You are on page 1of 7

THE UNIVERSITY OF VERMONT DEPARTMENT OF LEADERSHIP & DEVELOPMENTAL SCIENCES DIALECTICAL BEHAVIOR THERAPY (DBT): VALIDATION & DIALECTS-1

CREDIT SUMMER 2012-[MONDAY & WEDNESDAY-(6/18/2012 & 6/20/2012)-10.00AM-5.00PM] TRINITY CAMPUS, MANN HALL, RM XXX COURSE SYLLABUS Jane Okech, Ph.D. & Megan Johnson, M.S., LCMHC. Office Phone: (802) 656-1481 Counseling Program Office Fax: (802) 656-3173 College of Education and Social Services Email:Jokech@uvm.edu/meganjohnson1978@gmail.com Trinity Campus, Mann Hall, Room 111 D Office hours by appointment Course Description: Dialectical Behavior Therapy is unique in that it places equal emphasis on change and acceptance. This course provides an overview of the acceptance strategies that balance the change strategies in DBT practice. Research indicates that offering validation along with the push for change creates an environment where clients are more likely to cooperate and less likely to suffer distress associated with the idea of change. Dialectics work to resolve the seeming contradiction between acceptance and change through the ideas that (1) all things are interconnected, (2) change is constant and inevitable, and (3) opposites can be integrated to form a closer approximation of the truth. This course will expose students to: what constitutes validation and invalidation; the six levels of validation in DBT; how to implement these six levels of validation as interventions in therapeutic conversations; three dialectical dimensions (emotional vulnerability vs. self-invalidation, active passivity vs. apparent competence and unrelenting crisis vs. inhibited grief); and strategies for investigating and synthesizing the two poles of dialectical dilemmas. *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; 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: Huss, D. B., & Baer, R. A. (2007). Acceptance and change: The integration of mindfulnessbased cognitive therapy into ongoing dialectical behavior therapy in a case of borderline

personality disorder with depression. Clinical Case Studies, 6(1), 17-33. doi:10.1177/1534650106290374 Koons, C. R. (2008). Dialectical behavior therapy. Social Work in Mental Health, 6(1-2), 109132. doi:10.1300/J200v06n01_10 Linehan, M. M. (1997). Validation and psychotherapy. In A. Bohart & L. Greenberg (Eds.), Empathy Reconsidered: New Directions. Washington, DC: APA. Lynch, T. R., Chapman, A. L., Rosenthal, M. Z., Kuo, J. R., & Linehan, M. M. (2006). Mechanisms of change in dialectical behavior therapy: Theoretical and empirical observations. Journal of Clinical Psychology, 62(4), 459-480. doi:10.1002/jclp.20243 Schechter, M. (2007). The patient's experience of validation in psychoanalytic treatment. Journal of the American Psychoanalytic Association, 55(1), 105-130. Swales, M. A. (2009). Dialectical behaviour therapy: Description, research and future directions. International Journal of Behavioral Consultation and Therapy, 5(2), 164-177. 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 ones 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. ASSIGNMENTS: 1. Counseling Model Paper: Due *. 2. Reflection Paper: Due *.

*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 DBTs 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 Cats 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. Counseling Program Grading Scale: Final grades will be issued as follows: A+ = 100 pts. B+ = 89 pts. A = 94-99 pts. B = 84-88 pts. A- = 90-93 pts. B- = 80-83 pts. Course Grading Scale: Counseling Model Paper30 Reflection Paper.30 Classroom Participation...............40 TOTAL Points 100

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

CLASS AND ASSIGNMENT SCHEDULE: Course Overview: Day 1: June 18, 2012: Acceptance Strategies - Introductory overview of DBT - Validation - Invalidation - 6 levels of validation as interventions in therapeutic conversations - Radical acceptance (as part of distress tolerance skills) Day 2: June 20, 2012: Dialectics and Mindfulness - Overview and theoretical underpinnings of dialectics - Dialectical dimensions - Mindfulness ACTIVITIES Skill demonstrations Role-playing Video clip presentations Case study discussion groups

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

CLASS PARTICIPATION ASSESSMENT RUBRIC 2 Attendance / Promptness Student is late to class or leaves early both days and/or misses class. 4 Student is late to class or leaves early more than once and attends both classes. Student rarely contributes to class by offering ideas and asking questions or engaging in clinical skills practice. 6 Student is late to class or leaves early once and attends both classes. Student proactively contributes to class by offering ideas, asking questions, and engaging in clinical skills practice two or three times per class. Student listens when others talk, both in groups and in class. 8 Student is always prompt, stays to the end of class, and attends both classes. Student proactively contributes to class by offering ideas, engaging in group activities and clinical skills practice, and asking questions regularly and appropriately. Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others. Student almost never displays inappropriate behavior during class. Student is almost always prepared for class with assignments and required class materials. TOTAL (40 max.) POINTS

Level of Engagement in Class

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

Listening Skills

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.

Behavior

Student usually displays inappropriate behavior during class. Student is almost never prepared for class with assignments and required class materials.

Preparation

Student occasionally displays inappropriate behavior during class. Student is rarely prepared for class with assignments and required class materials.

Student rarely displays inappropriate behavior during class. Student is usually prepared for class with assignments and required class materials.