DBT Chapter 5: Behavioral Skills Training

The overarching concept in DBT, emphasizing the balance between acceptance and change through a series of opposing viewpoints.

A core strategy in DBT, focusing on problem-solving and logic to address challenges.

A core strategy in DBT, focusing on validating and acknowledging a person's experiences and emotions.

A communication style strategy used in DBT, characterized by directness and assertiveness.

A communication style strategy used in DBT, characterized by being receptive and responsive to others.

A case management strategy used in DBT, involving direct communication with the client's social network.

A case management strategy used in DBT, involving interventions to the client's environment.

A flexible approach to DBT treatment, allowing therapists to utilize different strategies based on the client's needs.

A dynamic process where individuals have opposing views or perspectives on a situation, creating tension.

A psychological defense mechanism where individuals perceive others or situations as completely good or bad, ignoring complexities.

The ability of group leaders to maintain a unified and cohesive relationship even while playing different roles in addressing a conflict.

The phenomenon in group skills training where members observe and learn from the leaders' conflict resolution strategies.

In group skills training, focusing on teaching specific behavioral skills, rather than exploring deeper emotional processes.

In group therapy, a process that aims to gain deeper insight into personal experiences, relationships, and patterns.

The tendency for individuals used to therapy process groups to struggle with the structured, skill-based approach of group skills training.

The balance between teaching skills and addressing process issues in group skills training, ensuring a productive learning environment.

A situation where an individual's needs for progress, effectiveness, or comfort clash with the needs of the group.

A term that describes a group member who refuses to cooperate, is hostile, or behaves in a way that affects the group's mood or progress.

The tendency for skills trainers to actively control or criticize an errant member or their behavior.

The opposite of willfulness, where someone participates willingly and constructively in the group process despite potential challenges.

This describes the negative emotional state a group falls into when faced with conflict or difficult situations.

The natural instinct for a skills trainer to intervene and try to change the negative affect within a group.

When a co-leader acknowledges and validates the group's feelings, even if they are negative or critical of the primary leader.

The dynamic where the primary leader is seen as the 'bad guy' for pushing the group, while the co-leader is seen as the 'good guy' for validating their feelings.

The concept that groups, including training groups, are dynamic systems. This means that they are constantly changing and influenced by both internal and external factors.

Strategies used in DBT to manage the tension between opposing forces within a group. It encourages considering different perspectives, values, and experiences.

Trainers in DBT are not just instructors but active participants within the group dynamic. They are subject to the same dialectical tensions as all other group members.

The core principles of DBT focus on acceptance, change, and mindfulness within four main skill sets: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness.

A common dialectical strategy that uses real-life stories to illustrate concepts and promote learning within a group setting.

A common dialectical strategy that utilizes metaphors to help group members understand complex concepts in simpler terms.

The act of remaining aware of thoughts and feelings without judgement. It is a key skill in DBT that helps manage difficult emotions and situations.

The ability to cope with difficult emotions and situations without engaging in harmful behaviors. It is a key skill in DBT for managing intense emotions.

A mismatch between content and process in a group therapy setting can lead to dysfunction, hindering the effectiveness of the overall therapy.

Individuals with low distress tolerance frequently seek immediate comfort, making it challenging for them to engage in tasks that necessitate discomfort.

When individuals struggle with distress tolerance, prioritizing present comfort over learning to manage discomfort can hinder their therapy progress.

DBT offers a unique context for individuals with low distress tolerance to practice conflict resolution and experience reinforcement for their efforts.

Group therapy leaders need to balance focusing on content (skills) and process (group dynamics) to maintain group effectiveness.

A key aspect of successful therapy is clarity about the intended goals and the methods to reach them.

The willingness to endure discomfort is crucial for therapy progress, but it requires clarity on the therapeutic goals and methods to achieve them.

A key concept in DBT, emphasizing the need to balance acceptance and change through a series of opposing viewpoints.

A strategic approach in group treatment where leaders utilize different styles to demonstrate dialectics, such as focusing on content vs. process.

The ability to recognize that simply asking appropriately does not guarantee getting what one wants, and learning to cope with that reality.

A goal of distress tolerance training, teaching individuals to navigate situations where they might not get what they need or want. It goes beyond just asking appropriately.

A fundamental principle in DBT that involves integrating opposing ideas, such as acceptance and change, for a more balanced outcome.

The importance of understanding the context of a situation before making rigid decisions, allowing for exceptions when necessary.