Workshop Description 

Dialectical Behavior Therapy (DBT) (Linehan, 1993) is a comprehensive treatment that balances principles of acceptance (mindfulness) and change (behaviorism). It is a systematic cognitive- behavioral approach to working with individuals with severe dysfunctional behaviors, especially those with chronic patterns of emotion dsyregulation and suicidal behavior. DBT has been applied to a wide array of populations including children and adolescents. Over 60 randomized controlled trials and over 100 nonrandomized trials support its use to target suicidality, treatment drop out, hospitalization, emotion dysregulation, behavioral dyscontrol, substance use disorders, eating disorders, treatment resistant depression in the elderly, and its application with highly dysregulated couples and families.

The focus of this program will be on describing the principles and strategies of DBT and providing a shared knowledge of who does what in DBT, how each of the modes of the treatment work together and how providers use the strategies in DBT to help clients change their behaviors andcreate lives worth living.

This training is presented by the Treatment Implementation Collaborative, LLC (TIC). TIC offers training and consultation in Dialectical Behavior Therapy (DBT) with some of the most highly qualified experts in the world. Their mission is to disseminate behaviorally-oriented, evidence-based treatments and programs, across all ages, settings and levels of care, utilizing the fundamentals of implementation science.

Learning Objectives 

After attending this introductory-level program, attendees will be able to: 

1. Explain the biosocial theory of development and maintenance of emotion dysrsegulation disorders;
2. Create a target population for a potential DBT program in their setting’
3. Explain dialectics;
4. Discuss the assumptions of DBT clients and treatment;
5. Explain the functions and modes of DBT treatment;
6. List the targets for individual DBT psychotherapy;
7. Recite the four modules of skills taught in DBT;
8. Explain the rationale for pre-treatment in DBT;
9. Create a DBT diary card;
10. Explain the purpose of chain analysis in DBT;
11. List the levels of validation in DBT;
12. Describe uses of exposure principles in DBT;
13. Provide an example of changing cognitions;
14. Provide an example of accepting cognitions;
15. Explain the importance of coaching in DBT;
16. List two principles of treating suicide behavior;
17. Describe the two communication strategies in DBT;
18. Discuss the case management strategies in DBT;
19. Explain the function of consultation team in DBT.

Daily Schedule 

Day 1: 

Day 1: June 6, 2023

Day 2: June 14, 2023

Day 3: June 20, 2023

Program Standards and Goals

This program meets APA’s continuing education STANDARD 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.

This program meets APA’s continuing education Goal 3:  Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession

Program Pricing

Attendance (does not include a certificate): Free

Continuing Education Certificate: $10

Refund Policy

100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, tuition is nonrefundable.

References 

Carson-Wong, A., Hughes, C.D. & Rizvi, S.L. (2018). The effect of therapist use of validation strategies on change in client emotion in individual DBT treatment sessions. Personality Disorders: Theory, Research, and Treatment. 9(2), 165-171.
Harned, Melanie & Coyle, Trevor & Garcia, Natalia. (2022). The inclusion of ethnoracial, sexual, and gender minority groups in randomized controlled trials of dialectical behavior therapy: A systematic review of the literature.. Clinical Psychology: Science and Practice. 29. 10.1037/cps0000059.
Harned, M. S., Wilks, C., Schmidt, S., & Coyle, T. (2018). Improving functional outcomes in women with borderline personality disorder and PTSD by changing PTSD severity and post-traumatic cognitions. Behaviour Research and Therapy, 103, 53-61.
Lyng, J., Swales, MA, Hastings, RP, Millar, T & Duffy, DJ. (2019). Outcomes for 18 to 25‐year‐olds with borderline personality disorder in a dedicated young adult only DBT programme compared to a general adult DBT programme for all ages 18+, Early Intervention in Psychiatry, Published online.
Southward, Matt & Howard, Kristen & Cheavens, Jennifer. (2023). Less is more: Decreasing the frequency of maladaptive coping predicts improvements in DBT more consistently than increasing the frequency of adaptive coping. Behaviour Research and Therapy. 104288. 10.1016/j.brat.2023.104288.

Continuing Education 

Target Audience: This 3-day training is designed for mental health providers, administrators and students who are interested in learning more about
DBT. 

Psychologists. This program, when attended in its entirety, is available for 19.5 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

Counselors/Clinical Counselors. This program, when attended in its entirety, is available 19.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors.License Number: 197.000159

Social Workers. This program, when attended in its entirety, is available for 19.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036

MFTs, LPCCs, and LCSWs. Course meets the qualifications for 19.5 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.

Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.

 If participants have special needs, we will attempt to accommodate them.

Please address questions, concerns and any complaints to [email protected].

 There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

Julie Orris, Psy. D.

Julie Orris, Psy.D. is the owner and Executive Director of the Orange County location of Evidence Based Therapy Partners (EBTP), a group practice dedicated to providing high fidelity Dialectical Behavior Therapy (DBT) as well as other modalities. In addition to providing administrative oversight and direct clinical services at EBTP, Dr. Orris provides training and consultation in Dialectical Behavior Therapy to outside agencies and universities. Dr. Orris is a clinical faculty member at University of California, Irvine (UCI) and lectures USC Keck School of Medicine, Concordia University, and Alliant University. Dr. Orris is certified in DBT by the Linehan Board of Certification and is a Diplomate with the Academy of Cognitive Therapy. She is trained in a number of evidence-based treatment modalities, including Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), Acceptance and Commitment Therapy (ACT), Prolonged Exposure (PE), and Cognitive Processing Therapy (CPT). Dr. Orris has 20 years of clinical experience and is skilled in treating a wide range of presenting problems. Her clinical specializations include parenting difficulties, self -injury, suicidal thinking and behavior, emotion dysregulation, posttraumatic stress, borderline personality disorder, and eating disorders. 

Julie is a trainer/consultant with the Treatment Implementation Collaborative, LLC.

Jasmine Jenkins, Ph.D. 

Jasmine Jenkins, Ph.D. is the founder of Rejuvenate Psychological Services, PLLC which offers virtual process and Dialectical Behavioral Therapy (DBT) groups for Black people experiencing challenging circumstances. She has always been passionate about working with pre- and post-adjudicated youth. As a doctoral student Dr. Jenkins’ research focused on racial identity in Black incarcerated youth, which led to the development of a group intervention entitled Reframing African American Youth Cultural Empowerment (RAAYCE). She currently implements this intervention at the Travis County Juvenile Probation Department (TCJPD), where she serves as the Racial and Social Justice Officer. In her TCJPD role, Dr. Jenkins focuses on diversity, equity, and inclusion in addition to DBT consultation, training, and supervision. She is currently in the process of becoming a Certified DBT Clinician by the DBT-Linehan Board of Certification. Dr. Jenkins has wide breadth of experience including working with residential, partial hospitalization, community mental health, university counseling center, Employee Assistance Program (EAP), and multiple juvenile justice facilities.

Jasmine is a trainer/consultant with the Treatment Implementation Collaborative, LLC.

Please Click Here to Register for Attendance Only (No Certificate will be Issued)