DBT-A: DBT for Adolescents.
DBT for Adolescents (DBT-A) is a 3-day course from the Association for Psychological Therapies (APT), a leading provider of Dialectical Behaviour Therapy (DBT) training for professionals working in mental health and related fields in the USA. DBT for Adolescents is the benchmark for professionals who want an excellent introduction to DBT which will enable them to understand it and use it straight away. It is also the gateway to further DBT training including APT’s DBT Masterclass.
It gives you APT’s level one Accreditation in DBT, with the option of sitting in exam to obtain level two (free of charge) and from there through more study right up to APT's DBT Masterclass and level four Accreditation.
Founded in 1981, APT has grown to become a trusted source of gold-standard training, from introductory through to masterclass level. Over 150,000 mental health professionals have attended APT’s post-qualification courses, commissioned by numerous healthcare systems, hospitals, and providers.
APT’s DBT training uniquely combines built-in APT Accreditation with automatic access to our renowned post-course resources to help you support your clients. It is available for both teams and individuals, face-to-face or online, and can also count towards (a) the Extended Training in DBT course, or (b) The APT Diploma for working in Child & Adolescent Mental Health.
Executive Summary:
Put at its simplest, DBT hinges on teaching important life and psychological skills to those who need them, and then supporting them in applying those skills in real life. Such an approach often has clear relevance for adolescents, because they are going through a period of change, where it is important to acquire new skills.
DBT-A covers the delivery of effective DBT at its most relevant for adolescents, including: confusion about self, impulsivity, lack of emotional control, interpersonal problems, family problems and dilemmas, high risk behaviors, including suicidal behavior and non-suicidal self-injury.
Who should attend this DBT course?
People who attend our DBT training normally fall into one of two categories:
1. Professionals who see patients in 1:1 treatment settings, have a significant degree of clinical skill, and wish to add DBT techniques to their repertoire.
2. 'Whole teams' (either in inpatient or community settings) working with adolescents and seeking to develop a common approach to DBT and a full DBT Service.
The professional affiliations of people attending our DBT training include: mental health/psychiatric nurses, social workers, occupational therapists, clinical psychologists, psychiatrists, and others.
This course covers a great deal:
OVERARCHING THEORY AND KNOWLEDGE.
The 4 'modes' (key components) of DBT.
- Skills development groups, where patients learn important life skills.
- 1:1 sessions where patients meet with their individual therapist to problem solve, maintain motivation, and more.
- Telephone support, where therapist and patient have telephone communication to help them apply the new skills they learn even in crisis situations.
- Consultation Meetings. Where all the professionals involved in providing DBT get together to discuss any current issues, to support each other and ensure quality control.
- What to do if you are providing DBT single handed and cannot provide all the components as listed above.
Linehan's Biosocial model.
- What it is.
- Why it is important.
- How we operationalize it in therapy.
Higher order skills of DBT.
- How to order competing priorities: deciding which of several problems to tackle first.
- Life-threatening behaviors, therapy-threatening behaviors, and behaviors that interfere with the quality of life.
- The patient-therapist agreement - our role in it.
- Assumptions we can make about the patient - and those we can't.
THERAPIST KNOWLEDGE & SKILLS MAINLY USED IN 1:1 SESSIONS:
Validation.
- Definition of validation, and why it is important.
- The importance of validation in discussing adolescents' confusion about their own identity.
- The implication of invalidating environments for a child, and later for the adult.
- Different ways of validating.
Metaphors.
- How metaphors work and why we should use them.
- 6 Examples of metaphors.
- 4 Metaphors you can use repeatedly, for common problem situations.
- General principles of metaphors, including visual metaphors.
Relentless problem solving.
- Problem solving attitude and problem solving strategy, the usefulness of both.
- The five stage problem solving strategy.
- Forms for clients (and you) to use with problem solving.
- Problem solving exercise.
Contingency management.
- Differential reinforcement in a clinical setting.
- The nature of contingency management and how it interacts with the conscious or unconscious motivations of the client.
- Behavioral analysis, especially as a response to severe behavior such as parasuicidal behavior.
- Chain analysis and solution analysis.
AN EXTENDED OVERVIEW OF THE SKILLS TAUGHT TO CLIENTS IN GROUPS
Emotion-regulation.
- The skills necessary to effectively regulate your emotions.
- Biological elements such as: sleep, exercise, illnesses, circadian rhythm.
- Specific multi-point strategies and the acronyms to remember them.
Interpersonal effectiveness.
- Frequent interpersonal issues, and strategies to respond to them.
- Family problems and dilemmas.
- Appropriate assertiveness and strategies for expressing it.
Core Mindfulness skills.
- A definition and description of mindfulness and the best purposes it can fulfil, especially during adolescence.
- Mindfulness and its role in balancing 'the emotional mind' with 'the reasonable mind' to achieve 'the wise mind'.
- The skills of mindfulness.
Distress tolerance.
- 'Distraction behaviors' that may be used to counteract and neutralize distress.
- 'Beyond distraction': steering the thought processes.
- 'Radical' distress tolerance: doing nothing. How to do nothing: the fact of this turning out to be an effective approach for many adolescents, and the theory behind it.
Walking the Middle Path
- What this means, why it is important.
- Why it has a special place in DBT-A (as opposed to DBT with adults).
- An overview of some of the exercises involved.
What the DBT-A course will do for you:
- You will have the feeling of knowing what DBT and DBT-A are all about, understanding it, and how it applies to helping adolescents.
- Given that this is a post-qualification course so you already have the standard clinical skills, you will know enough about DBT-A from this course to start applying it in your practice.
- You will be able to work to develop your own skill in DBT-A and towards establishing a full DBT service if you wish, working with suitable colleagues.
- You will be able to create validating environments - environments that make people feel good.
- You will be able to quickly have people 'see things differently'.
- You will be able to (help people to) solve problems.
- You will be able to respond to people who have just done severe behaviors in a way which is caring yet does not reinforce the severe behavior.
- You will be able to (help adolescents to) bring some sense of order and predictability to their emotions.
- You will have the chance to begin practising mindfulness.
- You will be able to (help others to) tolerate distress much better. Not to allow distress to get into a 'vicious spiral'.
- You will be able to order competing priorities amongst several 'top priorities'.
What you receive as a result of attending APT's DBT training:
All delegates are registered at APT as having attended the course, and receive a certificate to acknowledge their attendance, registration, and APT-Accreditation at the appropriate level. As a bona fide APT event, this course automatically has accreditation from The Association for Psychological Therapies. This accreditation is given weight by the fact of over 150,000 professionals having attended APT training.
Upon completion of the 3-day course, you receive Level 1 APT Accreditation in DBT-A.
You are also entitled to sit an online exam to uprate your APT-accreditation in DBT-A to Level 2.
Booking is easy...
|
|
DBT Courses and Resources
Teaching the Life Skills at the heart of DBT™ ❯
APT's Accreditation of DBT Practitioners ❯
Live Feedback Ratings.
Every delegate rates our courses for presentation and relevance and the averages below update automatically as each new course runs.
These live results also power APT’s acclaimed Accreditation System — so widely valued because it is evidence-based, drawing directly on the real-time ratings of professionals who have completed the training.
Face-to-Face*
Presentation:
Relevance:
Online Live*
Presentation:
Relevance:
Online Anytime**
Overall Rating:
* Feedback taken from the last 10 runnings of this course (each course has around 15 people attending).
** Feedback taken from the last 20 people completing the course. Delegates give a single overall rating to anytime courses.
If the course has run less than the stated number of times, the percentage score will be based on the number of times the course has been completed.
Reviews.
APT prides itself on the feedback we receive about our courses. Below are just some of the great comments the DBT for Adolescents (DBT-A) course has received.
"This was by far the best training program I have ever attended. The tutors's wisdom, support and skill in execution of this course was immeasurable ... I am returning to work feeling motivated and hopeful, I look forward to using the skills taught in this course."
"The course was very relevant to our work. I feel it should be mandatory for all CAMHS Clinicians in order to be able to provide the best care/service."
