DBT LBC TIPS SET ANSWERS AND QUESTIONS SET
A+
✔✔T assessed dialectical P and their social environment (dialectical strategy) - ✔✔idea
here is not to assume but to assess.
discover "what i am missing"
✔✔what are the 3 steps in validation - ✔✔1) active observing (V1 and V3) (third ear and
eye)
2 reflection (V2) "is this right?"
3) Direct validation (V4)
✔✔Why is validation needed? - ✔✔1) to balance change strategies
2) needed to teach P how to validate themselves
✔✔Emotional Validation Strategy Checklist: T provides opportunities for emotional
expression; T empathizes and accepts P's feelings. - ✔✔1. T listens with a
nonjudgemental and sympathetic attitude to emotional express of P
2. T surrounds attempts to modulate emotional express or refocus topic of discussion
with statements that provide structure while indicating sympathy for P's emotional pain
and difficulty
✔✔Emotional Validation Strategy Checklist: T helps P observe and label feelings; T
helps P slow down, step back, and attend to components of emotional responses. -
✔✔1. T directs P to attend to her own phenomenological experiences of emotion
2. T helps P describe and label bodily sensations associated with feelings
3. T helps P describe and label thoughts, assumptions, and interpretations of situations
associated with feelings
4. T helps P describe desires and wishes associated with feelings
5. T helps P describe action tendencies and urges associated with feelings
6. T helps P observe and describe facial and postural expressions that may be
associated with feelings
,✔✔Emotional Validation Strategy Checklist: T reads emotions; T expresses in
nonjudgemental fashion emotional responses that P may be only partially expressing -
✔✔1. T times reading of emotions, tapering as P progresses in therapy
2. T offers multiple-choice suggestions about how she might be doing
✔✔Emotional Validation Strategy Checklist: T communicates that P's feelings are valid -
✔✔1. T communicates that P's emotional experiences is reasonable, is wise, or makes
sense in the context of the situation
2. T pts out that even when P is overreacting or is reacting to a "distorted" view of the
situation, P is nonetheless picking up something from her own behavior or environment
3. T teaches that all behaviors are caused
4. T offers a developmental, learning based explanation for emotional responses,
countering P's judgmental theories
✔✔Normative validation - ✔✔Type of validation that communicates anyone would have
responded the same way to the emotion-generating situation
✔✔anti dbt tactics for validation - ✔✔1. T insists upon Ts perception of P's feelings; T
appears closed to possibility of P's feeling different than T supposes
2. T criticizes P's feelings
3. T stresses irrationality or distorted basis of feelings without ever acknowledging the
"Kernal of truth"
4. T responds to painful emotions as something to get rid off
a) T expressed only discomfort with P's emotional emotions
b) T reinforces dysfunctional emotional expressions by consistently stopping change
procedures for lengthy validation whenever such expression occurs.
✔✔Behavioral validation strategy checklist: T helps P observe and describe their own
behavior - ✔✔T helps P differentiate behavior from inferred motives and judgmental
labels for example "i am stupid" to "i went to the bus stop too late to catch the bus"
✔✔Behavioral validation strategy checklist: T helps P identify the should; T observes
and describes self-imposed behavioral demands, unrealistic stands for acceptable
behavior - ✔✔T identifies P's ineffective strategies for behavior modification
T observes and describes uses of guilt, self berating, and other punishment strategies
✔✔Behavioral validation strategy checklist: T counters the should; t communicates that
all behavior is understandable, in principle - ✔✔T communicates that any standard not
realized is by definition unrealistic in the present moment
T communicates that everything that happens should happen, given the context of the
world
T is careful to distinguish understanding why or how something happened from
approving of the event (wishing something was different does not change reality
necessarily)
,T makes use of stories, analogies, parables, examples about behavior to help P see
that whatever has happened is a product of reality. wine glass metaphor
✔✔Behavioral validation strategy checklist: accepting the should - ✔✔T responds to P's
behavior in nonjudgemental fashion
T explores with P the validity of her "should in order to"
T looks for the nugget of truth in P's behavior
✔✔Behavioral validation strategy checklist: moving to disappointment - ✔✔be careful to
not invalidate the client's own disappointment in their own behavior
✔✔Cognitive validation strategies checklist: T helps P observe and describe their own
thoughts processes - ✔✔1. T identifies constructs P uses to organize her world
2. T identifies meaning P attaches to events
3. T identifies P's basic assumptions about herself and the world
4. T helps P observe and describe "crazy making" experiences
5. T listens to and discusses P's point of view in nonjudgemental fashion
✔✔Cognitive validation strategy checklist: T helps P assess the facts and differentiate
events from interpretations of events - ✔✔the goal here is to make private events
public. the goal is to uncover empirical basis of the patient's beliefs.
✔✔Cognitive validation strategy checklist: T searches for the kernel of truth in P's way
of viewing things. - ✔✔T uses T-P interactions to demonstrate to P that while her grasp
on reality may not be complete, neither is it incomplete
✔✔Cognitive validation strategy checklist: T acknowledges wise mind - ✔✔T
communicates to P that intuitive knowledge can be valid as empirically verifiable
knowledge
✔✔Cognitive validation strategy checklist: T respects differing values - ✔✔T does not
insist on validity of his or her own values over P's
✔✔Anti DBT tactics for Cognitive Valdition - ✔✔T pushes a particular set of values or
philosophical position reality and truth
T presents a rigid view of events
T is unable to see reality from perspectives of P
✔✔What is one of the principle strategies for combating active passivity? -
✔✔cheerleading
✔✔cheerleading strategies checklist: T communicates a belief P is doing her best -
✔✔earthquake metaphor. if someone was under crushed rumble what would you do?
you would scream , holler, cheer for them to keep moving
, ✔✔cheerleading strategies checklist: T encourages and actively expresses hope. -
✔✔1. T expresses faith P will make it
2. T tells patient that she will be able to cope or handle a problem or situation
3. T says "you can"
be careful not to over estimate or under estimate here.... proper assessment is needed
✔✔cheerleading strategies checklist: T focuses on P's capabilities - ✔✔1. T redirect P
away from problematic response patterns to areas of capability
2. T surrounds confrontation with observations about P's strength, criticisms with praise.
3. T expresses belief that P has what she needs to overcome difficulties and construct a
life worth living. T refers to, acknowledges, and expresses belief in P's wise self
4. T expresses faith in T and P as a team
5. T validates emotions, thoughts, behaviors
communicate P has everything she needs " i simply know"
express belief in therapeutic relationship
✔✔cheerleading strategies: T modulates external criticism - ✔✔T points out that the
criticism are often not accurate, and that even when accurate do not mean P or the
situation is hopeless
T communicates a stance of being on P's side
✔✔cheerleading strategies: T praises and reassures P - ✔✔a clients steadfastness can
always be praised
✔✔cheerleading strategies: T is realistic in expectations and deals directly with P's fears
of T's sincerity - ✔✔1. validate the lack of trust
2. ensure T is cheerleading realistic goals
✔✔cheerleading strategies: T stays near in a crisis - ✔✔phone consultation
✔✔cheerleading strategies : anti dbt tactics - ✔✔T overgeneralizes or over estimates
P's abilities
T uses cheerleading to "get rid" of client
T calls P manipulator playing games not trying etc.
✔✔What is level 1 in problem solving - ✔✔The view here is its P's life and DBT must be
implemented
✔✔What is level 2 in problem solving - ✔✔identifying what strategies and procedures
should be applied to P
A+
✔✔T assessed dialectical P and their social environment (dialectical strategy) - ✔✔idea
here is not to assume but to assess.
discover "what i am missing"
✔✔what are the 3 steps in validation - ✔✔1) active observing (V1 and V3) (third ear and
eye)
2 reflection (V2) "is this right?"
3) Direct validation (V4)
✔✔Why is validation needed? - ✔✔1) to balance change strategies
2) needed to teach P how to validate themselves
✔✔Emotional Validation Strategy Checklist: T provides opportunities for emotional
expression; T empathizes and accepts P's feelings. - ✔✔1. T listens with a
nonjudgemental and sympathetic attitude to emotional express of P
2. T surrounds attempts to modulate emotional express or refocus topic of discussion
with statements that provide structure while indicating sympathy for P's emotional pain
and difficulty
✔✔Emotional Validation Strategy Checklist: T helps P observe and label feelings; T
helps P slow down, step back, and attend to components of emotional responses. -
✔✔1. T directs P to attend to her own phenomenological experiences of emotion
2. T helps P describe and label bodily sensations associated with feelings
3. T helps P describe and label thoughts, assumptions, and interpretations of situations
associated with feelings
4. T helps P describe desires and wishes associated with feelings
5. T helps P describe action tendencies and urges associated with feelings
6. T helps P observe and describe facial and postural expressions that may be
associated with feelings
,✔✔Emotional Validation Strategy Checklist: T reads emotions; T expresses in
nonjudgemental fashion emotional responses that P may be only partially expressing -
✔✔1. T times reading of emotions, tapering as P progresses in therapy
2. T offers multiple-choice suggestions about how she might be doing
✔✔Emotional Validation Strategy Checklist: T communicates that P's feelings are valid -
✔✔1. T communicates that P's emotional experiences is reasonable, is wise, or makes
sense in the context of the situation
2. T pts out that even when P is overreacting or is reacting to a "distorted" view of the
situation, P is nonetheless picking up something from her own behavior or environment
3. T teaches that all behaviors are caused
4. T offers a developmental, learning based explanation for emotional responses,
countering P's judgmental theories
✔✔Normative validation - ✔✔Type of validation that communicates anyone would have
responded the same way to the emotion-generating situation
✔✔anti dbt tactics for validation - ✔✔1. T insists upon Ts perception of P's feelings; T
appears closed to possibility of P's feeling different than T supposes
2. T criticizes P's feelings
3. T stresses irrationality or distorted basis of feelings without ever acknowledging the
"Kernal of truth"
4. T responds to painful emotions as something to get rid off
a) T expressed only discomfort with P's emotional emotions
b) T reinforces dysfunctional emotional expressions by consistently stopping change
procedures for lengthy validation whenever such expression occurs.
✔✔Behavioral validation strategy checklist: T helps P observe and describe their own
behavior - ✔✔T helps P differentiate behavior from inferred motives and judgmental
labels for example "i am stupid" to "i went to the bus stop too late to catch the bus"
✔✔Behavioral validation strategy checklist: T helps P identify the should; T observes
and describes self-imposed behavioral demands, unrealistic stands for acceptable
behavior - ✔✔T identifies P's ineffective strategies for behavior modification
T observes and describes uses of guilt, self berating, and other punishment strategies
✔✔Behavioral validation strategy checklist: T counters the should; t communicates that
all behavior is understandable, in principle - ✔✔T communicates that any standard not
realized is by definition unrealistic in the present moment
T communicates that everything that happens should happen, given the context of the
world
T is careful to distinguish understanding why or how something happened from
approving of the event (wishing something was different does not change reality
necessarily)
,T makes use of stories, analogies, parables, examples about behavior to help P see
that whatever has happened is a product of reality. wine glass metaphor
✔✔Behavioral validation strategy checklist: accepting the should - ✔✔T responds to P's
behavior in nonjudgemental fashion
T explores with P the validity of her "should in order to"
T looks for the nugget of truth in P's behavior
✔✔Behavioral validation strategy checklist: moving to disappointment - ✔✔be careful to
not invalidate the client's own disappointment in their own behavior
✔✔Cognitive validation strategies checklist: T helps P observe and describe their own
thoughts processes - ✔✔1. T identifies constructs P uses to organize her world
2. T identifies meaning P attaches to events
3. T identifies P's basic assumptions about herself and the world
4. T helps P observe and describe "crazy making" experiences
5. T listens to and discusses P's point of view in nonjudgemental fashion
✔✔Cognitive validation strategy checklist: T helps P assess the facts and differentiate
events from interpretations of events - ✔✔the goal here is to make private events
public. the goal is to uncover empirical basis of the patient's beliefs.
✔✔Cognitive validation strategy checklist: T searches for the kernel of truth in P's way
of viewing things. - ✔✔T uses T-P interactions to demonstrate to P that while her grasp
on reality may not be complete, neither is it incomplete
✔✔Cognitive validation strategy checklist: T acknowledges wise mind - ✔✔T
communicates to P that intuitive knowledge can be valid as empirically verifiable
knowledge
✔✔Cognitive validation strategy checklist: T respects differing values - ✔✔T does not
insist on validity of his or her own values over P's
✔✔Anti DBT tactics for Cognitive Valdition - ✔✔T pushes a particular set of values or
philosophical position reality and truth
T presents a rigid view of events
T is unable to see reality from perspectives of P
✔✔What is one of the principle strategies for combating active passivity? -
✔✔cheerleading
✔✔cheerleading strategies checklist: T communicates a belief P is doing her best -
✔✔earthquake metaphor. if someone was under crushed rumble what would you do?
you would scream , holler, cheer for them to keep moving
, ✔✔cheerleading strategies checklist: T encourages and actively expresses hope. -
✔✔1. T expresses faith P will make it
2. T tells patient that she will be able to cope or handle a problem or situation
3. T says "you can"
be careful not to over estimate or under estimate here.... proper assessment is needed
✔✔cheerleading strategies checklist: T focuses on P's capabilities - ✔✔1. T redirect P
away from problematic response patterns to areas of capability
2. T surrounds confrontation with observations about P's strength, criticisms with praise.
3. T expresses belief that P has what she needs to overcome difficulties and construct a
life worth living. T refers to, acknowledges, and expresses belief in P's wise self
4. T expresses faith in T and P as a team
5. T validates emotions, thoughts, behaviors
communicate P has everything she needs " i simply know"
express belief in therapeutic relationship
✔✔cheerleading strategies: T modulates external criticism - ✔✔T points out that the
criticism are often not accurate, and that even when accurate do not mean P or the
situation is hopeless
T communicates a stance of being on P's side
✔✔cheerleading strategies: T praises and reassures P - ✔✔a clients steadfastness can
always be praised
✔✔cheerleading strategies: T is realistic in expectations and deals directly with P's fears
of T's sincerity - ✔✔1. validate the lack of trust
2. ensure T is cheerleading realistic goals
✔✔cheerleading strategies: T stays near in a crisis - ✔✔phone consultation
✔✔cheerleading strategies : anti dbt tactics - ✔✔T overgeneralizes or over estimates
P's abilities
T uses cheerleading to "get rid" of client
T calls P manipulator playing games not trying etc.
✔✔What is level 1 in problem solving - ✔✔The view here is its P's life and DBT must be
implemented
✔✔What is level 2 in problem solving - ✔✔identifying what strategies and procedures
should be applied to P
