The effectiveness, feasibility, and acceptability of a dialectical behaviour therapy skills training group in reducing burnout and psychological distress in psychology trainees: A pilot study

2019 ◽  
Vol 54 (4) ◽  
pp. 292-301
Author(s):  
Tamara G. Robins ◽  
Rachel M. Roberts ◽  
Aspa Sarris
Keyword(s):  
Psychological Distress ◽  
Pilot Study ◽  
Training Group ◽  
Skills Training ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Psychology Trainees ◽  
Skills Training Group

Adapted dialectical behaviour therapy skills group service evaluation

2021 ◽  
Vol 15 (1) ◽  
pp. 1-7
Author(s):  
Robert John Searle ◽  
Ianiv Borseti
Keyword(s):  
Intellectual Disability ◽  
Psychological Intervention ◽  
Training Group ◽  
Skills Training ◽  
Well Being ◽  
Service Evaluation ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Content Type ◽  
Friedman Analysis

Purpose The purpose of this paper is to determine the effectiveness of an adapted dialectical behaviour therapy (DBT) treatment programme for individuals with an intellectual disability, via completion of a service evaluation. Design/methodology/approach Outcome measurements were competed at pre-, post- and 12 months follow-up, and the effectiveness of the intervention was assessed using a Friedman analysis. Findings Findings demonstrated that the treatment group showed significant differences in their “psychological distress” scores, but no significant differences were found in their “psychological well-being”, “anxiety” or “quality of life” (WHO-QOL) scores over time. Originality/value Overall, the current study adds to the small but growing literature that supports using the skills training group part of DBT as a stand-alone psychological intervention when working with people with an intellectual disability.

Skills Training in DBT

2017 ◽  
pp. 166-200
Author(s):  
Colleen M. Cowperthwait ◽  
Kristin P. Wyatt ◽  
Caitlin M. Fang ◽  
Andrada D. Neacsiu
Keyword(s):  
General Structure ◽  
Empirical Support ◽  
Training Group ◽  
Skills Training ◽  
Evidence Base ◽  
Behaviour Therapy ◽  
Community Based ◽  
Case Examples ◽  
Dialectical Philosophy ◽  
Skills Training Group

This chapter examines modifications to and implementation of the skills training mode of dialectical behaviour therapy (DBT). Skills training in DBT is often modified, and the implementation of these adaptations is often inconsistent with the evidence-base for DBT. This chapter provides guidance for adapting skills training for implementation in community-based settings. It reviews theoretical underpinnings of DBT skills training, the content and general structure of skills training, and empirical support for adaptations of skills training. It discusses how the broad principles that guide DBT—Zen, behaviour therapy, and dialectical philosophy—are applied in skills training group. It then discusses practical considerations, including recommendations for starting a new group and making research-informed decisions when modifying skills training in community-based settings. Finally, it includes case examples and a decision tree that contains specific recommendations for which DBT skills training adaptation to consider with particular clinical presentations.

Living Through Distress: A Skills Training Group for Reducing Deliberate Self-Harm

2012 ◽  
Vol 42 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Richard Booth ◽  
Karen Keogh ◽  
Jillian Doyle ◽  
Tara Owens
Keyword(s):  
Distress Tolerance ◽  
Controlled Trial ◽  
Training Group ◽  
Skills Training ◽  
Behaviour Therapy ◽  
Deliberate Self Harm ◽  
Self Harm ◽  
Skills Training Group ◽  
Group Skills

Background: Dialectical Behaviour Therapy (DBT) is an evidence-based treatment effective in reducing deliberate self-harm. However, DBT is resource and time intensive, and few services are able to sustain a programme faithful to all aspects. Thus, modified or adapted versions of DBT have been developed, particularly for delivery in inpatient hospital settings. Aims: This study presents a description of the “Living Through Distress” (LTD) Group, which is based on the group skills training component of DBT. Method: Participants (n = 114) were patients of a psychiatric hospital who attended the LTD group. The main inclusion criterion for the LTD group was a history of deliberate self-harm. The outcome measures were frequency of incidents of deliberate self-harm, levels of distress tolerance, and mean numbers of bed days per year. Results: Upon completion of the group, there were significant reductions in participants’ reports of deliberate self-harm and significant increases in their distress tolerance levels, which were maintained at 3-month follow-up. There was also a reduction in participants’ mean number of inpatient days at 1-year and 2-year follow-up. Over 50% of participants had no admissions in the year subsequent to completing the group. Conclusions: As this study was not a randomized controlled trial, results must be interpreted with caution. However, the findings presented here are promising, and suggest that a briefer, less resource intense version of the group skills training component of DBT may be effective in reducing deliberate self-harm.

Conceptual and Practical Issues in the Application of Emotion Regulation in Dialectical Behaviour Therapy

2017 ◽  
pp. 282-306
Author(s):  
Christine Dunkley
Keyword(s):  
Emotion Regulation ◽  
Muscle Tone ◽  
Training Group ◽  
Skills Training ◽  
Individual Therapy ◽  
Behaviour Therapy ◽  
Case Examples ◽  
Specific Emotion ◽  
Skills Training Group ◽  
The Individual

While emotion regulation skills are taught in skills training group, the individual therapy modality is an opportunity for therapists to further strengthen these skills. This chapter describes a variety of reasons why therapists might not take up this opportunity. It summarizes the differential features, or “signature” of each emotion, in the domains of temperature, facial expression, body posture, breathing, muscle-tone, voice tone, and actions within the environment. It then describes the coaching of a discernment skill; i.e., how to “check the facts” to see not only whether the emotion is justified, but if so, also if it is being experienced with more (or less) intensity than the situation warrants. Finally, case examples are given to show the down-regulation of a specific emotion. The end of the chapter provides a summary of key points for the clinician to remember in strengthening emotion regulation skills.

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