Dialectical Behavior Therapy for Children: Training for Experienced Clinicians
PART 1: SEPTEMBER 7-9 AND 14-16, 2024
PART 2: MARCH 8-10 AND 15-17, 2025
Description
Dialectical Behavior Therapy for Children (DBT-C), developed by Francheska Perepletchikova, Ph.D. as an adaptation to Dr. Marsha Linehan’s DBT model, provides clinicians with specific tools for the child’s caregivers, the child, and the adults in the child’s extended environment to address the child’s severe emotional dysregulation, behavioral dyscontrol and associated dysphoric mood, anxiety, substance and alcohol abuse, personality disorders, suicidality and non-suicidal self-injury, etc.
- Instruction delivered directly from the developer.
- Conducted online, no travel required.
- Immediate feedback on knowledge tests via online Learning Management System.
- All participants must have completed DBT Foundational or DBT Intensive training or DBT Basics
Schedule
Part 1: September 7, 8, 9 and 14, 15, 16, 2024
Part 2: March 8, 9, 10 and 15, 16, 17, 2025
FEE
$2,550 per person. $2,100 per person for groups of 3.
We are excited to also offer tuition installment plans with either 2 or 4 payments. Please refer to the installment plan payment schedules on the Registration page for more information. Note that specific installment options are available when the date of registration is far enough in advance to allow for the monthly payments.
Includes full technical support, handouts, and 48 CE credits.
General Information
Chronic irritability and difficulty with self-control may negatively affect children’s emotional, social, and cognitive development and are predictive of personality disorders, dysphoric mood, substance and alcohol abuse, suicidality and non- suicidal self-injury in adolescence and adulthood. DBT-C provides clinicians with specific tools for the child’s caregivers, the child, and the child’s extended environment to address severe emotional dysregulation and associated behavioral dyscontrol related to the above concerns. Dialectical Behavior Therapy for pre-adolescent children (DBT-C) aims to facilitate adaptive responding by teaching coping skills and encouraging caregivers to create a validating and change-ready environment. In a randomized control trial of 7 – 12-year-old children with Disruptive Mood Dysregulation Disorder, those who received DBT-C had higher treatment attendance and significant reductions in the problems being studied.
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.
Prerequisites
All participants must have completed DBT Foundational or DBT Intensive training or DBT Basics (available from the developer – please see separate announcement).
Application Deadline
August 23, 2024
Notification of Acceptance
Applicants will be notified, via email, of acceptance when registration is complete and payment is received.
Refund/Cancellation Policy
Full tuition refund is available through July 7, 2024 minus a $25 cancellation fee.
Full tuition refund is available July 8–August 30, 2024 minus a $200 cancellation fee.
After August 30, 2024, tuition is nonrefundable.
Accessibility
Tuition/registration payments Conference is via webinar.
Special accommodations
If you require special accommodations, please contact us at help@childdbt.com
Grievance
View or download Grievance Procedures.
To submit a grievance please complete our grievance form.
Statement of Commercial Support
There is neither commercial nor non-commercial support for this CE event.
Disclosure of Relevant Financial Relationships
Faculty members are required to disclose all conflicts of interest and any relevant financial relationships that may affect the training content. Unless specified on The Comprehensive Center website or on other printed materials/media, none of the individuals in a position to control the content of this CE activity (including planners, editors, CE Review Committee members, faculty presenters, moderators/facilitators, reviewers, etc.) have any relevant financial relationships to disclose.
Course level
Advanced–CE program content at an advanced level builds upon established experience, knowledge, and skills in the content area. This may include more diverse applications to specific populations, or a novel application of the skill presented. Advanced level programming allows learners to refine their knowledge and skills in a content area and learn to effectively utilize them across challenging contexts. The content and instructional flow is consistent with the needs or a learner who has knowledge, experience, and skills in the content area. Advanced level programming tends to be more specialized in nature and allows the learner to integrate and enhance knowledge and skills into their practice or other professional domains.
References
Perepletchikova, F. & Nathanson, D. (2020). Dialectical Behavior Therapy for pre-adolescent children: Addressing primary treatment targets. In, L.A. Dimeff, S. Rizvi, & K. Koerner (Eds), Dialectical Behavior Therapy in Clinical Practice. NY: Guilford Press. WWW.GUILFORD.COM
Perepletchikova, F. (2018). Dialectical Behavior Therapy for pre-adolescent children. In, M. Swales (Ed.), The Oxford Handbook of Dialectical Behavior Theory. UK: Oxford University Press. WWW.OXFORDHANDBOOKS.COM
Perepletchikova, F., Nathanson, D., Axelrod, S.R., Merrill, C., Walker, A., Grossman, M., … Walkup, J. (2017). Dialectical behavior therapy for pre-adolescent children with disruptive mood dysregulation disorder: Feasibility and primary outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 56(10), 832-840. PUBMED.NCBI.NLM.NIH.GOV
Perepletchikova, F., & Goodman, G. (2014). Two approaches to treating pre-adolescent children with severe emotional and behavioral problems: Dialectical Behavior Therapy adapted for children and Mentalization-Based Child Therapy. Journal of Psychotherapy Integration, 24(4), 298-312. WWW.RESEARCHGATE.NET
Perepletchikova, F., Axelrod, S., Kaufman, J. Rounsaville, B. J., Douglas-Palumberi, H., & Miller, A. (2011). Adapting Dialectical Behavior Therapy for children: Towards a new research agenda for paediatric suicidal and non-suicidal self-injurious behaviors. Child and Adolescent Mental Health, 16(2), 116-121. PUBMED.NCBI.NLM.NIH.GOV
Training Schedule
Co-trainer: Gloria Seo, LCSW-C
Gloria Seo is a Licensed Clinical Social Worker (LCSW-C) and a Board-Certified Supervisor in the state of Maryland. Gloria is a DBT-LBC Certified Clinician. Gloria obtained her undergraduate degree from the University of Maryland and her master’s degree in social work from the University of Maryland, Baltimore.
Gloria maintains a private practice in Timonium, Maryland, which offers comprehensive DBT, as well as other evidence-based treatments. Before opening her own practice, Gloria worked at Kennedy Krieger Institute, where she was the coordinator of the DBT program at the Trauma Center. Gloria is active in providing trainings and speaking at conferences on topics related to mental health. She provides trauma and suicide prevention trainings for the National Alliance on Mental Illness (NAMI) Maryland chapter and for the state of Maryland. She is currently an adjunct faculty member at the University of Maryland School of Social Work and teaches advanced level social work students.
Gloria was trained in Dialectical Behavior Therapy for Pre-Adolescent Children (DBT-C) and continues to be mentored and provides trainings with the program developer, Francheska Perepletchikova, Ph.D. Gloria is certified in providing services in Korean through the American Council on the Teaching of Foreign Languages. Gloria also holds certifications in Trauma-Focused Cognitive Behavior Therapy (TF-CBT) as well as Parent Child Interaction Therapy (PCIT).
Dates
Part 1: September 7, 8, 9 and 14, 15, 16, 2024
Part 2: March 8, 9, 10 and 15, 16, 17, 2025
Fee
$2,550 per person or $2,100 per person for groups of 3. Includes full technical support, handouts, and 48 CE credits.
We are excited to also offer tuition installment plans with either 2 or 4 payments. Please refer to the installment plan payment schedules on the Registration page for more information. Note that specific installment options are available when the date of registration is far enough in advance to allow for the monthly payments.
Venue
Online Webinar
Part 1 DBT-C: Addressing External Controlling Factors is conducted over six days (4.5 hours per day), followed by 6 months of home study and monthly consultation via remote platforms. In Part 1, lectures and small group exercises are used to teach DBT–C strategies in depth. Part 1 addresses external controlling factors that target problems in the relationship with the environment, including helping children learn adaptive coping skills and helping parents create a validating and change-ready environment.
Between Parts 1 and 2 participants consolidate and apply their learning with the help of practice assignments. During this time, teams design and begin implementing their own DBT–C program or integrate DBT–C into an ongoing treatment setting. Monthly 1-hour consultation is provided by DBT– C experts to teams. Consultation is designed to help build or integrate DBT–C into practice settings, improve understanding of the material, and enhance effectiveness of program implementation.
Part 2 DBT-C: Addressing Internal Controlling Factors is conducted over another six days (4.5 hours per day). In Part 2, clinicians receive training on Core Problem Analysis (CPA). CPA is an intervention and assessment model that addresses internal controlling factors that target problems in the relationship with self, including self-criticism, self-doubt, problems with forming and maintaining healthy relationships, poor anger management, anxiety, depression, lack of agency, etc. Part 2 focuses on strategies to help children and parents identify functions of their responses and decrease vulnerabilities in three core senses – self-love, safety and belonging. Further, each team presents their work and receives expert consultation on specific cases. Teams are provided with further practice on application of techniques and identification of strategies.
Schedule
Please note that all times are listed in Eastern Daylight Time.
Part 1 - DBT-C: Addressing External Controlling Factors
| DAY 1 | September 7, 2024 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Introduction to the Model: Current Evidence |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Biosocial Model |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM |
Parent Training Component: Treatment Target Hierarchy
Q&A |
| DAY 2 | September 8, 2024 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Orientation to treatment for parents |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Creating a change-ready environment |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM |
Behavioral capability
Q&A |
| DAY 3 | September 9, 2024 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Factors that interfere with effective parenting |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Introduction to DBT-C secondary targets |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM |
Creating a validating environment
Q&A |
| DAY 4 | September 14, 2024 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM |
Introduction to behavior modification techniques
Reinforcement and shaping |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Ignoring and Punishment |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM |
Dialectical Dilemmas of parenting
Q&A |
| DAY 5 | September 15, 2024 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Individual Therapy: pre-treatment, didactics on emotions |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Individual Therapy: primary targets |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM |
Skills training: Mindfulness and Distress Tolerance
Q&A |
| DAY 6 | September 16, 2024 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Skills training: Emotion Regulation, Interpersonal Effectiveness |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Structuring a program |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM |
Q&A
Homework |
Part 2 - DBT-C: Addressing Internal Controlling Factors
| DAY 1 | March 8, 2025 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Introduction to Core Problem Analysis (CPA) |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Main functions of CPA: Emotion Model |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM | Main functions of CPA: Cognitive restructuring |
| DAY 2 | March 9, 2025 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Orientation to 10 Principles of CPA (Principles 1-5) |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Orientation to 10 Principles of CPA (Principles 6-10) |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM | CPA: Demonstrations/Videos |
| DAY 3 | March 10, 2025 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | CPA: Practice and role-plays |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Case Consultation 1 |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM | Q&A |
| DAY 4 | March 15, 2025 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Core sense of Self-Love: Conditions |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Case Consultation 2 |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM |
Core Sense of Self-Love: Intervention
Q&A |
| DAY 5 | March 16, 2025 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Core sense of Safety: Intervention |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Case Consultation 3 |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM |
Core sense of Belonging: Intervention
Q&A |
| DAY 6 | March 17, 2025 |
|---|---|
| 08:30 AM - 09:00 AM | Log-in and Test Set-Up |
| 09:00 AM - 10:15 AM | Case Consultation 4 |
| 10:15 AM - 10:30 AM | Break |
| 10:30 AM - 11:45 PM | Combinations and CPA profiles |
| 11:45 AM - 12:00 PM | Break |
| 12:00 PM – 1:30PM | Q&A |
Course Objectives
As a result of this training, participants will be able to:
- Define who might benefit from DBT-C.
- Recognize families’ readiness and willingness to participate in treatment.
- Recognize evidence for DBT-C model to clients & stakeholders.
- Recognize how DBT-C was developed from standard DBT.
- Recognize the biosocial model for severe emotion dysregulation and
corresponding behavioral dyscontrol in pre-adolescent children. - List the treatment hierarchy of DBT-C.
- Structure DBT-C to meet the required functions of treatment.
- Identify the dialectical dilemmas of parenting.
- Recite DBT-C Behavior Change Model.
- Identify appropriate behavior modification techniques.
- Define behavior management plans.
- Identify cognitive restructuring strategies.
- Identify behavioral analysis strategies.
- Identify exposure strategies.
- Recite didactics on emotions.
- Recite the DBT-C Emotion Change Model.
- Recite DBT-C skills strategies.
- Recall strategies to fit the DBT-C program into the clinical practice.
As a result of this training, participants will be able to:
- Describe DBT-C secondary targets.
- Describe the three core senses.
- Describe Core Problem Analysis (CPA)
- Describe how CPA differs from other therapeutic models.
- Describe the main functions of CPA.
- Describe CPA Emotion Mode
- Describe 10 Principles of conducting CPA.
- Recall factors that increase vulnerabilities in core senses.
- Describe interventions to decrease vulnerabilities to the sense of self-love.
- Describe interventions to decrease vulnerabilities to the sense of safety.
- Describe interventions to decrease vulnerabilities to the sense of belonging.
- Describe adaptive and maladaptive CPA profiles.
CE credits
This course offers 48 Continuing Education Credits (CE) at the satisfactory completion of the course.
To receive, participants are required by the CE Boards to meet all criteria listed below:
1. Attend 100% of the Part 1 and Part 2
2. Attend monthly consultations between Parts 1 & 2, and only one consultation can be missed for satisfactory completion of the course
3. Complete the Post-Event Evaluation surveys
4. Pass the Post Assessments with a score of 75% or higher
Certificates are available electronically after satisfactory course completion. A link will
be provided for those who have completed the training.
Register
To register for this training, please complete the registration and payment form linked below.