DBT Skills Training Teaching Guide.pdf

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© 2015 Marsha M. Linehan
Published by The Guilford Press
A Division of Guilford Publications, Inc.
370 Seventh Avenue, Suite 1200, New York, NY 10001
www.guilford.com
All rights reserved
LIMITED DUPLICATION LICENSE
These materials are intended for use only by qualified mental health professionals. The publisher grants
to individual purchasers of
DBT Skills Training Manual, Second Edition,
nonassignable permission to
reproduce these materials. This license is limited to you, the individual purchaser, for personal use or
use with individual clients. This license does not grant the right to reproduce these materials for resale,
redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets,
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these materials for these and any other purposes must be obtained in writing from the
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Department of Guilford Publications.
The author has checked with sources believed to be reliable in her efforts to provide information that
is complete and generally in accord with the standards of practice that are accepted at the time of
publication. However, in view of the possibility of human error or changes in behavioral, mental health,
or medical sciences, neither the author, nor the editor and publisher, nor any other party who has been
involved in the preparation or publication of this work warrants that the information contained herein
is in every respect accurate or complete, and they are not responsible for any errors or omissions or the
results obtained from the use of such information. Readers are encouraged to confirm the information
contained in this document with other sources.
DBT is a registered trademark of Marsha M. Linehan.
ii
CONTENTS
Chapter 6:
General Skills: Orientation and Analyzing Behavior
Chapter 7:
Mindfulness Skills
Chapter 8:
Interpersonal Effectiveness Skills
Chapter 9:
Emotion Regulation Skills
Chapter 10:
Distress Tolerance Skills
iii
PART II
Teaching Notes
for DBT Skills Modules
From
DBT® Skills Training Manual, Second Edition,
by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.
Permission to photocopy this material is granted to purchasers of this book
for personal use only. (See page ii of this packet for details.)
Chapter 6
General Skills:
Orientation and Analyzing Behavior
There are two sets of general skills. The first set fo-
cuses on orientation to skills training, including a
handout on the biosocial theory of emotion dysreg-
ulation. The second set focuses on how to analyze
behavior so that a client can figure out the causes or
events that influence the behavior. This allows the
client to problem-solve how to change the behavior
or how to prevent it in the future.
Orientation
An orientation to skills training takes place during
the first session of a new skills group. The purposes
of this orientation are to introduce members to one
another and to the skills training leaders; to orient
members to the structural aspects of skills training
(e.g., format, rules, meeting times); to orient them
to the leaders’ approach and goals; to sell the skills
as worth learning and likely to work; and to gener-
ate enthusiasm for learning and practicing the skills.
This chapter provides an outline of topics to be
covered, but their content can be easily modified to
reflect your particular circumstances (e.g., format,
timing, fees, rules, use of the telephone). An option-
al section for teaching the biosocial theory of how
emotion dysregulation develops is included.
As discussed in Chapter 4, orienting is a skills
trainer’s chief means of selling the skills to group
members. Therefore, important tasks for skills
trainers are to highlight the usefulness of the skills,
to elicit participants’ specific personal goals, and
then to link these goals to the skills modules. Spe-
cific goals for the skills training you are conducting
will depend on the skills that you plan to teach. The
specific goals listed on General Handout 1 and in
the teaching notes are general enough to cover most
of what might be taught in the average group. Op-
tional goals are noted. Skills training guidelines, or
rules, are presented and discussed along with skills
training assumptions.
In the teaching notes, I have put a checkmark
( ) next to material I almost always cover. If I
am in a huge rush, I may skip everything that is
not checked. In the handouts and worksheets (see
www.guilford.com/dbt-manual),
I have put stars
( ) on the standard handouts I almost always use.
After the first orientation session, reorientation
may be reviewed with members, or abbreviated if
there are no new members starting the group. Make
an effort not to skip it, as review can be useful to
remind participants of assumptions and guidelines,
and it is a good time to discuss whether new guide-
lines should be added. If there are new members,
leaders should try to get old members to conduct as
much of the orientation as possible. In either case, if
orientation is concluded before the session ends and
the optional handouts are not being taught, leaders
should proceed to the material for the core mindful-
ness skills in Chapter 7.
Diary Cards
Diary cards (see Figure 4.1 in Chapter 4) provide
spaces for logging practice of all relevant skills.
These are usually introduced and reviewed by a cli-
ent’s individual DBT therapist. However, clients who
are not in DBT individual treatment should be intro-
duced to the diary card in the orientation session. If
the diary card, which includes use of skills, is not
Thanks to Anita Lungu, Debra Safer, Christy Telch, and Eunice Chen.
125
From
DBT® Skills Training Manual, Second Edition,
by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.
Permission to photocopy this material is granted to purchasers of this book
for personal use only. (See page ii of this packet for details.)

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