
INTRODUCTION TO DBT: SKILLFUL LIVING
NOVEMBER 5-6, 2015, WITH ADAM PAYNE, PH.D.
Live, in-person workshop and instructor-led training for Hudson Valley Mental Health, Poughkeepsie, NY.
BEHAVIORAL TECH
SKILLS TRAINING IN DBT: 2015 UPDATES WORKSHOP
APRIL 27-28, 2015, ANTHONY DUBOSE, PSY.D.
Live, in-person workshop and instructor-led training for New York Presbyterian Hospital, White Plains, NY.