Implementing a condensed dialectical behavior therapy skills group for binge-eating behaviors in adolescents

Author(s):  
Rebecca C. Kamody ◽  
Idia B. Thurston ◽  
Emily I. Pluhar ◽  
Joan C. Han ◽  
E. Thomaseo Burton
2013 ◽  
Vol 27 (4) ◽  
pp. 338-358 ◽  
Author(s):  
Sarah Erb ◽  
Antonina Farmer ◽  
Robyn Mehlenbeck

Although binge eating disorder (BED) is a recent diagnostic category, research for efficacious and effective treatment is well underway. This case study describes a dialectical behavior therapy (DBT) skills group for BED implemented in an outpatient community clinic. Although based on Safer, Telch, and Chen’s (2009) manual for BED and bulimia nervosa (BN), notable adaptations included shortening the group’s duration from 20 to 12 weeks, adding an interpersonal effectiveness module and DBT-informed “Holiday Plan” worksheets, and providing inclement weather alternatives. Despite the added challenges associated with winter treatment of BED (e.g., holiday meals, weather-related schedule interruptions), the 3 women who completed treatment no longer met criteria for BED at termination and their feedback suggested that the treatment was highly acceptable. Group members demonstrated clinically significant reductions in disordered eating behavior and improvements in self-esteem, emotion regulation, and quality of life. Treatment gains were maintained at 1-year follow-up. Our discussion includes treatment implications and recommendations for future research.


2016 ◽  
Vol 47 (4) ◽  
pp. 703-717 ◽  
Author(s):  
E. Y. Chen ◽  
J. Cacioppo ◽  
K. Fettich ◽  
R. Gallop ◽  
M. S. McCloskey ◽  
...  

BackgroundEarly weak treatment response is one of the few trans-diagnostic, treatment-agnostic predictors of poor outcome following a full treatment course. We sought to improve the outcome of clients with weak initial response to guided self-help cognitive behavior therapy (GSH).MethodOne hundred and nine women with binge-eating disorder (BED) or bulimia nervosa (BN) (DSM-IV-TR) received 4 weeks of GSH. Based on their response, they were grouped into: (1) early strong responders who continued GSH (cGSH), and early weak responders randomized to (2) dialectical behavior therapy (DBT), or (3) individual and additional group cognitive behavior therapy (CBT+).ResultsBaseline objective binge-eating-day (OBD) frequency was similar between DBT, CBT+ and cGSH. During treatment, OBD frequency reduction was significantly slower in DBT and CBT+ relative to cGSH. Relative to cGSH, OBD frequency was significantly greater at the end of DBT (d = 0.27) and CBT+ (d = 0.31) although these effects were small and within-treatment effects from baseline were large (d = 1.41, 0.95, 1.11, respectively). OBD improvements significantly diminished in all groups during 12 months follow-up but were significantly better sustained in DBT relative to cGSH (d = −0.43). At 6- and 12-month follow-up assessments, DBT, CBT and cGSH did not differ in OBD.ConclusionsEarly weak response to GSH may be overcome by additional intensive treatment. Evidence was insufficient to support superiority of either DBT or CBT+ for early weak responders relative to early strong responders in cGSH; both were helpful. Future studies using adaptive designs are needed to assess the use of early response to efficiently deliver care to large heterogeneous client groups.


2018 ◽  
Vol 15 (1) ◽  
pp. 98-108 ◽  
Author(s):  
Kelly E. Moore ◽  
Johanna B. Folk ◽  
Emily A. Boren ◽  
June P. Tangney ◽  
Sarah Fischer ◽  
...  

2020 ◽  
pp. 084456211989648 ◽  
Author(s):  
Heather Beanlands ◽  
Elizabeth McCay ◽  
Angel Wang ◽  
Andria Aiello ◽  
Jasna Schwind ◽  
...  

Study Background Nursing students often have high levels of stress leading to negative consequences for academic performance and overall well-being. Novel strategies are needed to help students manage stress. Purpose To explore students’ experiences with an evidence-based intervention—Dialectical Behavior Therapy-Skills Group (DBT-SG). Methods We conducted a mixed-methods study to pilot test a DBT-SG intervention, modified for use with undergraduate nursing students. Qualitative data collected as part of this study included focus groups and written responses on a study questionnaire. Thematic analysis of these data was undertaken to explore how students experienced the intervention. The results of this analysis are reported here. Results Five themes were uncovered: experiencing stress and de-stressing, feeling accepted and validated, acquiring skills, shifting perspectives, and enhanced well-being. Conclusions Our findings suggest that by engaging with DBT-SG, nursing students felt accepted and validated, acquired a variety of skills to cope with stress, as well as developed new perspectives, such as the value of practicing self-care, which contributed to enhanced well-being. Future research could build on these results by further exploring how to best create accepting and validating learning environments where students are encouraged to develop interpersonal relationship skills and enact self-care to further support their well-being and professional development.


2017 ◽  
Vol 24 (4) ◽  
pp. 405-415 ◽  
Author(s):  
Christina Gamache Martin ◽  
Leslie E. Roos ◽  
Maureen Zalewski ◽  
Nicole Cummins

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