DBT-C (Live)

Description

Hello and thank you for checking in on our live DBT-C training schedule! While the dates for live training (in English) for 2025 is To Be Determined, we wholeheartedly invite you to consider doing our asynchronous version anytime, which offers the same amount of CE credits (48) and also includes 6 months of live consultations with Dr. Perepletchikova and her team of DBT-C experts, as well as access to extensive and evergrowing libraries of recorded role plays on the application of strategies with adults, adolescents and children, and Q&As from clinicians and parents. Please scroll down for more information. For the detailed curriculum, please see our asynchronous version.

We appreciate you!

Warmly,

The CTC Team

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, role-play demonstrations, homework assignments, Knowledge Check quizzes, and six months of consultation between Parts 1 and 2. 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 standard DBT Intensive or Foundational OR The Comprehensive Training Center’s DBT Basics course, and be a licensed clinician. Registration is preceded by submitting the application form below, documenting prior training.

Learning Objectives

Part 1 – Learning Objectives
As a result of this training, participants will be able to:

1. Describe who might benefit from DBT-C.
2. Explain evidence for model to clients & stakeholders.
3. Describe how DBT-C was developed from standard DBT.
4. Describe the biosocial model for severe emotion dysregulation and corresponding behavioral dyscontrol in preadolescent children.
5. List the treatment hierarchy of DBT-C.
6. Organize DBT-C to meet the required functions of treatment.
7. Teach parents to understand the dialectical dilemmas of parenting.
8. Teach parents the Behavior Change Model and create a change-ready environment.
9. Teach parents specific behavior modification techniques.
10. Teach parents to implement behavior management plans.
11. Teach parents to create a validating environment.
12. Teach parents how to overcome their difficulties with implementing techniques.
13. Teach parents and children to engage in problem solving.
14. Teach parents and children how to do cognitive restructuring.
15. Conduct behavioral analysis with children.
16. Teach parents and children to understand emotion.
17. Describe the DBT-C Emotion Change Model.
18. Teach DBT-C skills training.
19. Design the DBT-C program to fit your setting.

Part 2 – Learning Objectives

1. Formulate a DBT-C case conceptualization.
2. Describe DBT-C secondary targets.
3. Describe the three core senses.
4. Describe Core Problem Analysis (CPA).
5. Describe how CPA differs from other therapeutic models.
6. Describe the main functions of CPA.
7. Describe the CPA Emotion Model.
8. Describe the 10 Principles of conducting CPA.
9. Help parents understand factors that increase vulnerabilities in core senses.
10. Describe interventions to decrease vulnerabilities to the sense of self-love.
11. Describe interventions to decrease vulnerabilities to the sense of safety.
12. Describe interventions to decrease vulnerabilities to the sense of belonging.
13. Teach parents to implement techniques to decrease their own vulnerabilities in core senses.
14. Teach parents to implement techniques to decrease vulnerabilities in core senses in their children.
15. Describe adaptive and maladaptive CPA profiles.

Testimonials

• “DBT-C training with Francheska was incredible!  Her knowledge  and articulate  and masterful expression of  psychology and psychotherapy and deep understanding of  human nature and the fallacies, strengths, relational interplay and interconnectedness we all experience by virtue of  just being human is just exceptional and a class apart. The Core problem analysis  training has  especially changed me as a therapist and person, changed my relationships with myself, my kids and transformed the way I engage in therapy with my patients  and families and explore family and relational  dynamics.”
• It has been an incredibly gratifying experience to watch the magic happen for my patients as they say the words themselves about  experiencing self love and understanding its unconditionality and experiencing their needs for belonging and safety.
• The language and style of DBT C and CPA has helped me support families who have struggled and be a part of their journey to wellness and a life worth living.
• Thank you for what and how you taught it. I think of our training and your coaching skills everyday multiple times.
• “I especially like this training in DBT-C because it provides another perspective for teaching DBT. I get requests from parents of younger children, and now I have a theoretical framework to work from. I also believe that DBT-C concepts and theoretical framework apply to my adolescents, as well. I’m so thankful to have taken this training with Francheska. She has so much knowledge that she imparts!”
• “Understanding the Core senses is like getting a missing link – I am trained in DBT-A, standard DBT, SUD DBT and DBT-PE and now, having the DBT-C and understanding the core senses is like being able to see the whole puzzle. Incredible.”
• “This so exceeded my expectations, which were high. It is exciting new (to me) material that I think I can use immediately. It also explains why my practice is struggling with the parents of our adolescent clients. I think that we can use some of the principles from this to work more effectively with them.”
• “Content is invaluable and so greatly needed in our work, whether we work with adolescents, adults, or children. It’s relevant and helpful to all. The amount of knowledge and extent of conceptualization that Francheska has accomplished is unreal. I feel honored to be able to participate in this learning experience and learn from her.”