DBT Skills Training Overview

A type of therapy that focuses on teaching skills to manage emotions, distress tolerance, interpersonal effectiveness, and mindfulness.

A key DBT concept highlighting the importance of understanding the interconnectedness of all components within a system. Changes in one part can influence the whole.

Acknowledging and accepting the reality of a situation, even if it's painful or difficult. It's about recognizing the moment 'as it is' without judgment.

The ability to tolerate distress without engaging in self-destructive or impulsive behaviors.

The ability to manage and regulate emotions effectively. It involves identifying, labeling, and understanding emotions.

Skills for navigating interpersonal relationships effectively, including setting boundaries, communicating assertively, and managing conflict.

The ability to pay attention to the present moment without judgment. It involves focusing on the senses and being aware of thoughts and feelings.

The process of changing behaviors by identifying and addressing the underlying causes, rather than just focusing on the symptoms.

A structured session format for skills training groups, involving a regular pattern of skill review, new skill presentation, practice, and mindfulness.

A brief period at the end of each skills training session where group members share observations about the session, promoting mindfulness and reflection.

The final session of each module in a skills training group focusing on comprehensive review, skill generalization, and reflection.

Individualized sessions dedicated to teaching and practicing new skills, providing a more focused and personalized approach.

The use of mindfulness practices, such as observation and description, to enhance awareness and self-regulation in skills training groups.

A classroom-like environment that facilitates a sense of structure and learning within skills training sessions.

The process of applying learned skills to different situations and contexts in daily life.

The designated time within each skills training session dedicated to reviewing and practicing skills learned in previous sessions.

A belief that cannot be proven but is agreed upon by group members.

The focus on behavior since the last session and the current session. The agenda is flexible, adapting to clients' needs.

Focuses on teaching behavioral skills. The agenda is predetermined based on the skill being taught.

A structured format for DBT skills training, typically divided into four sections: beginning ritual, homework review, new material, and closing wind-down.

The initial part of a DBT skills training session, often involving a mindfulness exercise.

The presentation of new DBT skills and concepts during a training session.

The concluding part of a DBT skills training session, often used for summarizing and reflecting on the session.

A structured approach to skills training sessions that involves a defined beginning, mid-session break, skill presentation, and a closing wind-down.

A review of previously learned skills and practice exercises assigned in the previous session.

A short break during a skills training session to allow participants to rest and recharge.

The core part of a skills training session where new skills are presented and taught.

A practice where participants share their experiences with the group, providing valuable insights for the leader and other participants.

A prompt given to participants who have missed previous sessions to explain their absence and catch up with the group.

A practice that helps group members practice their skills, develop self-awareness, and share progress.

A set of activities that begin each group session to promote a focused and mindful environment.

Using various mindfulness techniques to cultivate attention, awareness, and acceptance.

A bell used to signal the beginning and end of mindfulness exercises.

Asking each group member to share their specific practice efforts from the previous week.

The way group members describe their skills training practice, often using the term "homework."

The discussion about how group members choose to label their practice efforts, helping to avoid negative associations.

The time in the group session where the main skills training content from Chapters 7-10 is discussed.

Ensuring clients practice skills between sessions is essential for their improvement. This includes analyzing non-practicing and motivating clients to attempt practice.

The first 30 minutes of each new skills training module is dedicated to discussing the module's rationale, demonstrating its relevance to clients' lives, and building their confidence in learning the skills.

Leaders need to be creative in demonstrating how specific skills apply to particular problems, making the learning relevant and relatable for clients.

The weekly sharing of homework practice efforts is a key component of DBT skills training.

Every client, regardless of their willingness, is encouraged to share their experience with practicing skills.

Group skills training sessions can be emotionally charged and painful for some clients, requiring time for de-escalation and relaxation at the end.

The primary leader needs excellent time management skills to ensure each client has sufficient time to share their homework practice experiences within the allotted session time.

The time devoted to homework review may be adjusted during the first session of each iteration of Mindfulness module in an ongoing group due to its unique nature.