Julie goals and treatment hierarchy
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Julie has long term goals of having an intimate relationship, a career in the holiday trade, living independently, improving family relationships, and parenting children. Her treatment hierarchy prioritizes eliminating life-threatening behaviors like self-harm and suicide attempts, followed by therapy-interfering behaviors on her part like unrealistic expectations and confrontational behavior, and finally quality of life-interfering behaviors such as dangerous sexual behavior and abusive relationships.
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Reactive attachment disorder (RAD) occurs when infants do not form healthy emotional attachments with their primary caregivers due to neglect of their emotional and physical needs. Children with RAD experience serious social and emotional neglect early in life which disrupts typical attachment development. Symptoms include being detached, uncaring, defiant, and lacking emotions besides anger. Treatment involves strengthening the relationship between the child and caregiver through therapy. RAD that goes untreated can persist into adulthood as personality disorders due to the brain injury caused by early abuse and neglect.Reactive Attachment Disorder Brochure
Reactive Attachment Disorder BrochureCooper Simms
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Reactive attachment disorder (RAD) occurs when infants do not form healthy emotional attachments with their primary caregivers due to neglect of their emotional and physical needs. Children with RAD experience serious social and emotional neglect early in life which disrupts typical attachment development. Symptoms include being detached, uncaring, defiant, and lacking emotions besides anger. Treatment involves strengthening the relationship between the child and caregiver through therapy. RAD that goes untreated can persist into adulthood as personality disorders due to the brain injury caused by early abuse and neglect.Paradigms
ParadigmsTerryl Meador
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The document discusses different paradigms or perspectives that people can have that help or hurt them. It lists several common paradigms teens have such as thinking they can't go to college or get ahead without connections. It then discusses how troubles at home can cause personality changes and insecurity. The rest of the document lists different life paradigms centered around friends, stuff, relationships, school, parents, sports, enemies, heroes, work, and self that can impact success and connections. It concludes that principle-centered living focused on honesty, love and other virtues leads to the most success.Breaking through the bars - The importance of early intervention with child o...
Breaking through the bars - The importance of early intervention with child o...robine
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The document discusses early intervention approaches for child offenders. It notes that insecure attachment patterns formed in early childhood can influence children's behavior and increase the risk of offending. The current response focuses too much on punishment and not enough on underlying causes. An integrated framework is proposed to provide universal early support services and identify families needing intensive help, with the goal of preventing negative outcomes and reducing child offending.Trauma, Bullying, and Violence
Trauma, Bullying, and ViolenceKathryn Seifert
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Trauma can interfere with the development of healthy coping skills. This can prevent children from interacting in an appropriate way with peers, teachers, and family. Those that have been bullied can also become bullies because of the same principal. Personality disorders
Personality disordersKatherine Chin
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Abnormal Psychology- Personality Disorders: Antisocial, Borderline, Histrionic, Narcissistic, Paranoid, Schizoid, Schizotypal, Dependent, Obsessive-compulsive and Avoidant Personality Disorders. ADHD presentation2
ADHD presentation2Karen Bird
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This document discusses attention deficit hyperactivity disorder (ADHD) by outlining potential causes, common symptoms, diagnostic criteria, and recommendations for academic accommodations. It notes that ADHD symptoms can be inattentive, hyperactive/impulsive, or a combination. Diagnosis involves assessing functioning across settings and ruling out other potential causes. Accommodations help students with challenges in attention, impulsivity, organization and compliance by providing structure, cues, praise and consequences to support their success.Personality disorders
Personality disordersJacqueline Corcoran
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This document provides an overview of personality disorders, including their defining characteristics, diagnostic criteria, prevalence, and treatment approaches. Personality disorders are characterized by inflexible and maladaptive patterns of behavior that cause distress or impairment. They are divided into three clusters (A, B, and C) based on clinical characteristics. Borderline personality disorder is one of the most common personality disorders and is defined by instability in interpersonal relationships, self-image, and affect. Treatment focuses on establishing therapeutic alliances, managing crises, education, and therapies like dialectical behavior therapy that target affect regulation and adaptive coping skills.
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Clinical psychologists consulting in india: Thriving In Adversity
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The document discusses the use of a Life Skills Assessment Scale (LSAS) to measure outcomes of programs run by Dream A Dream (DaD), a non-profit organization in India. It describes the development of the LSAS, which involved defining life skills domains to measure, creating observational items, collecting data from over 1,200 children, and establishing the scale's reliability and validity. The LSAS provides a standardized way to quantify life skills development, evaluate program performance, compare different programs, and inform funding and program development decisions. Its publication in a peer-reviewed journal established it as a valid tool for measuring life skills in children experiencing adversity globally.Supercharge your practice with cbt+
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How to use the best therapies for the best effect. Theory and practice from CBT DBT ACT and CFT integrated for you.Guiding the client on a mindfuness journey webinar slides
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How to help a client learn and use mindfulness as part of therapy. This 2 hour webinar got good feedback! Download and watch the webinar at www.greenwoodmentors.com/events.Putting dbt into your practice for notes revision 2 02 06 2013
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DBT was developed by Marsha Linehan for those with borderline personality disorder and self-harming behaviors. It combines standard cognitive-behavioral techniques with acceptance-based strategies and mindfulness. DBT therapy includes individual sessions, skills training groups, telephone coaching, and therapist consultation meetings. The goal is to decrease harmful behaviors while increasing functional coping skills through commitment to the treatment and its four stages: pre-therapy commitment, therapy, ending therapy, and post-therapy.Teach 12 termination
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This document provides guidance for reviewing a client's progress after 6 months to a year of therapy, determining whether to continue with the current treatment or transition to another option. It discusses assessing the client's progress towards their goals and life changes, considering both the client and therapist's preferences for continuing or ending treatment, planning appropriate referrals and relapse prevention strategies, and ensuring a thoughtful termination process.Teach 13 homework
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Over the next six months, the document outlines the following homework:
1) Take on at least one client, participate in a skills group, and attend consult group for peer supervision.
2) Read Linehan's books on CBT for BPD and skills manual, and create a study and reinforcement plan.
3) Consultancy will be available from Fiona, and participants should notify her if struggling.
4) Write up a case study to send to Fiona two weeks before the next module begins.
5) Participate in a 30-minute case presentation involving role play of a problem from the case.Teach 12 termination
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This document provides guidance for reviewing a client's progress after 6 months to a year of therapy, determining whether to continue with the current treatment or make a change, and ensuring a smooth transition either to the next stage of therapy or to another treatment option. Key factors to consider include reviewing diaries, assessments, target behaviors, life goals, available treatment options, the client's preferences and resources, planning for a good ending, coordinating any referrals, and preparing for relapse prevention.Teach 9 and 10 dialectical and stylistic strategies and dbt with selves
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This document discusses dialectical strategies and stylistic strategies used in Dialectical Behavior Therapy (DBT). Some key dialectical strategies mentioned include entering the paradox, using metaphors, making lemonade out of lemons, playing devil's advocate, and activating wise mind. Stylistic strategies discussed are reciprocal style, self-disclosure, warm engagement, genuineness, vulnerability, and an irreverent style. The document also covers environmental intervention, consultation to patients and therapists, and applying DBT principles within the consultation group itself.Teach 7 problem solving
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This document outlines the strategies used in Dialectical Behavior Therapy (DBT) for problem solving. It describes a two-part process:
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2) Solution Analysis (B) which involves identifying goals, generating alternative solutions, evaluating options, choosing a solution, and troubleshooting potential issues with implementation. The overall goal is to help clients effectively address problems and challenging behaviors.Teach 6 contingency management
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This document outlines the principles and techniques of contingency management therapy. It discusses managing a client's behavior through reinforcing desired behaviors and extinguishing unwanted behaviors. Specific techniques covered include orienting the client, reinforcing and punishing behaviors, teaching adaptive behaviors through shaping, modeling and signaling, and observing the therapist's own limits. The overall goal is to help the client learn the relationship between their behaviors and consequences in a non-judgmental way.Teach 5a mindfulness
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This document discusses several studies that have found mindfulness training and meditation to be associated with reductions in pain, stress, anxiety, and depressive relapse. It notes that mindfulness interventions involve adopting a non-judgemental stance and observing thoughts and feelings without elaboration. One study found that a non-elaborative mental stance and reduced connectivity between executive brain regions and pain-related regions was correlated with lower pain sensitivity in experienced meditators.Teach 5 behaviour theory
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The document discusses strategies for behavior change through behavior analysis including defining the target behavior, analyzing why it occurs and persists, and using techniques like positive and negative reinforcement, punishment, shaping, modeling, fading, discriminative stimuli, schedules of reinforcement, classical conditioning, and extinction. The goal of these strategies is to either increase or decrease behaviors by reinforcing or removing reinforcement.Teach 4 validation
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Validation is the process of understanding a patient's responses in the context of their life situation and finding truth in their perspective. It involves observing without judgment, accepting the patient, and validating their thoughts, feelings, behaviors, and physiology. Validating the patient helps balance change strategies, prevents invalidation, and teaches self-validation. There are six levels of validation that range from listening without judgment to genuinely responding to the patient's perspective. Validation is an important acceptance strategy in therapy.Teach 3 commitment phase
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The document outlines the commitment phase of Dialectical Behavior Therapy (DBT). The commitment phase lasts up to six weeks and involves orienting the client to treatment, building commitment, and testing skills. Key aspects include explaining DBT and its theoretical underpinnings, providing information on pros and cons of treatment, and getting the client's commitment to attend skills group and learn new coping behaviors, culminating in contract signing.Teach 2 recognising bpd
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This document outlines the diagnostic criteria for borderline personality disorder (BPD) according to the DSM-IV. It lists nine criteria including frantic efforts to avoid abandonment, unstable relationships, identity disturbance, impulsivity, suicidal behavior, affective instability, feelings of emptiness, inappropriate anger, and stress-related paranoid thoughts. It also notes that BPD is often comorbid with eating disorders, dissociation, and shame. It provides examples of assessment tools to measure these conditions and recommends collecting data regularly to monitor progress in therapy.Teach 1 summary of course
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This document provides an overview of Dialectical Behavior Therapy (DBT) training. It aims to enable participants to begin practicing DBT with supervision, provide enough information and skills to be effective practitioners, and offer continued support after training. The training will use an adult learning model of acting, reviewing, reflecting, and planning. DBT is a mix of behavior therapy, validation, and Zen practice using a dialectical view of change. The training will cover the components, stages, and assumptions of DBT as well as the core skills modules of mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness.Outline of dbt training content
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This document outlines the content and learning objectives of a 3 module DBT training program. Module 1 will cover the major DBT strategies, techniques, and modalities through teaching sessions, skills modeling, role plays and case discussions. Participants will practice DBT skills in consult groups. Module 2 requires participants to treat at least one DBT client, run one skills group, attend consult groups, and complete a casebook. Module 3 involves presenting casebooks for feedback and refreshing teachings to assess competence in delivering DBT. By the end of the training, participants will be certified to provide DBT interventions.Module 1 3 day dbt timetable 7 8 and 14 april 2014
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This document outlines the schedule and content for a 3-day DBT training module. Day 1 covers mindfulness, an introduction to DBT, its evidence base, recognizing BPD features, commitment strategies and goals, and introducing clients to bio-social theory. Day 2 focuses on acceptance skills like validation, mindfulness, behavior theory, contingency management, problem solving and exposure. Day 3 teaches dialectical and stylistic strategies, suicide strategies, skills practice, and discusses termination and homework approaches. The training utilizes teaching, modeling, role plays, consult groups and skills practice to train participants in DBT.Julie case study
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Julie has a long history of mental health issues including depression, borderline personality disorder, suicide attempts, self-harm, and substance abuse. She had an unhappy childhood with an abusive father and reports being bullied and raped as a teenager. Her older sister died by suicide, which had a profound impact on Julie. She has struggled with relationships, employment, and living situations as an adult. Julie is now looking to DBT treatment to help manage her symptoms and gain stability in her life.Evaluation form dbt 2013
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This evaluation form asks participants of a DBT training to rate their experience on the first, second, or third day on a scale of 1 to 5. It inquires about what they liked overall, what could be improved, their rating of facilities and refreshments, the speaker(s), presentation materials, and includes a section for additional comments or questions.Julie goals and treatment hierarchy
- 1. JULIE- Long Term Goals To be able to have a long term intimate relationship with a significant other To have a career in the holiday trade To live independently To have improved relationships with family members To be able to parent children Treatment Hierarchy Life-threatening behaviour stepping under trains jumping from bridges Stabbing self with screw driver Cutting with razor blades Overdosing self-strangulation Hitting and punching carers/members of the public Therapy-interfering behaviour Julie Having unrealistically high expectations of therapy Having unrealistically high expectations of self Walking out of sessions Turning up/telephoning drunk Not noticing successes Being either a star or a failure Being verbally confrontational/critical with therapist Therapist Working too hard in sessions/on phone Not standing firm when Julie is confrontational Asking for too much too soon Trusting too much in progress Not cheerleading enough Quality of life-interfering behaviour Not thinking about long-term goals Unprotected dangerous sexual behaviour Not saying no Cutting short promising relationships Continuing unpromising/abusive relationships Getting sectioned