DBT-C (For First-time Participants)

Home  |  DBT-C (For First-time Participants)

DBT-C (For First-time Participants)

Register

Description

The Dialectical Behavior Therapy for Children (DBT-C) model and training developed by Francheska Perepletchikova, Ph.D. for pre-adolescents, is an adaptation to Dr. Marsha Linehan’s standard DBT model. DBT-C 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.

  • On-demand format (asynchronous) lectures delivered by Dr. Perepletchikova in modular format
  • Knowledge tests with immediate feedback meet CE accreditation guidelines (80% pass rate with unlimited attempts)
  • Six months of live consultations with Dr. Perepletchikova and her team of DBT-C experts between Parts 1 and 2 to hone the skills acquired in Part 1
  • Library of recorded role plays and debriefs on using the DBT-C strategies
  • Library of recorded answers to clinicians’ questions during the DBT-C training
  • Library of recorded answers to parent/caregiver questions during the parental component of the DBT-C training
  • Accreditation: 48 CE credits

Tuition

$2100 (10% discount for groups of 5 or more – please contact us directly for group registration)

Includes six months of live consultation (one session per month), role play and Q&A resource libraries, handouts, full technical support and 48 CE credits

**Please note: To register, all participants must submit a short application including clinical license information and uploading the completion certificate of a standard DBT Intensive or Foundational training OR The Comprehensive Training Center’s DBT Basics course. (See application form below.)

This tuition applies to clinicians taking this training for the first time. If you took this course before and would like to take it again to refine your knowledge with updated materials, you are entitled to audit the course at a fraction of the first-time tuition by applying here. We’d love to see you again!

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 lectures, role-play demonstrations, clinician and parent Q&As, 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.

 

Take a look inside

Lectures

Role plays with debriefs

 

Clinician and parent/caregiver Q&As from our libraries

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.

Training Schedule

Part 1

Module

Section

Description

1

Introduction To The Model, Current Evidence & Limitations
This section focuses on the empirical evidence collected thus far on the feasibility and efficacy of the DBT-C comprehensive model, as well as associated research on DBT-C treatment components and DMDD.

2

The Biosocial Model
This section discusses the target  population for DBT-C and highlights factors that may lead to emotional dysregulation in children, as well as how an invalidating environment develops.

3

Treatment Target Hierarchy
This section details the ten treatment targets of DBT-C, within a hierarchy of priorities.

4

Orientation To Treatment For Parents
This section outlines the assessment of parental readiness to engage in DBT-C, as well as pre-treatment orientation to the treatment structure and commitment of parents.

5

Creating A Change-Ready Environment
This section focuses on how to train parents in the DBT-C Behavior Change Model.

6

Behavioral Capability
This section details how to facilitate the child’s use of adaptive coping strategies in real situations, and how to promote rehearsal of techniques in pretend mode to increase frequency of the reinforced practice.

7

Factors That Interfere With Effective Parenting
This section discusses factors that interfere with effective parenting and barriers to parental engagement in treatment.

8

Introduction To Internal Controlling Factors
This section introduces  Core Problem Analysis, an assessment and intervention model that targets internal controlling factors (the relationship with self) and helps reduce vulnerabilities in the three core senses of self-love, safety and belonging.

9

Creating A Validating Environment
This section contrasts validating vs. invalidating environments, defines validation, discusses functions and types of validations and provides validation-to-change formulas.

10

Introduction To Behavior Modification Techniques, Reinforcement & Shaping
This section introduces essential behavior modification techniques, details factors that influence responses, and outlines the consequences that increase the probability of a behavior occurrence in the long-term.

11

Ignoring & Punishment
This section discusses behavior modification techniques that decrease the probability of a behavior occurrence in the long-term, and introduces techniques that suppress unsafe behaviors in the short-term.

12

The Dialectics Of Parenting
This section introduces three laws of Dialectics, discusses how they relate to parenting, and details the dialectical dilemmas of parenting.

13

Individual Therapy: Pre-treatment, Didactics On Emotions
As the introductory section of the individual therapy, this section outlines orientation of commitment strategies with children and details the Didactics on Emotions.

14

Individual Therapy – Primary Targets
This section outlines techniques, strategies and procedures of individual therapy with a child in targeting external controlling factors.

15

Skills Training: Mindfulness & Distress Tolerance
This section focuses on the DBT-C coping skills on the acceptance side of the dialectic.

16

Skills Training: Emotion Regulation, Interpersonal Effectiveness
This section focuses on the DBT-C coping skills on the change side of the dialectic.

17

Structure Of Treatment
This section details how to structure DBT-C treatment depending on the clinical setting, and addresses considerations in working with siblings, extended family, and schools.

18

Q&A
This section is devoted to answering questions on the material covered throughout Part 1 of the training.

Estimated time to complete Part 1 (includes viewing recorded material + completing Knowledge Checks): 31 Hours

 

DBT-C Six-month Consultation Period

1 hour of consultation per month for 6 months (RSVP within the Learning Management System)

Time to complete : 6 hours over 6 months

 

Part 2

Module

Section

Description

1

Introduction to Core Problem Analysis (CPA)
This section introduces the main goals of the Core Problem Analysis, outlines internal controlling factors and details the three core senses of self-love, safety and belonging that are targeted by CPA. 

2

How CPA is different from other therapeutic models
This section discusses similiarities and differences between CPA and several other therapeutic models, including DBT standard model, CBT, functional analysis, psychoanalysis, and schema therapy.

3

Main functions of CPA: Validation, assessment of meaning and function
This section discusses how CPA promotes acceptance, validation and self-validation, helps clients understand meanings they ascribed to events and provides assessment of the functions of their responses.

4

Main functions of CPA: Cognitive restructuring and behavioral change
This section details how CPA promotes cogntive restructuring, behavior change, helps clients re-orient from external to internal locus of control and facilitates greater precision in selection of intervention to address maladaptive responses.

5

Orientation to 10 Principles of CPA (Principles 1 & 2)
This section details principles of conducting CPA, including provision of orientation to the goals and the process of CPA and formulation of a hypothesis without an attachment to outcome.

6

Orientation to 10 Principles of CPA (Principles 3, 4 & 5)
This section details principles of conducting CPA, including uncovering vulnerabilities in core senses, using specific targeted open-ended questions,  and connecting the dots.

7

Orientation to 10 Principles of CPA (Principles 6-10)
This section details principles of conducting CPA, including keeping balance through speed and flow, maintining deadpan confidence, using CPA on yourself, going all the way and analyzing functions before using interventions.

8

CPA: Demonstrations/Videos with parents
This section is devoted to demonstrating the process of conducting CPA via videos of role-plays with adults on uncovering vulnerabilities in the core senses that may be interfering with their capacity to apply adaptive parenting techniques and using other learned interventions.

9

CPA: Demonstration/videos with children
This section is devoted to demonstrating the process of conducting CPA via videos of role-plays with children on uncovering vulnerabilities in the core senses that may be interfering with their capacity to apply adaptive coping skills and use other learned techniques.

10

Core sense of Self-Love: Conditions
This section discusses some of the factors that may be implicated in the development of the vulnerability in the core sense of self-love, including harmful reinforcement, harmful behavioral modification, behavioral control, judgmental stance and traumatic invalidation.

11

Core Sense of Self-Love Interventions: Cognitive and experiential components
This section presents the dialectic of maladaptive approaches to decreasing a vulnerability in the core sense of self-love, namely satisfying conditions for other-generated self-love vs self-generated self-love. Further, it details the cognitive and experiential components of an adaptive intervention that focus on establishing a connection to self-love, without satisfying conditions of “good enoughness”.

12

Core Sense of Self-Love Interventions: Behavioral component
This section details the behavioral component of intervention to decrease vulnerability in the core sense of self-love that focuses on learnning about self and self-actualization.

13

Core sense of Safety: Dialectics
This section presents the dialectic of maladaptive approaches to decreasing a vulnerability in the core sense of safety, namely tendencies for under-control vs over-control.

14

Core sense of Safety: Interventions
This section discusses components of an intervention to decrease vulnerability in the core sense of safety, including strategies to improve capacity to directly influence own emotions, thoughts, actions and biology.

15

Core sense of Belonging: Dialectics and Interventions
This section presents the dialectic of maladaptive approaches to decreasing a vulnerability in the core sense of belonging, namely alienation of self vs alientation of others. Further, it formulates that an ability to be giving to others is required to initiate and maintain healthy relationships, discusses how giving to self is a foundation to a capacity to give to others, and details components of the “baking own bread” intervention.

16

Combinations
This section discusses how vulnerabilities in the core senses of self-love, safety and belonging may interact and combine to decrease or increase a capacity for the changes in responding.

17

CPA Profiles
This section discusses for high levels in vulnerabilities in core senses can combine into maladaptive profiles of psychiatric disorders, while moderate level vulnerabilities can serve adaptive functions.

18

Q&A
This section is devoted to answering questions throughout Part 2.

Estimated time to complete Part 2 (includes viewing recorded material + completing Knowledge Checks): 26 Hours

 

CE Information

Learner Notification

Acknowledgement of Financial Commercial Support

No financial commercial support was received for this educational activity.

Acknowledgement of In-Kind Commercial Support

No in-kind commercial support was received for this educational activity.

Satisfactory Completion

Learners must listen to each self-directed audio recording while following along with the visual slides/read the articles, pass the post-test with a score of 80% or higher and complete an evaluation form to receive a certificate of completion. Sessions must be attended in their entirety. You must participate in the entire activity as partial credit is not available. If you are seeking continuing education credit for a specialty not listed below, it is your responsibility to contact your licensing/certification board to determine course eligibility for your licensing/certification requirement.

Certificates are available electronically within the course as the last module after satisfactory course completion.

The Comprehensive Training Center (TCTC)
Dialectical Behavior Therapy for Children (DBT-C) December 3, 2024 – December 3, 2027
Location: Online

Joint Accreditation StatementIn support of improving patient care, this activity has been planned and implemented by Amedco LLC and The Comprehensive Training Center (TCTC).  Amedco LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Amedco Joint Accreditation #4008163.

 

 

 

Physicians

Amedco LLC designates this enduring materials for a maximum of 48.00 AMA PRA Category 1 CreditsTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Psychologists

This course is co-sponsored by Amedco and The Comprehensive Training Center (TCTC).  Amedco is approved by the American Psychological Association to sponsor continuing education for psychologists.  Amedco maintains responsibility for this program and its content.  48.00 hours.

The following state boards accept courses from APA providers for Psychologists/Counselors: AK, AR, AZ, CA, CT, DC, DE, FL, GA, HI, IA, ID, IL, IN, IO, KS, MA (LEP ONLY), ME, MO, NC, ND, NH, NE, NJ, NM, NV, OK*, OR, PA, RI, SC, SD, TN, TX, UT, VA, WI, WY

The following state boards accept courses approved by any other state for Psychologists/Counselors: CO, MD
MI: No CE requirements.
*OK: Accepts APA credit for live, in-person activities but not for ethics and/or online courses.
The following state boards accept courses from APA providers for MFTs: AK, AR, AZ, CA, CO, CT, DE, FL, GA, IA, ID, IN, KS, MD, ME, MO, NE, NC, NH, NJ, NM, NV, OK*, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WDC, WI, WY
AL MFTs: Credits authorized by NBCC or any other state licensing agency will be accepted.

MA MFTs: Participants can self-submit courses not approved by the MAMFT board for review.

The following state boards accept courses from APA providers for Addictions Professionals: AK, AR, CO, CT, DC, DE, GA, IA, IN, KS, LA, MD, MO, MT, NC, ND, NE, NJ, NM, NY (held outside NY ONLY), OK*, OR, SC, UT, WA, WI, WY
The following state boards accept courses from APA providers for Social Workers: AK, AR, AZ, CA, CO, DE, FL, GA, ID, IN, KY, ME, MN, MO, NE, NH, NM, OR, PA, VT, WI, WY

 

Social Workers

As a Jointly Accredited Organization, Amedco is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Amedco maintains responsibility for this course. ASWB Learner Level: Beginner. Social Workers completing this course receive 48.00 GENERAL continuing education credits.

 

The following state boards accept courses offering ASWB ACE credit for Social Workers: AK, AL, AR, AZ, CA, CO, CT, DC, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NC, ND, NE,  NH, NM, NV, OH, OK*, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WI, WV*, WY

*OK: Accepts ASWB ACE for live, in-person activities but not for ethics and/or online courses.
*WV: Accepts ASWB ACE unless activity is held live in West Virginia.
The following state boards accept courses offering ASWB ACE credit for Counselors: AK, AR, AZ, CA, CO, CT, DC, FL, GA, IA, ID, IL, IN, KS, MA, MD, ME, MO, ND, NE, NM, NH, NV, OK*, OR, PA, TN, TX, UT, VA, WI, WY

MI: No CE requirement

The following state boards accept courses offering ASWB ACE credit for MFTs: AK, AR, AZ, CA, CO, FL, IA, ID, IN, KS, MD, ME, MO, NC, NE, NH, NM, NV, OK*, OR, PA, RI, TN, TX, UT, VA, WI, WY

AL MFTs: Credits authorized by NBCC or any other state licensing agency will be accepted.
MA MFTs: Participants can self-submit courses not approved by the MAMFT board for review.

MI: No CE requirement.

The following state boards accept ASWB ACE credit for Addictions Professionals: AK, CA, CO, CT, GA, IA, IN, KS, LA, MO, MT, ND, NM, NV, OK, OR, SC, WA, WI, WV, WY

 

New York Board for Psychology (NY PSY)

Amedco is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0031. 48.00 hours.

 

New York Board for Social Workers (NY SW)

Amedco SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0115. 48.00 hours.

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.”

DBT-C (Asynchronous) Training Application

Name
A prerequisite to the DBT-C advanced training is prior standard DBT training. Please select which type of training you have completed:(Required)
Max. file size: 50 MB.
Consent(Required)
We will receive an alert when you click on Submit Application, and will promptly e-mail you with the registration link or follow-up questions.
This field is for validation purposes and should be left unchanged.
QUICK LINKS

DBT-C Disclaimer and Attestations

Please review the following (Time required: 5 minutes or less)

*************************************************************************************

Dialectical Behavior Therapy for Children (DBT-C), is a comprehensive course, whether conducted live or in on-demand format, designed for those who have attended the standard DBT model Intensive or Foundational DBT training or the Comprehensive Training Center’s DBT Basics course, and who are interested in the application of DBT with children. This training is intended for clinicians invested in learning DBT–C to a high standard in order to better implement the treatment in their setting. It includes content on child individual counseling, didactics on emotions, parent training component, DBT–C skills and Core Problem Analysis, etc., collectively referred to as the “Course Content”. Your acknowledgement of and agreement with the following disclaimers and warnings shall apply to all of the Course Content.

You acknowledge that you are participating voluntarily in the DBT-C course and that you are solely and personally responsible for your choices, actions and results, now and in the future. You accept full responsibility for the consequences of your use, or non-use, of any information provided during the DBT-C course, and you agree to use your own judgment and due diligence before implementing any ideas, suggestions, or recommendations from the DBT-C course.

The DBT-C course is intended to support and assist you in helping your client. However, you agree that each individual’s results depend on their unique background, dedication, desire, motivation, actions, and numerous other factors. You fully agree that there are no guarantees as to the specific outcome or results you can expect from using the information you receive by participating in the DBT-C course.

The DBT-C course is considered intellectual property and has been copyrighted, which means that the course content, provided worksheets, handouts and any other course materials are intended to be used only by the participants who have registered for the course. You fully agree to use the course content, provided materials and handouts for clinical purposes with your clients ONLY. You fully agree not to use course content, provided materials and handouts to train other mental health providers. You fully agree to make copies of the course content for your clients ONLY. You fully agree not to sell, transfer, or otherwise publicly share course materials IN ANY FORM without prior written permission of the course developer.

Further, for the DBT-C live or asynchronous courses that include consultations, you fully agree not to share with anyone your provided zoom link for consultation session participation.

Attestations

By enrolling in the DBT-C course I agree to the following:

  • I attest that I have received previous training in Foundational or Intensive DBT or DBT Basics.
  • I agree to assume responsibility for all risks and dangers associated with my participation in this course and fully indemnify and hold harmless this course developer, organizers, employees and agents from any and all obligations, claims, lawsuits, demands, causes of action, proceedings, liability, or disbursement of any kind for any losses, injuries or damages arising from or in any way connected to the course content, presentation, organization, related activities, errors and/or omissions. This indemnification applies to and includes, without limitation, the payment of all penalties, fines, judgements, attorney fees and/or related costs, compensations and expenses.
  • I acknowledge that the course developer retains ownership of, all the rights to, title and interest in the pre-existing Intellectual Property, including works of authorship, know-how, ideas, concepts, illustrations and other course content, and agree not to film or take any photographs or recordings of the course content, at any time, without prior approval of the course developer. In the event of unauthorized use, the course developer shall be entitled to recover monetary damages.
  • I agree that the course content and provided worksheets, handouts and any other materials are intended solely for the use of course participants in their clinical work with clients, and cannot be sold, transferred, or otherwise publicly shared without prior written permission of the course developer. In the event of an unauthorized sale or distribution, or the use of the materials to train mental health providers, the course developer shall be entitled to recover monetary damages.
  • I agree that the course developer shall not be deemed in breach of agreement if unable to offer the course or any portions thereof by reasons of any force majeure events, such as illness, incapacity, natural disaster, declaration of an emergency, any state, national or international law, or any other event beyond the course developer control. Upon occurrence of any force majeure event, the course developer shall post notice to participants in the LMS of inability to perform or of delay in offering the course or any portion on the course, and of the required changes to the course programming.
  • I agree to refrain from sharing any confidential information from consultation sessions during this course. If confidential information is shared, I agree to release the course developer, organizers, employees and agents from any liability for the losses incurred and/or damages.
  • I acknowledge that the course content is considered valuable intellectual property and agree to refrain from sharing with anyone the provided zoom link for course participation.

 

By submitting my application for the live or asynchronous versions of the DBT-C course, or for the audit course, I agree to all of the above stipulations, warnings and disclaimers and attest that I hold this agreement binding not only for myself but also for my family members, representatives, colleagues, successors and assigns, and that the above specified provisions shall survive the expirations and termination of this agreement, including refunds and/or course cancellation.

Translate »