MONDAY & TUESDAY
April 23 & 24, 2007
9:00 a.m. - to 4:30 p.m.
Canad Inn Polo Park
1405 St. Matthews Avenue
Winnipeg, MB
R3G 0K5
This workshop will focus on application of specific theoretical and practical approaches to use of DBT with patients in high emotional distress, regardless of diagnosis. Research has shown that the typical patient has more than one diagnosis, or several subthreshold diagnoses. So effective treatment packages must be robust in that they are designed to reduce emotional arousal generally, increase adaptive psychological coping strategies, and shift attentional strategies to more relevant cues that allow patients to accomplish their objectives without as much effort and agony. DBT is the only empirically evaluated approach that accomplishes this goal (although there may be many other approaches not yet empirically tested that also achieve the same objectives).
At its core, DBT offers alternatives to emotional and experiential avoidance, emotional escape strategies, lack of meaning in one’s life, and getting stuck in strategies that simply do not bring the person closer to their own wants and historical narrative. DBT is thus an entirely new theoretical strategy to treatment.
The revised DBT gives honor to the grains of truth found in psychoanalytic, humanistic, Jungian and behavior theories. DBT is thus a new eclecticism that is theory-driven and empirically based.
DBT can improve your patient outcomes, increase your confidence in the strategies and techniques that you employ with your patients, and offer a map of the psychotherapeutic process that is powerful and robust. The workshop will use a variety of teaching and training technologies (including lecture, video training of DBT-style therapy, video-based practice of dialectical interventions with patients, movie clips exploring elements of good therapy techniques, role playing and feedback).
Learning Objectives
1. To understand the differences between CBT and DBT.
2. To be able to generate dialectical analysis of patient conflict.
3. To understand DBT validation to deal both with patient resistance and the self- hatred responses.
4. To be able to state the purposes and main psychoeducational teaching elements in each of the five modules of DBT.
