Dialectical Behavior Therapy

A Contemporary Guide for Practitioners
Wiley-Blackwell (Verlag)
  • erschienen am 30. Januar 2015
  • |
  • 264 Seiten
E-Book | PDF mit Adobe DRM | Systemvoraussetzungen
978-1-118-95790-5 (ISBN)
A definitive new text for understanding and applying DialecticalBehavior Therapy (DBT).
* Offers evidence-based yet flexible approaches to integratingDBT into practice
* Goes beyond adherence to standard DBT and diagnosis-basedtreatment of individuals
* Emphasizes positivity and the importance of the client'sown voice in assessing change
* Discusses methods of monitoring outcomes in practice and makingthem clinically relevant
* Lane Pederson is a leader in the drive to integrate DBT withother therapeutic approaches
1. Auflage
  • Englisch
  • Hoboken
  • |
  • Großbritannien
John Wiley & Sons Inc
  • Für Beruf und Forschung
  • 1,14 MB
978-1-118-95790-5 (9781118957905)
1118957903 (1118957903)
weitere Ausgaben werden ermittelt
Lane D. Pederson is the owner of Mental Health Systems, one of the largest DBT-specialized practices in the USA, and is the founder of the Dialectical Behavior Therapy National Certification and Accreditation Association. As a DBT speaker, Dr. Pederson has trained over 7,000 therapists across the United States, Canada, and Australia. He is an outspoken advocate of flexible and evidence-based applications of DBT, and his books include DBT Skills Training for Integrated Dual Disorder Treatment Settings (2013) and The Expanded Dialectical Behavior Therapy Skills Training Manual (2012). Dr. Pederson can be contacted for DBT Training and other inquiries at www.drlanepederson.com.
  • Intro
  • Dialectical Behavior Therapy: A Contemporary Guide for Practitioners
  • Contents
  • Acknowledgments
  • To the Reader
  • Definitions
  • 1 Why Learn DBT?
  • 2 Introduction to DBT
  • 3 The Contextual Model and DBT
  • Comparisons of DBT with Other Therapies
  • Therapeutic Factors that Most Affect Outcomes
  • Adopting versus Adapting Standard DBT: The Question of Treatment Fidelity
  • The Answer to Fidelity: EBP
  • 4 DBT: An Eclectic yet Distinctive Approach
  • 5 Is It DBT?
  • 6 Dialectical Philosophy
  • Dialectics in Practice
  • Validation versus Change
  • Acceptance of Experience versus Distraction from or Changing Experience
  • Doing Ones Best versus Needing to Do Better
  • Noting the Adaptive in What Seems Maladaptive
  • Nurturance versus Accountability
  • Freedom versus Structure
  • Active Client versus Active Therapist
  • Consultation to the Client versus Doing for the Client
  • Dialectics and Evidence-Based Practice
  • When Not to Be Dialectic: Dialectical Abstinence
  • Dialectics with Clients
  • 7 The Biosocial Theory
  • The Role of Invalidation
  • How the Biosocial Theory Guides Practice
  • Being Flexible to the Clients Theory of Change
  • 8 Client, Therapist, and Treatment Assumptions
  • Client Assumptions
  • Clients are responsible for solving their own problems, regardless of who may have caused them
  • Clients are doing their best in the moment and need to do better
  • Clients cannot fail in DBT, but DBT can fail them
  • Clients want to improve yet need skills to do so
  • Skills need to be generalized to all relevant areas of life
  • Therapist Assumptions
  • Therapists practice empathy, respect, genuineness, and validation in therapeutic interactions
  • Therapists assume a nonjudgmental approach to clients
  • Therapists must be unrelentingly yet genuinely and appropriately strengths-based
  • Therapists require consultation to stay motivated and effective
  • Therapists, like clients, need to practice skills
  • Therapists should favor consulting to the client over intervening for the client
  • Treatment Assumptions
  • The treatment milieu needs to be nonjudgmental and accountable
  • Treatment must emphasize and reinforce behaviors that "work in life" while not allowing clients to practice behaviors in treatment that do not work in life
  • 9 The Five Functions of Comprehensive DBT
  • Motivate Clients
  • Teach Skills
  • Generalize the Skills with Specificity
  • Motivate Therapists and Maximize Effective Therapist Responses
  • Structure the Environment
  • 10 Treatment Structure
  • How Much Structure? Level-of-Care Considerations
  • Program Treatment Models
  • The standard model
  • Group-format DBT
  • Treatment models: Practical guidance
  • Individual Therapy Treatment Structure
  • Incorporating skills into individual sessions
  • Group Skills-Training Session Structure
  • Additional Treatments and Services
  • Friends-and-family meetings
  • Expectations, Rules, and Agreements
  • 11 DBT Treatment Stages and Hierarchies
  • Pretreatment Preparation
  • Pretreatment and the "Butterfly" Client
  • Stage One: Stability and Behavioral Control
  • 1. Suicidal urges and behavior (suicide ideation, SI)
  • 2. Self-injurious behavior (SIB)
  • 3. Therapy-interfering behavior (TIB)
  • 4. Quality-of-life-interfering behavior (LIB)
  • Stage Two: Treating PTSD, Significant Stress Reactions, and Experiencing Emotions More Fully
  • Stage Three: Solving Routine Problems of Living
  • Stage Four: Finding Freedom, Joy, and Spirituality
  • 12 The DBT Therapeutic Factors Hierarchy
  • 1. Develop and Maintain the Therapy Alliance
  • 2. Develop Mutual Goals and Collaboration on Methods
  • 3. Identify and Engage Client Strengths and Resources to Maximize Helpful Extratherapeutic Factors
  • 4. Establish and Maintain the Treatment Structure
  • 13 Self-Monitoring with the Diary Card
  • Diary card
  • 14 Validation
  • Levels of Validation
  • Validation versus Normalization
  • Example 1
  • Example 2
  • 15 Commitment Strategies
  • 16 Educating, Socializing, and Orienting
  • Example 1
  • Example 2
  • 17 Communication Styles
  • Reciprocal Communication
  • Irreverent Communication
  • 18 Mindfulness
  • 19 Skills Training
  • 20 Changing Behaviors
  • Behavioral Contingencies
  • Behaviorism and the Therapist
  • The Most Effective Methods of Changing Behaviors
  • Provide noncontingent reinforcement
  • Model effective behavior
  • Reinforce nonproblem behaviors
  • Train skills to reinforce
  • Make a high-probability behavior contingent on a low-probability behavior
  • Lower vulnerability and meet organismic needs proactively
  • Harness higher motivations to leverage change
  • 21 Behavioral Analysis
  • Behavioral Analysis Example
  • 22 Dialectical Strategies
  • 23 Cognitive Interventions
  • 24 Telephone Coaching
  • 25 Dealing with Safety Issues
  • Essential Practices
  • Suicide Risk Factors
  • Protective Factors
  • Suicide Assessment
  • Self-Injury Assessment
  • Creating the Safety Plan
  • Safety or No-Harm Contracts
  • From a Safety Plan to a Safety Commitment
  • 26 Use of the Hospital
  • 27 Consultation
  • 28 Evaluation of Clinical Outcomes
  • Appendix A Mindfulness Exercises
  • Appendix B Plans for Safety and Skills Implementation
  • Appendix C Professional Growth in DBT
  • References
  • Index
  • EULA

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