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THE UNIVERSITY OF VERMONT DEPARTMENT OF LEADERSHIP & DEVELOPMENTAL SCIENCES DIALECTICAL BEHAVIOR THERAPY (DBT):

THE UNIVERSITY OF VERMONT DEPARTMENT OF LEADERSHIP & DEVELOPMENTAL SCIENCES DIALECTICAL BEHAVIOR THERAPY (DBT): ORIGINS & THEORY-1 CREDIT SUMMER 2012-[MONDAY & WEDNESDAY- (6/4/2012 & 6/6/2012)-10.00AM-5.00PM] TRINITY CAMPUS, MANN HALL, RM XXX

COURSE SYLLABUS

Jane Okech, Ph.D. & Megan Johnson, M.S., LCMHC.

Counseling Program College of Education and Social Services Trinity Campus, Mann Hall, Room 111 D

Office Phone: (802) 656-1481

Office Fax: (802) 656-3173 Email: Jokech@uvm.edu/meganjohnson1978@gmail.com Office hours by appointment

Course Description:

This course will provide students with an understanding of Dialectical Behavior Therapy's origins and the theoretical assumptions that drive its practice. Students will be exposed to an overview of the general principles of cognitive behavioral therapy as well as elements of Eastern mindfulness practice that provide the basis of DBT. Students will gain an understanding of: Borderline Personality Disorder diagnostic criteria and associated areas of skill deficits; Marsha Linehan's work with clients with BPD; the biosocial theory; component parts that constitute Dialectical Behavior Therapy; and methods of delivering Dialectical Behavior Therapy and implications for diverse populations. *Pre-requisites: None *Eligibility: Counseling Majors, MA level practitioners or Instructor permission; for permission call 656-3888 or email sbigelow@uvm.edu *Maximum Enrollment: 15

2009 Council for Accreditation of Counseling & Related Educational Programs (CACREP) Standards:

The course objectives and content are also designed to meet the 2009 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards:

This course addresses the following 2009 CACREP Common Core Standards:

o

Social and Cultural Diversity-2 [d, e]

o

Helping Relationships-5 [f]

This course addresses the following Clinical Mental Health Counseling Standards:

o

Foundations (Knowledge-A)-[1-5, 7-8, 10]

o

Foundations (Skills & Practice-B)-[2]

o

Counseling, Prevention & Intervention (Knowledge-C)-[1, 3, 5, 8-9]

o

Diversity and Advocacy (Knowledge-E) [1, 4-6]

This course addresses the following Counseling Program Standards:

Counseling Program curricula and experiences are designed to help students meet the following program objectives. These overall objectives will enable students to work as professional counselors in a way that is consistent with the Counseling Program philosophy. This course addresses the following standards:

o

Demonstrate relevant knowledge and skills specific to his or her area of practice (e.g., school counseling, mental health counseling);

o

Articulate a well-developed and informed personal theory of counseling;

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o

Demonstrate an awareness of, sensitivity to, and ability to work effectively with cross-cultural differences in clients as well as differences due to physical or mental disability, age, sexual identity, race or ethnicity, and gender;

o

Demonstrate competence in understanding and addressing variances in human behavior and emotions including exceptional behavior, psychopathology, and what is considered maladaptive in relation to developmental, social, cultural, environmental, and other contextual factors;

o

Adhere to the ethical and legal standards of the profession of counseling.

Multicultural & Diversity Statement:

The American Counseling Association 2005 Code of Ethics stresses the need for counselors and counseling students to gain awareness, knowledge, and skills in the competencies of multicultural practice. The Code of Ethics utilizes a definition of diversity that includes race, class, gender, sexual orientation, and ability, and emphasizes the acquisition of awareness, knowledge, and skills that will allow counselors to work effectively with clients of diverse backgrounds. In this course, in order to become competent in addressing issues of multiculturalism and diversity, you will be exposed to issues about race, ethnicity, gender, and religion, among others, in class.

Reasonable Accommodation for Students with Disabilities: If you have a diagnosed disability or believe that you have a disability that might require reasonable accommodation on the part of the instructor, please call Accommodation, Consultation, Counseling & Educational Support Services at 656-7753. As part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting reasonable accommodation.

Required Texts:

1. Linehan, M. M. (1993). Cognitive-Behavioral Treatment of Borderline Personality Disorder. New York: Guilford.

2. Linehan, M. M. (1993). Skills Training Manual for Treating Borderline Personality Disorder. New York: Guilford.

Required Readings:

Blennerhassett, R. C., & O'Raghallaigh, J. W. (2005). Dialectical behavior therapy in the treatment of borderline personality disorder. British Journal of Psychiatry, 186(4), 278-280.

doi:10.1192/bjp.186.4.278

Chapman, A. L. (2006). Dialectical behavior therapy: Current indications and unique elements. Psychiatry, 3(9), 62-68.

Robins, C. J., & Chapman, A. L. (2004). Dialectical behavior therapy: Current status, recent developments, and future directions. Journal of Personality Disorders, 18(1), 73-89. doi:10.1521/pedi.18.1.73.32771

Swenson, C. R., Torrey, W. C., Koerner, K. (2002). Implementing Dialectical Behavior Therapy. Psychiatric Services, 53(2), 171-178.

Woodberry, K. A., & Popenoe, E. J. (2008). Implementing dialectical behavior therapy with adolescents and their families in a community outpatient clinic. Cognitive and Behavioral Practice, 15(3), 277-286.

doi:10.1016/j.cbpra.2007.08.004

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A WORD ABOUT WRITING AND ASSIGNMENTS:

Writing is an important skill for everyone, particularly for trained professionals working in the human service professions. We believe that writing facilitates clear thinking when one allows oneself to work at the product for a period of time. Through the process of committing thoughts to paper and then revising those thoughts, questioning one’s ideas, examining the material more carefully, and clarifying intent (again and again), meaningful papers are born and important ideas are expressed. In the end, we believe that clear writing reflects clear thinking. Naturally, we expect all students to use their writing assignments as a process for learning the material covered in this course. We also expect completed assignments to be well written. In this vein, we expect students to demonstrate appropriate writing mechanics (i.e., spelling, punctuation, sentence and paragraph structure, etc.) in all of their written work. If writing has been difficult for you in the past, you may wish to obtain help from the UVM Writing Center, 105 Bailey/Howe Library (call 802-656-4075 to make an appointment).

READING:

You are expected to complete all assigned readings prior to each class. It is likely that we will not discuss in class everything that you are reading; however, whenever you want to discuss a specific group issue, do feel free to bring it up in class. Additional recommended reading will be made available through the UVM Blackboard service.

1. Counseling Model Paper:

Due *.

2. Reflection Paper:

Due *.

ASSIGNMENTS:

*Assignments turned in late will have 3 points deducted unless prior arrangements have been made with the instructor.

CLASS ATTENDENCE:

Students are expected to attend, and fully participate in, all class sessions and work collaboratively with each other when appropriate. In line with DBT’s theoretical stance that practicing a skill is vital to learning it, students are also expected to actively engage in the clinical skills practice component of the course. Please notify the instructor, in advance if possible, of absolutely unavoidable absences. You are expected to be punctual to class and to stay until the end of the class. Your behavior and activities in class need to reflect your emerging professional ethics and standards of practice.

Academic Honesty Students are required to be familiar with and adhere to the Academic Honesty policy and procedures delineated in the most recent edition of “The Cat’s Tale”: http://www.uvm.edu/~dosa/handbook/

Electronic Devices Ringing and beeping pagers and cell phones are disruptive to the classroom learning environment. As a courtesy to others, we expect that students will turn off audible signals for these devices while attending class and during laboratory segments.

We will communicate occasionally through email; therefore, it is essential that you activate your UVM e-mail account and check it regularly to avoid missing important information. All course readings will be posted on Blackboard, so check the course board regularly.

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Counseling Program Grading Scale:

Final grades will be issued as follows:

A+ = 100 pts. A = 94-99 pts. A- = 90-93 pts.

Course Grading Scale:

B+ = 89 pts. B = 84-88 pts. B- = 80-83 pts.

C+ = 79 pts. C = 74-78 pts. C- = 70-73 pts.

Counseling Model Paper………………………………………………………………………… 30

Reflection Paper………………………………………………………………… ……………… 30

Classroom Participation…………………………………………………………………………

40

TOTAL

100 Points

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CLASS AND ASSIGNMENT SCHEDULE:

Day 1: June 4, 2012: Course overview, processes, training context, DBT theory

- Introductory overview of DBT

- Marsha Linehan’s work with clients with BPD

- Borderline Personality Disorder diagnostic criteria and associated areas of skill deficits

- Biosocial Theory

Day 2: June 6, 2012: DBT Practice

- Component parts that constitute Dialectical Behavior Therapy (Contingency Management, Exposure Therapy, Coping Skills Training, and Cognitive Therapy)

- Methods of delivering DBT

- Implications for diverse populations

ACTIVITIES Skill demonstrations Role-playing Video clip presentations Case study discussion groups

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CRITERIA FOR GRADING PAPERS

1. Examination of content

a. Follows guidelines of the assignment

b. Demonstrates in-depth understanding of the subject

c. Demonstrates understanding of contextual application of subject matter

2. Overall organization of the paper

a. Ideas within paragraphs are well-developed

b. Introductory and concluding paragraphs are informative and brief

c. Paragraphs follow logical order throughout the paper

d. Logical sequencing of paragraphs

e. Smooth flow between paragraphs/transitional phrases and ideas utilized

3. Writing mechanics

a. Appropriate sentence beginnings/endings (i.e. avoids beginning sentences with conjunctions, ending with prepositions, etc.)

b. Evidence of basic editing skills (spelling, grammar, sentence structure, etc.)

c. Language is technical

4. Writing style

a. Ideas are clearly articulated

b. Sentences are clearly articulated

c. Sentences are concise

d. Supporting statements are concrete, substantive, specific, illustrative, and effective

e. Transitions are smooth

f. Information is explained carefully and clearly

g. Enthusiasm for topic is clearly communicated

5. Followed APA guidelines

a. Sentence structure

b. Paragraph structure

c. Within context citations

d. References

*Refer to the APA manual for additional information

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CLASS PARTICIPATION ASSESSMENT RUBRIC

 

2

4

6

8

POINTS

Attendance /

Student is late to class or leaves early both days and/or misses class.

Student is late to class or leaves early more than once and attends both classes.

Student is late to class or leaves early once and attends both classes.

Student is always prompt, stays to the end of class, and attends both classes.

 

Promptness

Level of

Student never contributes to class by offering ideas, engaging in group activities, clinical skills practice, and asking questions.

Student rarely contributes to class by offering ideas and asking questions or engaging in clinical skills practice.

Student proactively contributes to class by offering ideas, asking questions, and engaging in clinical skills practice two or three times per class.

Student proactively contributes to class by offering ideas, engaging in group activities and clinical skills practice, and asking questions regularly and appropriately.

 

Engagement

in Class

Listening

Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak.

Student does not listen when others talk, both in groups and in class.

Student listens when others talk, both in groups and in class.

Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others.

 

Skills

Behavior

Student usually

Student

Student rarely

Student almost

 

displays

occasionally

displays

never displays

inappropriate

displays

inappropriate

inappropriate

behavior during

inappropriate

behavior during

behavior during

class.

behavior during

class.

class.

class.

Preparation

Student is almost never prepared for class with assignments and required class materials.

Student is rarely prepared for class with assignments and required class materials.

Student is usually prepared for class with assignments and required class materials.

Student is almost always prepared for class with assignments and required class materials.

 
       

TOTAL (40 max.)