DBT LBC CORRECT EXAMS ANSWERS AND
QUESTIONS SET A+
✔✔Didactic strategies checklist: T provides information to P about the development,
maintenance, and change of behavior in general - ✔✔T presents empirical findings
T presents learned based and other current theories of behavior
T discusses psychobiology of behavior
T discusses interrelations and functions of behavior patterns
T challenges P's self-blaming, moral, or "mental illness" explanations of current status of
behavior
T provides alternate explanations based on empirical findings
T provides p with a "problematic fit" overview of her problems
✔✔Didactic strategies checklist: T presents parasuicidal and impulsive behaviors as
problem solving behaviors - ✔✔T discusses the relationship of behaviors to problem
solving skill deficits
T discusses relationship of behaviors too functional outcomes
✔✔Didactic strategies check list: T provides P with readings on behavior, treatment,
and BPD - ✔✔
✔✔Didactic strategies checklist: T presents information about behavior and BPD to p's
family - ✔✔
✔✔Solution Analysis strategies checklist: T helps P identify wants needs and goals -
✔✔T helps p redefines wishes to engage in parasuicidal behaviors as expressions as a
decrease to decrease pain and improve quality of life
T helps P redefine lack of desire to change or inability to generate goals as expression
of hopelessness and powerlessness.
✔✔Solution Analysis strategies checklist: T and P generate solutions - ✔✔T pushes P
to brainstorm as many solutions as possible
T helps P develop specific coping strategies and practices to short circuit impulsive, self
damaging behaviors
,✔✔Solution Analysis strategies checklist:: T helps P evaluate solutions generated -
✔✔Focus on consequences, both short and long term -
If needed T will confront P directly about probable negative outcomes of behavioral
choices
T and P discuss problem solving criteria
T helps P identify factors that might interfere with problem solutions
If getting "yes but" responses "turn the tables" and ask them for suggestions and revisit
therapy expectations
✔✔Response inhibition model states - ✔✔the person has the requisite behaviors but is
inhibited from using them. This is due to conditioned negative affective responses or
due to maladaptive beliefs, self-statements, and expectations.
✔✔Solution Analysis strategies checklist: t helps p choose a solution - ✔✔T gives
advice when needed
T implements specific DBT procedures as needed (case management, skills training,
exposure, cognitive in modification, contingency management)
✔✔Solution Analysis strategies checklist: troublshooting - ✔✔T assess barriers to
implementation and copes ahead
✔✔Orienting strategies checklist: T orients P to dbt and to their role in therapy (role
induction) - ✔✔To dbt as a whole
To specific tx tasks ( goals of specific interventions and connection to goals and T
clarifies T and P roles in the interventions Solution Analysis strategies checklist:
✔✔orienting Analysis strategies checklist: T rehearses with P exactly what she is to do
in trying to respond to the problem - ✔✔T commiserates with P on how hard tasks are
T points out to P they did not create the laws of learning and change and does not like
them any better then P
✔✔From "Validation and Psychotherapy" article, acceptance of the client in DBT is
described under the rubric of 3 treatment strategies: - ✔✔validation, reciprocal
communication, environmental intervention
✔✔From "Validation and Psychotherapy" article, acceptance strategies are balanced by
"change strategies" of - ✔✔problem solving, irreverent and confrontational
communication, and the stance consultant to the client when interacting with outside
community
✔✔From "Validation and Psychotherapy" article, - ✔✔In DBT it is important to balance
the therapeutic interventions and the limits of the clinician
,✔✔From "Validation and Psychotherapy" article, the 1st 2 levels of validation
encompass activities typically defined as - ✔✔empathic
✔✔What is Level 1 validation? - ✔✔The therapist is listening to and observing what the
client is saying, feeling, and doing. In essence the therapist is interested. It requires T to
pay attention to the verbal and nonverbal communications of the client. This requires
maintaining dialectical tension between unconditional listening and observing.
✔✔What is level 2 validation - ✔✔accurate reflection back to the client of the client's
own feelings, thoughts, assumptions, and behaviors. Validation at this level empowers,
sanctions, and authentic that individual The goal here is for client and therapist to come
to an understanding. T states out hypothesis by asking :"is this right?" Validate
nonjudgemental but do not approve. This is very matter of fact statements , use
Observe and describe skills .
✔✔What is level 3 validation? - ✔✔Articulating the unverbalized. The client is felt known
in this form of validation.
✔✔Within the DBT Skills Manual the 1rst polarity is - ✔✔The client must accept
themselves as they are and acknowledge need for them to change
✔✔Within the DBT Skills Manual the 2nd polarity is - ✔✔the tension between clients'
getting what they need to become more competent and losing what they need if they
become more competent
✔✔Within the DBT Skills Manual the 3rd polarity is - ✔✔clients' maintaining their own
personal integrity and validating their own views of their difficulties versus learning new
skills that will help them emerge from their suffering
✔✔Within the DBT Skills Manual, the 5 functions of dbt treatment are - ✔✔improve
motivation, enhance capabilities, ensure generalization, enhance environment, and
maintain skills and motivation of tx providers.
✔✔Within the DBT skills manual, the 4 modes of treatment are - ✔✔individual tx, skills
training, phone consultation, and therapist consultation.
✔✔Within the DBT Skills Manual what are the acceptance modules - ✔✔distress
tolerance and mindfulness
✔✔Within the DBT Skills Manual what are the change modules - ✔✔interpersonal and
emotional regulation
✔✔What is the 1st level of commitment in DBT - ✔✔At the beginning, P must agree to
work to eliminate LTBs
, ✔✔What is the 2nd level of commitment in DBT - ✔✔T collaborating with P to attend
specific treatment tasks for example skills class
✔✔What is the 3rd level of commitment in DBT - ✔✔P to implement whatever
behavioral solution P and T have selected in a solution analysis
✔✔Commitment strategies checklist: T highlights and discusses pros and cons of a
commitment to change - ✔✔T "sells commitment"
T relates commitments to change to P's own life patterns, to realistic expectations for
the future, and to therapy rationale and expected outcome
✔✔Commitment strategies checklist: playing the devil's advocate to strengthen the
client's commitment - ✔✔Be careful not to make a very strong argument against
commitment
✔✔Commitment strategies checklist: T uses "foot in door" and "door in face" strategies
to obtain commitment - ✔✔T presents goals vaguely and in a favorable light, omitting
discussion of how hard goals will be to reach. so that almost anyone would agree
T elicits P's commitment to reach goals
T redescribes goals, presenting more specifics and highlighting difficulties a bit more
T elicits another commitment to reach goals
T "ups the ante" presenting goals at very difficult to reach that P has ever attempted but
still attainable
P elicits another commitment to reach goals
✔✔Commitment strategies checklist: T highlights prior commitments P has made ("but i
thought we had agreed" - ✔✔T discusses with P whether they still have commitment
made previously
T helps P clarify her commitments
T focuses on recommitment if goals is essential to DBT or to Ts limits
T renegotiates commitments if changes do not conflict with DBT or T's limits
✔✔Commitment strategies checklist: T presents P with a choose stressing P's freedom
to choose while at the same time presenting realistic consequences of choices clearly -
✔✔T highlights P freedom to choice coping by SI but if this is the case another therapy
is needed
T highlights P freedom to continue TIBs but clarifies T's limits
✔✔Commitment strategies checklist: T uses principles of shaping to elicit goals -
✔✔build from current goals, be ok with decreasing to smaller goals if the client tires ,
ability to reduce requests without instilling client with failure
QUESTIONS SET A+
✔✔Didactic strategies checklist: T provides information to P about the development,
maintenance, and change of behavior in general - ✔✔T presents empirical findings
T presents learned based and other current theories of behavior
T discusses psychobiology of behavior
T discusses interrelations and functions of behavior patterns
T challenges P's self-blaming, moral, or "mental illness" explanations of current status of
behavior
T provides alternate explanations based on empirical findings
T provides p with a "problematic fit" overview of her problems
✔✔Didactic strategies checklist: T presents parasuicidal and impulsive behaviors as
problem solving behaviors - ✔✔T discusses the relationship of behaviors to problem
solving skill deficits
T discusses relationship of behaviors too functional outcomes
✔✔Didactic strategies check list: T provides P with readings on behavior, treatment,
and BPD - ✔✔
✔✔Didactic strategies checklist: T presents information about behavior and BPD to p's
family - ✔✔
✔✔Solution Analysis strategies checklist: T helps P identify wants needs and goals -
✔✔T helps p redefines wishes to engage in parasuicidal behaviors as expressions as a
decrease to decrease pain and improve quality of life
T helps P redefine lack of desire to change or inability to generate goals as expression
of hopelessness and powerlessness.
✔✔Solution Analysis strategies checklist: T and P generate solutions - ✔✔T pushes P
to brainstorm as many solutions as possible
T helps P develop specific coping strategies and practices to short circuit impulsive, self
damaging behaviors
,✔✔Solution Analysis strategies checklist:: T helps P evaluate solutions generated -
✔✔Focus on consequences, both short and long term -
If needed T will confront P directly about probable negative outcomes of behavioral
choices
T and P discuss problem solving criteria
T helps P identify factors that might interfere with problem solutions
If getting "yes but" responses "turn the tables" and ask them for suggestions and revisit
therapy expectations
✔✔Response inhibition model states - ✔✔the person has the requisite behaviors but is
inhibited from using them. This is due to conditioned negative affective responses or
due to maladaptive beliefs, self-statements, and expectations.
✔✔Solution Analysis strategies checklist: t helps p choose a solution - ✔✔T gives
advice when needed
T implements specific DBT procedures as needed (case management, skills training,
exposure, cognitive in modification, contingency management)
✔✔Solution Analysis strategies checklist: troublshooting - ✔✔T assess barriers to
implementation and copes ahead
✔✔Orienting strategies checklist: T orients P to dbt and to their role in therapy (role
induction) - ✔✔To dbt as a whole
To specific tx tasks ( goals of specific interventions and connection to goals and T
clarifies T and P roles in the interventions Solution Analysis strategies checklist:
✔✔orienting Analysis strategies checklist: T rehearses with P exactly what she is to do
in trying to respond to the problem - ✔✔T commiserates with P on how hard tasks are
T points out to P they did not create the laws of learning and change and does not like
them any better then P
✔✔From "Validation and Psychotherapy" article, acceptance of the client in DBT is
described under the rubric of 3 treatment strategies: - ✔✔validation, reciprocal
communication, environmental intervention
✔✔From "Validation and Psychotherapy" article, acceptance strategies are balanced by
"change strategies" of - ✔✔problem solving, irreverent and confrontational
communication, and the stance consultant to the client when interacting with outside
community
✔✔From "Validation and Psychotherapy" article, - ✔✔In DBT it is important to balance
the therapeutic interventions and the limits of the clinician
,✔✔From "Validation and Psychotherapy" article, the 1st 2 levels of validation
encompass activities typically defined as - ✔✔empathic
✔✔What is Level 1 validation? - ✔✔The therapist is listening to and observing what the
client is saying, feeling, and doing. In essence the therapist is interested. It requires T to
pay attention to the verbal and nonverbal communications of the client. This requires
maintaining dialectical tension between unconditional listening and observing.
✔✔What is level 2 validation - ✔✔accurate reflection back to the client of the client's
own feelings, thoughts, assumptions, and behaviors. Validation at this level empowers,
sanctions, and authentic that individual The goal here is for client and therapist to come
to an understanding. T states out hypothesis by asking :"is this right?" Validate
nonjudgemental but do not approve. This is very matter of fact statements , use
Observe and describe skills .
✔✔What is level 3 validation? - ✔✔Articulating the unverbalized. The client is felt known
in this form of validation.
✔✔Within the DBT Skills Manual the 1rst polarity is - ✔✔The client must accept
themselves as they are and acknowledge need for them to change
✔✔Within the DBT Skills Manual the 2nd polarity is - ✔✔the tension between clients'
getting what they need to become more competent and losing what they need if they
become more competent
✔✔Within the DBT Skills Manual the 3rd polarity is - ✔✔clients' maintaining their own
personal integrity and validating their own views of their difficulties versus learning new
skills that will help them emerge from their suffering
✔✔Within the DBT Skills Manual, the 5 functions of dbt treatment are - ✔✔improve
motivation, enhance capabilities, ensure generalization, enhance environment, and
maintain skills and motivation of tx providers.
✔✔Within the DBT skills manual, the 4 modes of treatment are - ✔✔individual tx, skills
training, phone consultation, and therapist consultation.
✔✔Within the DBT Skills Manual what are the acceptance modules - ✔✔distress
tolerance and mindfulness
✔✔Within the DBT Skills Manual what are the change modules - ✔✔interpersonal and
emotional regulation
✔✔What is the 1st level of commitment in DBT - ✔✔At the beginning, P must agree to
work to eliminate LTBs
, ✔✔What is the 2nd level of commitment in DBT - ✔✔T collaborating with P to attend
specific treatment tasks for example skills class
✔✔What is the 3rd level of commitment in DBT - ✔✔P to implement whatever
behavioral solution P and T have selected in a solution analysis
✔✔Commitment strategies checklist: T highlights and discusses pros and cons of a
commitment to change - ✔✔T "sells commitment"
T relates commitments to change to P's own life patterns, to realistic expectations for
the future, and to therapy rationale and expected outcome
✔✔Commitment strategies checklist: playing the devil's advocate to strengthen the
client's commitment - ✔✔Be careful not to make a very strong argument against
commitment
✔✔Commitment strategies checklist: T uses "foot in door" and "door in face" strategies
to obtain commitment - ✔✔T presents goals vaguely and in a favorable light, omitting
discussion of how hard goals will be to reach. so that almost anyone would agree
T elicits P's commitment to reach goals
T redescribes goals, presenting more specifics and highlighting difficulties a bit more
T elicits another commitment to reach goals
T "ups the ante" presenting goals at very difficult to reach that P has ever attempted but
still attainable
P elicits another commitment to reach goals
✔✔Commitment strategies checklist: T highlights prior commitments P has made ("but i
thought we had agreed" - ✔✔T discusses with P whether they still have commitment
made previously
T helps P clarify her commitments
T focuses on recommitment if goals is essential to DBT or to Ts limits
T renegotiates commitments if changes do not conflict with DBT or T's limits
✔✔Commitment strategies checklist: T presents P with a choose stressing P's freedom
to choose while at the same time presenting realistic consequences of choices clearly -
✔✔T highlights P freedom to choice coping by SI but if this is the case another therapy
is needed
T highlights P freedom to continue TIBs but clarifies T's limits
✔✔Commitment strategies checklist: T uses principles of shaping to elicit goals -
✔✔build from current goals, be ok with decreasing to smaller goals if the client tires ,
ability to reduce requests without instilling client with failure
