Dialectical behaviour therapy ‘Skills for Living’ for young people leaving care: A qualitative exploration of participants’ experiences

2021 ◽  
pp. 135910452110566
Author(s):  
Charlene Rouski ◽  
Sinitta Yu ◽  
Amanda Edwards ◽  
Lisa Hibbert ◽  
Andi Covax ◽  
...  
Keyword(s):  
Qualitative Evaluation ◽  
Psychosocial Needs ◽  
Behaviour Therapy ◽  
Structured Interviews ◽  
Dialectical Behaviour Therapy ◽  
Emotional Acceptance ◽  
Care Leavers ◽  
Transition Into Adulthood ◽  
Skills Group ◽  
Qualitative Exploration

It is acknowledged that care leavers experience an accelerated transition into adulthood, despite often having complex psychosocial needs with limited support networks. The ‘Skills for Living’ programme was designed to improve the psychological wellbeing of care leavers and offers an adapted Dialectical Behaviour Therapy skills group as its primary intervention. This paper provides a qualitative evaluation of the programme. Semi-structured interviews were undertaken with 10 participants, and the data were analysed using thematic analysis ( Braun & Clarke, 2006 ). Four key themes emerged: ‘Initial Apprehension and Reluctance to Participate’, ‘Connection, Understanding and Validation’, ‘Confidence with Social Skills’, and ‘Emotional Acceptance and Self-Soothing’. Clinical implications and recommendations are discussed.

Teaching Mindfulness Skills in DBT

2017 ◽  
pp. 366-388
Author(s):  
Maggie Stanton ◽  
Christine Dunkley
Keyword(s):  
Cognitive Therapy ◽  
Stress Reduction ◽  
Individual Therapy ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Mindfulness Skills ◽  
Skills Group ◽  
Phone Contact ◽  
Mindfulness Based Stress Reduction ◽  
The Way

Dialectical Behaviour Therapy (DBT) differs from other approaches by teaching mindfulness as a set of skills. In contrast to mindfulness-based therapies such as Mindfulness Based Stress Reduction (MBSR) and Mindfulness Based Cognitive Therapy (MBCT), DBT makes a distinction between observe, describe, and participate (the “What Skills”) and teaches each as a separate skill. DBT makes explicit the way in which these skills are practised, i.e. non-judgementally, one-mindfully, and effectively (the “How Skills”). In addition, the skill of “Wise Mind” teaches the client how to make decisions and choices that provide a synthesis of both logical and emotional perspectives. Mindfulness skills are acquired in skills group, strengthened in individual therapy, and generalized via phone contact. Thus, the chapter is organized around these three modes of delivering therapy. Client examples and scenarios demonstrate the process and strategies used with attention to overcoming challenges that can arise when teaching these skills.

scholarly journals Preventing mental health symptoms in adolescents using dialectical behaviour therapy skills group: a feasibility study

2017 ◽  
Vol 23 (1) ◽  
pp. 70-85 ◽  
Author(s):  
Rowan Burckhardt ◽  
Vijaya Manicavasagar ◽  
Frances Shaw ◽  
Andrea Fogarty ◽  
Philip J. Batterham ◽  
...  
Keyword(s):  
Mental Health ◽  
Feasibility Study ◽  
Behaviour Therapy ◽  
Mental Health Symptoms ◽  
Health Symptoms ◽  
Dialectical Behaviour Therapy ◽  
Skills Group ◽  
Group A

A river journey: metaphoric reflection on a study exploring Dialectical Behaviour Therapy – Skills Group with senior nursing students

2019 ◽  
Vol 20 (4) ◽  
pp. 469-482 ◽  
Author(s):  
Jasna K. Schwind ◽  
Heather Beanlands ◽  
Elizabeth McCay ◽  
Lori Schindel Martin ◽  
Angel He Wang ◽  
...  
Keyword(s):  
Nursing Students ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Skills Group

scholarly journals A Qualitative Evaluation of Young People’s, Parents’ and Carers’ Experiences of a National and Specialist CAMHS Dialectical Behaviour Therapy Outpatient Service

2021 ◽  
Vol 18 (11) ◽  
pp. 5927
Author(s):  
Namali Ratnaweera ◽  
Katrina Hunt ◽  
Jake Camp
Keyword(s):  
Young People ◽  
Qualitative Methodology ◽  
Outpatient Service ◽  
Qualitative Evaluation ◽  
Young Person ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Recommended Treatment ◽  
Service Data

(1) Background: Dialectical Behaviour Therapy (DBT) is the recommended treatment for Borderline Personality Disorder (BPD) symptoms in adults, however, research investigating the effectiveness of DBT for adolescents is limited. The present study explores the experiences of young people and their parents/carers of a DBT service using qualitative methodology. (2) Methods: Young people and their parents/carers, who completed DBT within the National and Specialist Child and Adolescent Mental Health DBT Service based at the Maudsley Hospital in London, were asked questions regarding their experience of the service. Data was collected from young people who completed treatment between July 2019 and July 2020 (n = 18) and their parents and carers (n = 7). (3) Results: Amongst young people, the themes identified were: a new way of living, better understanding of self, new skills, person-centred approach, and relationships with others. Parent and carer interviews revealed themes of improved relationships, feeling supported, improved quality of life, and time/timing. (4) Conclusions: Young people reported improvements in emerging BPD symptomology after completing DBT. Parents and carers reported improvements in their young person and families since starting DBT. A longer DBT programme, earlier DBT intervention, and the time-consuming nature of DBT were highlighted as areas for improvement.

DBT with Adolescents

2018 ◽  
pp. 546-572 ◽  
Author(s):  
Jill H. Rathus ◽  
Alec L. Miller ◽  
Lauren Bonavitacola
Keyword(s):  
Outcome Research ◽  
Treatment Strategies ◽  
Behaviour Therapy ◽  
Future Directions ◽  
Dialectical Behaviour Therapy ◽  
Skills Group ◽  
Telephone Coaching ◽  
Group Family

Alec Miller and Jill Rathus adapted Dialectical Behaviour Therapy (DBT) for adolescents with suicidal behaviours, multiple disorders, and complex presentations using Marsha Linehan’s original DBT for adults. This chapter outlines this adaptation, provides discussion of the original components and strategies and how they apply to adolescents, and describes the modifications for adolescents and their caregivers. It describes DBT treatment stages and targets, as well as treatment strategies specific to adolescents. It outlines the modes of treatment, including the multi-family skills group, family sessions, parenting sessions, and telephone coaching for parents. Further, it describes the additional skills that were added and/or adapted, including the new skills module, Walking the Middle Path. It includes a case study that highlights the conceptualization, interventions, and outcomes of a typical adolescent’s progress through DBT. Lastly, it summarizes the outcome research of DBT-A and suggests future directions for adolescent DBT.

Dialectical Behaviour Therapy Skills Training Groups for Common Mental Health Disorders: A Systematic Review and Meta-Analysis

2020 ◽  
Author(s):  
Chantal P Delaquis ◽  
Kayla M. Joyce ◽  
Maureen Zalewski ◽  
Laurence Katz ◽  
Julia Sulymka ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotion Regulation ◽  
Meta Analysis ◽  
Skills Training ◽  
Mental Health Disorders ◽  
Behaviour Therapy ◽  
Dialectical Behaviour Therapy ◽  
Transdiagnostic Treatment ◽  
Training Groups ◽  
Health Disorders

Context: Emotion regulation deficits are increasingly recognized as an underlying mechanism of many disorders. Dialectical behaviour therapy (DBT) holds potential as a transdiagnostic treatment for disorders with underlying emotion regulation deficits.Objective: Systematically review the evidence for DBT skills training groups as a transdiagnostic treatment for common mental health disorders via meta-analysis. Study Selection: Randomized control trials (RCTs) of DBT skills training groups for adults with common mental health disorders, and no comorbid personality disorder, were included. Data Synthesis: Twelve RCTs met inclusion criteria (N = 425 participants). DBT had a moderate-to-large effect on symptom reduction (g = 0.79, 95% CI [0.52, 1.06], p < .0001). Improvements in emotion regulation yielded a small-to-moderate effect (g = 0.48, 95% CI [0.22, 0.74], p < .01). Results showed significant effects of DBT on depression (g = 0.50, 95% CI [0.25, 0.75], p = .002), eating disorders (g = 0.83, 95% CI [0.49, 1.17], p = .001) and anxiety (g = 0.45, 95% CI [0.08, 0.83], p = .03).Conclusions: Findings suggest DBT is an effective treatment for common mental health disorders and may be considered as a promising transdiagnostic therapy.

scholarly journals The Importance of Perceived Relevance: A Qualitative Evaluation of Patient’s Perceptions of Value and Impact Following a Low-Intensity Group-Based Pain Management Program

Medicina ◽  
2021 ◽  
Vol 57 (1) ◽  
pp. 46
Author(s):  
Joshua W. Pate ◽  
Elizabeth Tran ◽  
Seema Radhakrishnan ◽  
Andrew M. Leaver
Keyword(s):  
Pain Management ◽  
Qualitative Evaluation ◽  
Management Program ◽  
Structured Interviews ◽  
Patient Beliefs ◽  
Pain Management Program ◽  
Westmead Hospital ◽  
Group A ◽  
Perceived Relevance ◽  
Beliefs And Attitudes

Background and objectives: Limited evidence exists exploring perceptions of which aspects of a pain management program are perceived as valuable and impactful. The aim of this study was to explore patient beliefs about which aspects of a pain management program were valued and/or had perceived impact. Materials and Methods: One-on-one structured interviews were conducted with 11 adults three months after their completion of the Spark Pain Program at Westmead Hospital, Sydney, Australia. Concepts in the transcripts were inductively identified and explored, utilizing thematic analysis to better understand their relevance to the study aim. Results: Four themes emerged: (1) “The program overall was positive, but…”; (2) “I valued my improved knowledge and understanding of pain, but…”; (3) “I valued the stretching/relaxation/pacing/activity monitoring”; and (4) “I valued being part of a supportive and understanding group”. Participants reported that they liked being treated as an individual within the group. A lack of perceived personal relevance of key messages was identified in some participants; it appears that patients in pain programs must determine that changes in knowledge, beliefs, and attitudes are personally relevant in order for the changes to have a significant impact on them. Conclusions: This study provides new insights into aspects of a pain management program that were perceived as valuable and impactful, areas that “missed the mark”, and hypotheses to guide the implementation of service delivery and program redesign.

scholarly journals Can Watching Online Videos Be Addictive? A Qualitative Exploration of Online Video Watching among Chinese Young Adults

2021 ◽  
Vol 18 (14) ◽  
pp. 7247
Author(s):  
Zeyang Yang ◽  
Mark Griffiths ◽  
Zhihao Yan ◽  
Wenting Xu
Keyword(s):  
Social Interaction ◽  
Short Form ◽  
Leisure Activity ◽  
Online Video ◽  
Video Content ◽  
Structured Interviews ◽  
Negative Effects ◽  
Online Videos ◽  
Chinese Young Adults ◽  
Qualitative Exploration

Watching online videos (including short-form videos) has become the most popular leisure activity in China. However, a few studies have reported the potential negative effects of online video watching behaviors (including the potential for ‘addiction’) among a minority of individuals. The present study investigated online video watching behaviors, motivational factors for watching online videos, and potentially addictive indicators of watching online videos. Semi-structured interviews were conducted among 20 young Chinese adults. Qualitative data were analyzed using thematic analysis. Eight themes were identified comprising: (i) content is key; (ii) types of online video watching; (iii) platform function hooks; (iv) personal interests; (v) watching becoming habitual; (vi) social interaction needs; (vii) reassurance needs; and (viii) addiction-like symptoms. Specific video content (e.g., mukbang, pornography), platform-driven continuous watching, and short-form videos were perceived by some participants as being potentially addictive. Specific features or content on Chinese online video platforms (e.g., ‘Danmu’ scrolling comments) need further investigation. Future studies should explore users’ addictive-like behaviors in relation to specific types of online video content and their social interaction on these platforms.

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