Initiating a DBT consultation team: Conceptual and practical considerations for training clinics.

2020 ◽  
Vol 14 (3) ◽  
pp. 167-175
Author(s):  
Laura K. Noll ◽  
Jennifer Lewis ◽  
Maureen Zalewski ◽  
Christina Gamache Martin ◽  
Leslie Roos ◽  
...  
2009 ◽  
Author(s):  
Sally M. Hage ◽  
Mark Mason ◽  
Jung Eun Kim ◽  
Jill E. Deltosta ◽  
Arthur Ritmeester

2019 ◽  
Vol 48 (1) ◽  
pp. 116-120
Author(s):  
Kristen P. Howard ◽  
Erin M. Altenburger ◽  
Jennifer S. Cheavens

AbstractBackground:Therapist validation in treatment is theorized to be related to positive outcomes (Linehan, 1993), including keeping patients in therapy longer.Aims:We sought to evaluate the role of therapist validation from both therapists’ and clients’ perspectives as a predictor of drop-out from psychotherapy in three cognitive behavioural training clinics.Method:Clients in psychotherapy (n = 50; 80% female; 82% Caucasian) and their trainee therapists (n = 22; 68% female; 86% Caucasian) rated validation by the therapist at each of four early sessions of therapy.Results:After accounting for symptom severity, clients who reported greater therapist validation were less likely to drop out of treatment. Therapist ratings of their own validating behaviours were unrelated to client drop-out. Therapist experience moderated the relation between client-rated validation and drop-out, such that validation was unrelated to drop-out for more experienced therapists.Conclusions:Assessing and attending to client perceptions of validation by the therapist early in treatment, with brief self-report inventories, can alert therapists to clients at greater risk of drop-out.


Author(s):  
Michaela A. Swales ◽  
Christine Dunkley

The role of the dialectical behaviour therapy (DBT) team lead is rarely discussed in the DBT academic or clinical literature. However, much implementation research and clinical experience in training and supporting teams new to DBT indicates the importance of the team lead to the correct and efficient functioning of the team itself. This chapter outlines the role of the team lead in relation to two of the functions of DBT; structuring the environment, and enhancing therapists’ capabilities and motivation. It outlines and discusses the core tasks of each of these functions for the team lead. Additionally, it describes the skills and strategies team leads need to learn and deploy to their team in the individual therapeutic and consultation team settings. Lastly, it outlines common dialectical tensions that can arise for team leads, and offers strategies for their management.


2018 ◽  
Vol 36 (3) ◽  
pp. 191-199 ◽  
Author(s):  
Meghan McDarby ◽  
Brian D. Carpenter

Objective: To identify factors that hinder or facilitate the palliative care consultation team’s (PCCT) successful collaboration with other providers from the perspectives of both PCCT and nonpalliative specialists. Methods: Qualitative study, including semistructured interviews with PCCT and nonpalliative care providers from various specialties at 4 Midwestern hospitals. Interviews were audio-recorded and transcribed into written text documents for thematic analysis. Palliative care consultation team (n = 19) and nonpalliative care providers (n = 29) were interviewed at their respective hospital sites or via telephone. Palliative care consultation team providers included physicians, nurse practitioners, registered nurses, social workers, and one chaplain. Specialists included critical care physicians, surgeons, hospitalists, nephrologists, oncologists, and cardiologists. Results: Six themes emerged reflecting barriers to and facilitators of successful collaboration between the PCCT and other providers. Primary barriers included attitudes about palliative care, lack of knowledge about the role of the PCCT, and patient and family resistance. Facilitators included marketing of the palliative care service and education about the expertise of the PCCT. Conclusion: In order to engage in more effective collaboration with other specialty providers, the PCCT may consider strategies including structured educational interventions, increased visibility in the hospital, and active marketing of the utility of palliative care across disciplines.


2018 ◽  
pp. 323-340
Author(s):  
Earl S. Hishinuma ◽  
Deborah A. Goebert ◽  
Naleen N. Andrade ◽  
Jane M. M. Onoye ◽  
Jeanelle J. Sugimoto-Matsuda ◽  
...  

Author(s):  
Emily C. Brown ◽  
Emily Oliveira

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.


Author(s):  
Emily C. Brown ◽  
Emily Oliveira

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.


1989 ◽  
Vol 110 (11) ◽  
pp. 942
Author(s):  
Michael R. Wasserman

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