Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 5
James Mazza, Ph.D.
Elizabeth Dexter-Mazza, Psy.D.
BEHAVIORAL TECH WEBINAR
MAY 5, 2015
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 77
Webinar Objectives:
1. Identify how DBT STEPS-A is different than standard/comprehensive DBT
2. Discuss 1-2 potential challenges that may occur in schools when implementing DBT STEPS-A at a universal level
3. List 2-3 components of the DBT STEPS-A curriculum
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 88
DBT: Starting upstream
DBT STEPS-A
School-Based: DBT
Outpatient DBT
Residential Treatment + DBT
Hospitalization + DBT
IOP/PHP + DBT
Program Evaluation and Research
©2002-2015 Marsha M. Linehan, PhD, ABPP 99
When “I” is replaced by “WE” even ILLNESS becomes WELLNESS
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 1010
BACKGROUND & FOUNDATION
DBT
DBT STEPS-A
©2002-2015 Marsha M. Linehan, PhD, ABPP 1111
I. Background on DBT
B. Components of DBT
DBT
Individual Therapy *Skills Group
Consultation Team for Therapists
Mindfulness
Distress Tolerances
Emotion Regulation
Interpersonal Effectiveness
Implementing DBT Skills in Schools at a Universal Level
Phone Coaching
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 1212
DBT Skills Training for Emotional Problem Solving for Adolescents
(DBT STEPS-A)
©2002-2015 Marsha M. Linehan, PhD, ABPP 1313
I. What is DBT STEPS-A and why do we need it?
A. DBT STEPS-A is social-emotional learning (SEL) curriculum based on Dialectical Behavior Therapy DBT (Linehan, 1993, 2015) – an empirically-based comprehensive treatment for people with pervasive problems of emotion dysregulation.
1. One component of DBT is the skills groupa) Acquisition of emotion regulation and coping skillsb) Practice of the emotion regulation and coping skills
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 1414
I. DBT STEPS-A Goal: Balance academics & decision making/coping strategies
What is a Dialectic?
B. Balance of polar opposites1. Thesis, Antithesis, Synthesis2. Academics, Social-Emotional Skills, Education
C. Acceptance & Change
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 1515
II. Social Emotional Learning (SEL) Curriculums
A. Balancing academics and decision-making skills1. Current school structure not balanced - ++ academics
a) Educ = Academic + Decision-Making/Coping strategies
B. Where could adolescents use these skills?1. Alcohol and drug use2. Relationships with peers, family, and romantic3. Suicidal behavior & Self-harming behavior4. Physically and/or sexually abused 5. Bullying victimization and perpetration6. Homeless youth7. Antisocial behavior8. Academic pressures
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 1616
Tier IUniversal Population
Tier IISelected Population
Tier IIIIndicated
Tier IIntensive Services
Intensified
Tier II
Tier III
Special Education Response to Intervention (RTI)
School-Based Mental Health (SBMH)
Within School Settings
Tier IIntensive Services
Intensified
Tier II
Tier III
Alternative School
Out of School Placement
Residential Treatment School + Integrated Mental Health
Residential Treatment Center + Integrated School Services
Tier IVHighly structured
Therapeutic services
Tier VResidential Treatment
Tier VIHospitalization
Outpatient TherapyTier IVHighly structured
Educational services
Should be talking to each other
MULTIPLE TIER SYSTEMS OF SUPPORT
General School-Based Setting
©2002-2015 Marsha M. Linehan, PhD, ABPP 1717
MULTIPLE TIER SYSTEMS OF SUPPORT
Applying DBT to School-Based Settings
Tier IUniversal Population
(DBT STEPS-A)
Tier IISelected Population
(DBT STEPS-A +)
Tier IIIIndicated
(DBT STEPS-A ++)Tier I
Intensive Services
Intensified
Tier II
Tier III
Special Education Response to Intervention (RTI)
School-Based Mental Health (SBMH)
Within School Settings
Tier ISB-DBT
Rathus & Miller
SB-DBT +
Tier II
Tier III
Alternative School
Out of School Placement
Residential Treatment School + Integrated Mental Health
Residential Treatment Center including comprehensive DBT
Tier IVOutpatient DBTfor Adolescents
Tier VResidential Treatment
Tier VIHospitalization
Outpatient TherapyTier IVHighly structured
Educational services
SB-DBT ++
Should be talking to each otherSB-DBT + = Miller, Rathus, & Linehan
SB-DBT ++ = Comp DBT + & family
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 1818
Tier IUniversal Population
(DBT STEPS-A)
Tier IISelected Population
(DBT STEPS-A +)
Tier IIIIndicated
(DBT STEPS-A ++)
GENERAL EDUCATION
School-Based Mental Health
Special EducationResponse to Intervention
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 1919
DBT STEPS-A Class/Group
Short-term Goals
1. To provide students with a structured format to learn new skills in a nonjudgmental environment
2. To teach students a set of skills that apply to their own personal situationsA. Skill Acquisition
3. To provide ongoing support and coaching during skill development
Long-term Goals
1. To practice skills so they become automatic
2. To polish skills so they become more effective and can be used in different environmentsA. Skill Practice and Generalization
3. To create a school environment that supports students using DBT STEPS
Skill Acquisition Skill Practice & Generalization
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 2020
IMPLEMENTATION ISSUES
©2002-2015 Marsha M. Linehan, PhD, ABPP 2121
V. Implementation IssuesA. The DBT STEPS-A curriculum and group have some unique
characteristics that deserve further clarification
1. DBT STEPS-A lessons are structured with accountabilitya) What incentives do students have in completing the DBT
STEPS-A class or group work?b) What reporting mechanisms are in place @ XX School District?c) Decision rules for not doing well in DBT STEPS-A?
2. How to value DBT STEPS-A implementation and work completion within the school district?
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 2222
V. Implementation Issues
A. The DBT STEPS-A curriculum and group have some unique characteristics that deserve further clarification (cont)
3. Guidelines for attending class/groupa) Not under the influence of alcohol or drugs
1. Can increase the urges in othersb) No discussion of self-harming/suicidal behaviorc) No discussion of personal substance abused) Be mindful that what you share in class/group can be
communicated to the whole school
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 2323
V. Implementation IssuesA. The DBT STEPS-A curriculum and group have some unique
characteristics that deserve further clarification (cont)
4. Issues of confidentialitya) Important for group cohesion, support & coaching
a) Helps with participation and self-disclosure1. No one wants their personal issues on web (i.e., Facebook or
school website) or spreading throughout the school
b) Yet not enforceable so need to be mindful of what you share
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 2424
CURRICULUM STRUCTURE
©2002-2015 Marsha M. Linehan, PhD, ABPP 2525
DBT STEPS-A
Structure
1. Designed for 50 minute periodsA. 30 lessons – standardB. Flexible curriculum
2. Format – similar to a class3. Covers the 4 domains4. Standardized with Rathus & Miller –
DBT for adolescents
Curriculum
1. Designed at the universal levelA. Ideal – Health teacherB. Profess. Staff – school psychs &
counselors, school social workers2. Manualized lessons AND provides
degree of flexibility3. Tests & test answers included 4. Teacher Manual & Student Workbook
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 2626
V. Curriculum StructureA. Lesson structure
1. Each lesson is structured similarly (50 minutes)a) Mindfulness (5 minutes)b) Homework Review (10 minutes)c) Teaching new lesson (30 minutes)d) Lesson summary & assignment of homework (5 minutes)
2. Each lesson provides:a) Main Pointsb) Materials neededc) Lesson Overview and Timelined) Detailed lesson plan (includes examples)e) Homework assignment
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 2727
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 2828
©2002-2015 Marsha M. Linehan, PhD, ABPP 2929
Next paagewith examples
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
13
©2002-2015 Marsha M. Linehan, PhD, ABPP 3030
©2002-2015 Marsha M. Linehan, PhD, ABPP 3131
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 3232
V. Curriculum StructureB. Group format
1. Class size – Tier I level - 15-30 students2. Group size – Tier II & III – ideally 8-15 students
a. Rationale being maximizes opportunities for participation, self-disclosure, peer support, and peer coaching
b. Able to review and integrate diary card accomplishments and challenges into future lessons.
c. Facilitates group formation and trust
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 3333
V. Curriculum Structure
C. Format Type (cont)2. Open format
a) New students can join the class/group at anytimeb) Advantages of open format
1. Allows students who move to join class/group mid-year 2. New students joining are more likely to adhere to established group
norms3. Students do not have to wait an entire year or more
c) Disadvantage of open format1. New members may disrupt class/group cohesion2. Depending on how late in the curriculum they start:
a. students may miss a significant number of skills
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 3434
V. Curriculum StructureC. Format Type (cont)
3. Closed formata) Once the class/group is established – closed to new students
(i.e., after 1 month)b) Similarly for students who dropout or are absent for a month
– out means outc) Advantages of closed format
1. Established group norms2. Fosters greater participation and self-disclosure
3. Helps with instructional planning
d) Disadvantage1. Student cannot be added after set time
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 3535
V. Curriculum StructureD. Modular implementation
1. There are four modules plus orientation that comprise the STEPS-A curriculum
a) Core Mindfulness (interspersed throughout)b) Distress Tolerancec) Emotion Regulationd) Interpersonal Effectiveness
2. Standard curriculum is 30 lessonsa) Flexibility - Some lessons may take longer to teach among
certain adolescent groupsb) Choosing lessons for shorter time period
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 3636
Mindfulness
Mindfulness
Mindfulness
Distress Tolerance
Emotion Regulation
Interpersonal Effectiveness
Orientation
Tier II & III Students
1. Classroom Guidelines2. Principles of Dialectics
3. Wise mind4. What skills – Observe4. What skills – Describe4. What skills – Participate5. How skills – Nonjudgmentally5. How skills – One-Mindfully5. How skills – Effectively
6. ACCEPTS7. Self-Soothe and IMPROVE8. TIP9. Pros & Cons10. Accepting Reality & Radical
Acceptance11. Turning the mind & Willingness12. Mindfulness of Current Thoughts
15. Goals of Emotion16. Describe Emotions17. Check the Fact & Opposite Action18. Problem-Solving19. A of ABC PLEASE20. BC PLEASE21. Wave skill
25. Goal Setting26. DEAR MAN27. GIVE28. FAST29. Evaluating Options
1. Lesson #122. Lesson #223. Lesson #30
TESTS
*END*
START HERE Lessons #1-2
Lessons #13-14
Lessons #23-24
Recommended Sequence of the DBT STEPS-A Modules – Universal (Tier I)
©2002-2015 Marsha M. Linehan, PhD, ABPP 3737
Piloting DBT STEPS-A1. Lincoln High School – Portland, Oregon
2. Battle Ground School District – Battle Ground, Washington
3. Mastery Charter Schools – Philadelphia, Pennsylvania
4. Project GRAD - Los Angeles, California
5. Oakland Unified School District – Oakland, California
6. Manteca Unified School District – Manteca, California
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 3838
Responses from 8th grade students in the alternative school in WA
Class covered only Mindfulness and Distress Tolerance modules – 25 min. periods
Question Yes No Sometimes ?
(n=64)
Will you use STEPS-A? 51 (80%) 11 (17%) 1 (1.5%) 1 (1.5%)
Do you think this program can help others?
57 (89%) 4 (6.0%) 2 (3.0%) 1 (1.5%)
Anecdotal Data
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 3939
Quote from an 8th grade teacher at an alternative school in WA
“This is a great program and a powerful program that gives students skills for life. I’ve been impressed in the retention of the students who I taught last year and that I’m seeing again this year. We have a YSPP (Youth Suicide Prevention Program) that……..focuses only on suicide. We have the SMART (School Mobilization Assistance Response Team) program that responds to trauma after it has happened. What STEPS-A does is fills in the gap and actually gives students skills to deal with stress that can lead to self-harm and other issues. A big “Thank You” to you and the rest who have developed this program.” (Jones, 2014)
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 4040
Intervention GroupControl Group
DERS: Total Score9th Graders
Fall SpringAcademic Year 2013-2014
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 4141
Tier IUniversal Population
(DBT STEPS-A)
Tier IISelected Population(DBT STEPS-A +)
Tier IIIIndicated
(DBT STEPS-A ++)
GENERAL EDUCATION
School-Based Mental Health
Special EducationResponse to Intervention
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 4242
TIER IDBT STEPS-A Curriculum
TIER II = TIER I Strategies +1. Smaller class/group sizes (10-15 students)2. 2 cycles with STEPS-A 3. Individual coaching by instructor
TIER III = TIER I + TIER II Strategies + 1. Designated Individual time (15-45 minutes)
A. Coaching, modeling, and mentoring2. Parent groups in the evening (1-2 per month)3. Team consultation
TIER II
TIER III
P
R
O
G
R
E
S
S
M
O
N
I
T
O
R
I
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G
TIER I
Gen. Ed., i.e., health teacher
Health teacher, SEL teacher, school counselor
School psychologist, school counselor, school social worker
SBMH: DBT Rathus & Miller
Implementing DBT Skills Tier I-III
©2002-2015 Marsha M. Linehan, PhD, ABPP 4343
BIG Take home Message!!
Implementing DBT Skills in Schools at a Universal Level
Implementing DBT Skills in Schools at a Universal Level Webinar | May 5, 2015
James Mazza, PhD & Elizabeth Dexter-Mazza, PsyD
© 2015 Marsha M. Linehan, Ph.D., ABPP For educational use only. Do not copy or distribute without permission.Behavioral Tech, LLC | 4746 11th Avenue NE, Suite 102 Seattle, WA 98105 | Ph. (206) 675-8588 | Fax 1-(206) 675-8590 | www.behavioraltech.org
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©2002-2015 Marsha M. Linehan, PhD, ABPP 4444
James J. Mazza, Ph.D.
Miller Hall, Box 353600
University of Washington
Seattle, WA 98195-3600
(206) 616-6373
For More Information & Questions
Implementing DBT Skills in Schools at a Universal Level
©2002-2015 Marsha M. Linehan, PhD, ABPP 4545
Thank you for attending!For more training information, please visit
www.behavioraltech.org
Linehan Institute – Behavioral Tech | 4746 11th Ave NE Suite 102 | Seattle, WA 98105 | Phone 206.675.8588 | [email protected] Behavioral Tech, LLC is a wholly owned subsidiary of the Linehan Institute, a nonprofit organization.
Continuing Education Credit Information Implementing DBT Skills in Schools at a Universal Level
Live Webinar | May 5, 2015
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This offering meets the requirements for the following hours by discipline. Licensing and continuing education requirements vary by state. Please contact your state's regulatory authority to verify if this course meets your licensing or continuing education requirements. Inquiries regarding CE for other disciplines not listed may be directed to Behavioral Tech at 206-675-8589 or via email to [email protected]. Alcohol and Drug Abuse Counselors: Behavioral Tech, LLC is approved by the NAADAC – the Association for Addiction Professionals, Provider #77431. This activity is approved for 1.5 contact hours. Behavioral Tech will email you a letter documenting your attendance upon successful completion of the activity. Mental Health Counselors: Behavioral Tech is a NBCC-Approved Continuing Education Provider (ACEP™) and may offer NBCC-approved clock hours for events that meet NBCC requirements. The ACEP solely is responsible for all aspects of the program. Behavioral Tech has allocated 1.5 clock hours for this activity and will email you a letter documenting your attendance upon successful completion of the activity. Nurses: Behavioral Tech, LLC is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Behavioral Tech designates this educational activity for a maximum of 1.5 AMA PRA Category 1 Credits TM. Nurses should only claim credit commensurate with the extent of their participation in the activity. Continuing Medical Education is accepted by the ANCC for nursing certification renewal. Psychiatrists: Behavioral Tech, LLC is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Behavioral Tech designates this educational activity for a maximum of 1.5 AMA PRA Category 1 Credits TM. Physicians should only claim credit commensurate with the extent of their participation in the activity. Psychologists: Behavioral Tech, LLC is approved by the American Psychological Association to offer continuing education for psychologists. Behavioral Tech maintains responsibility for the program and its content. Behavioral Tech has allocated 1.5 hours of CE within APA guidelines. Behavioral Tech will email you a letter documenting your attendance after successful completion of the program. Social Workers: Behavioral Tech is approved by the NASW Washington State Chapter, Provider Number 1975-166, to offer continuing education for Certified Social Workers, Marriage & Family Therapists, and Mental Health Counselors. Behavioral Tech has allocated 1.5 CE hours for this activity and will email a certificate of attendance upon 100% completion of this activity.
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Information about the Instructors Elizabeth Dexter-Mazza, PsyD received her undergraduate degree from Florida State University and her doctoral degree from the School of Professional Psychology at Pacific University in 2004. She completed her predoctoral internship at the Albert Einstein College of Medicine/Montefiore Medical Center’s Adolescent Depression and Suicide Program under the directorship of Dr. Alec Miller. Dr. Dexter-Mazza completed her postdoctoral fellowship under the direction of Dr. Marsha Linehan at the Behavioral Research and Therapy Clinics (BRTC) at the University of Washington. While at the BRTC, Dr. Dexter-Mazza was the Clinical Director and a research therapist for Dr. Linehan’s research studies, which provided both individual DBT and DBT group skills training. Her clinical experience and training with DBT focuses on treatment for adult and adolescent populations along with family members. Dr. Dexter-Mazza’s primary research focuses on the development and evaluation of effective training programs for mental health professionals working with suicidal clients. She has published several book chapters and peer reviewed articles on DBT, Borderline Personality Disorder (BPD), and graduate school training in how to manage suicidal clients. Dr. Dexter-Mazza maintains a private practice in Seattle, providing individual DBT to people with BPD and skills based coaching and support to family members and friends of individuals with BPD. Additionally, Dr. Dexter-Mazza is a trainer for Behavioral Tech, LLC, a training company that provides DBT trainings to mental health professionals around the world. She is licensed as a psychologist in the state of Washington. James J. Mazza, PhD is a professor in the School Psychology Program at the University of Washington – Seattle where he has been for the past 20 years teaching and conducting research in the field of adolescent mental health. Dr. Mazza’s received his Masters and Ph.D. from the University of Wisconsin – Madison. His research examines the complex relationships of how mental health issues impact adolescent social emotional abilities and academic skills through a multitiered system of supports (MTSS). Dr. Mazza’s research has focused on school-based settings and has written extensively through peer-reviewed articles and book chapters on how to identify youth who are at-risk for suicidal behavior as well as developing social emotional learning (SEL) curricula to help all students learn emotion regulation skills.
*Faculty Disclosure Statement: Elizabeth Dexter-Mazza, PsyD is the author of STEPS-A SEL Curriculum. As the author, she retains intellectual property rights and receives royalties, consulting fees, and honoraria for its use. Dr. Dexter-Mazza is a contracted trainer with Behavioral Tech, LLC and receives compensation for her training activities.
Behavioral Tech Policies Regarding Faculty Disclosure and Disclaimers Conflict of interest definition: A conflict of interest may be considered to exist if a continuing education course faculty is affiliated with, or has any significant financial interest, in any organization(s) that may have a direct interest in the subject matter of the presentation or may be co-sponsoring or offering financial support to the course. Situations involving a potential conflict of interest are not inherently bad or wrong, but in accordance with standards for continuing medical education we would like you to be aware of the affiliation/financial interest of your instructors.
Faculty Disclaimer: When an unlabelled use of a commercial product, or an investigative use not yet approved for any purpose is discussed during an educational activity, we shall require the speaker to disclose that the product is not labeled for the use under discussion or that the product is still investigative.
Notice of requirements for successful completion: Participants must attend 100% of the training to receive a certificate of successful completion. This includes signing in and out each day of the event.
Commercial support or sponsorship: There is no commercial company support for this CME/CE event.
Noncommercial Sponsor Support: There is no noncommercial sponsor support for this CME/CE activity.
Non-Endorsement of Products: Behavioral Tech approval status refers only to continuing education activities and does not imply that there is real or implied endorsement of any product, service, or company referred to in this activity nor of any company subsidizing costs related to the activity.
Off-Label Product Use: This CME/CE activity does not include any unannounced information about off-label use of a product for a purpose other than that for which it was approved by the Food and Drug Administration (FDA).