ISITDBT 2017 CONFERENCE

SAN DIEGO, CA

2017 REGISTRATION

Registration for the 2017 Conference in San Diego will begin on:

September 1^st, 2017: Early Bird reduced rates!

Early bird ends: October 1^st at 12 noon EST

2017 REGISTRATION

Registration for the 2017 Conference in San Diego will begin on:

September 1st, 2017: Early Bird reduced rates!

Early bird ends: October 1^st at 12 noon EST

ON OR BEFORE OCTOBER 1^st

with ABCT attendance * $140
without ABCT attendance $170
student fee $70

PRICING

AFTER OCTOBER 1^st

with ABCT attendance * $160
without ABCT attendance $190
student fee $90

* ABCT registration must be purchased separately

* ABCT is offering a special for non-member, first time convention attendees who are also attending ISITDBT through October 16, 2017! You are able to join ABCT at a discounted rate, and thus receive the membership rate for the ABCT convention. To take advantage, paste the following into your browser:

http://www.mediafire.com/file/udxykls4c9kvwlu/MembSpecial-2018-SD17ISITDBT.pdf

See flyer for more details.

PRICING

ON OR BEFORE OCTOBER 1^st*

with ABCT attendance * $140
without ABCT attendance $170
student fee $70

AFTER OCTOBER 1^st*

with ABCT attendance * $160
without ABCT attendance $190
student fee $90

* ABCT registration must be purchased separately is missing

NOVEMBER 16, 2017

The 2017 ISITDBT Conference will be held at the San Diego Hilton Bayfront Hotel, 1 Park Boulevard, San Diego, CA 92101 (the SAME location as ABCT) on Thursday, November 16, 2017.

Please “Like” us on Facebook to receive automatic updates regarding conference details.

Registration for the conference will start on September 1st, 2017.

NOVEMBER 16, 2017

The 2017 ISITDBT Conference will be held at the San Diego Hilton Bayfront Hotel, 1 Park Boulevard, San Diego, CA 92101 (the SAME location as ABCT) on Thursday, November 16, 2017.

Please “Like” us on Facebook to receive automatic updates regarding conference details.

Registration for the conference will start on September 1st, 2017.

ISITDBT 2017 PROGRAM

Countdown to ISITDBT 2017!

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ISITDBT 2017 WORKSHOPS

You will be able to choose 1 of the below Clinical Workshops to attend:

DBT Family Therapy Workshop

Presenters: Esme Shaller, PhD, Sabrina Darrow, PhD, Ashley Maliken, PhD, Barbara Stuart, PhD, Natalie Todd, PsyD, & Auran Piatigorsky, PhD, UC San Francisco

Though briefly described in the DBT-A treatment manual (Miller, Rathus, & Linehan, 2007) and in other sources (Miller et al., 2002; Fruzzetti, Santisteban, & Hoffman, 2007) there is little formal training in DBT-informed family therapy available.

The role of family therapy in augmenting skills training and individual therapy with teens is sometimes unclear, especially to clinicians who are relatively new to DBT. This hands-on workshop will offer practical guidelines and strategies for making DBT-informed family therapy more effective with emotionally dysregulated teens and their families, both within the context of a comprehensive DBT program and without.

Using video, role plays, experiential exercises, and principle-based heuristics, we will teach how to orient families to treatment, obtain parental commitment, set goals, conduct family behavior chains, address therapy interfering behavior, monitor progress, and avoid burnout.

Irreverence in DBT: A Reverent Therapist’s Guide to Irreverence

Presenter: John R. Wagner, PhD, DBT Centre of Vancouver/University of British Columbia

It can be hard to be irreverent, especially when it conflicts with your temperament or learning history. This clinical workshop is designed for those who sometimes struggle with using irreverence in DBT or who are simply interested in learning more about incorporating it into their practice.

Devoted to all things irreverent, this workshop will begin by discussing irreverence and providing a brief history of its use. The role of irreverence in DBT will then be closely examined, including the value in directly confronting problem behaviours, strategically using a matter-of-fact tone, and the benefits of acting in an unexpected or humorous way. The training will then include discussion of how to further develop the skill of irreverence and provide participants with a variety of new irreverent strategies they can use in their practice.

Teaching strategies will include slides, stories, video, audio, and group activities, conducted through the lens of one reverent therapist’s journey from focusing largely on providing support and warmth to trying to do oh so much more!

Clinic Recovery from Client Suicide: Principles and Practicalities

Presenters: Erica Tan, PsyD, Andrew White, PhD, Jesse Homan,MS, and Linda Dimeff, PhD, Portland DBT Institute

While guidelines for team responses to client suicide are outlined by Linehan (1993), the direct experience and practicalities for clinics often go beyond these procedures, and have complicated overlaps with legal best practices, support of employees, and support of clients and their families.

Similar to the manner in which mind-states are discussed in skills training, approaching the topic of suicide and postvention from solely a reasonable mind perspective or solely an emotion mind perspective is not as effective as working from an integrated wise mind perspective. The goal of the current panel is to review principles for assisting clinicians, staff, clients, and families with the experience and aftermath of suicide.

How to Deliver DBT in Schools: From Kindergarten through College

Presenters: Alec L. Miller, PsyD¹, James Mazza, PhD^2,3, Elizabeth Dexter-Mazza, PsyD³, Kelly Graling, PhD¹, Elizabeth Courtney-Seidler, PhD¹, & Carla Chugani, PhD⁴;

Over the past decade, there have been clinical-researchers introducing DBT into schools. Miller and colleagues (in preparation) have been delivering comprehensive DBT to elementary, middle and high schools with promising outcomes. Mazza and colleagues (2016) have recently published their DBT Skills in Schools manual intended for middle and high school general and special educators to teach DBT skills in 50-minute lesson plans. Chugani has been applying DBT to college-student populations and has been evaluating outcomes of her adaptation to this population and setting as well.

This clinical-school based workshop is primarily intended to address the “how-tos” about implementing DBT in the range of school settings. Included in this workshop will be structural strategies (i.e., orienting and getting commitment from school districts, inclusion-exclusion criteria of students and school staff), implementation strategies (i.e., comprehensive training, ongoing supervision-consultation for existing teams, evaluation of outcomes), and identification of potential barriers (i.e., working with school administrators, integration into school structures).

¹Cognitive Behavioral Consultants
²U of Washington
³Mazza Consulting
⁴U of Pittsburgh

All participants will attend the following Clinical Seminar from 1:30pm – 3:15 pm.

Rational-Emotive Behavior Therapy

Presenter: Dr. F. Michler Bishop

In 1955 Albert Ellis, revolutionized psychotherapy, rejecting the dominant, psychoanalytic approach of that time. He created what he initially called, RT, Rational Therapy, but quickly changed it to Rational Emotive Therapy (RET) and then, in 1993, to Rational Emotive Behavior Therapy, recognizing the extent to which his approach was not just cognitive (rational) and emotive but also very behavioral.

Subsequently, others have built on his original insight and CBT has evolved into a variety of approaches, e.g., DBT, MBCT, and ACT. All CBT psychotherapists — regardless of which approach they primarily embrace – inevitably integrate and use a variety of techniques, many of them initially created by Ellis, an integrative therapist himself.

This workshop will discuss how Ellis utilized behavioral strategies and techniques not only in his personal life but in his professional work. A demonstration of REBT will be conducted with an audience volunteer currently struggling with a behavioral problem.

Rational-Emotive Behavior Therapy

Presenter: Dr. F. Michler Bishop

In 1955 Albert Ellis, revolutionized psychotherapy, rejecting the dominant, psychoanalytic approach of that time. He created what he initially called, RT, Rational Therapy, but quickly changed it to Rational Emotive Therapy (RET) and then, in 1993, to Rational Emotive Behavior Therapy, recognizing the extent to which his approach was not just cognitive (rational) and emotive but also very behavioral.

Subsequently, others have built on his original insight and CBT has evolved into a variety of approaches, e.g., DBT, MBCT, and ACT. All CBT psychotherapists — regardless of which approach they primarily embrace – inevitably integrate and use a variety of techniques, many of them initially created by Ellis, an integrative therapist himself.

This workshop will discuss how Ellis utilized behavioral strategies and techniques not only in his personal life but in his professional work. A demonstration of REBT will be conducted with an audience volunteer currently struggling with a behavioral problem.

ISITDBT 2017 RESEARCH PRESENTATIONS

Research Presentation submissions were due May 1, 2017.

Research Presentations.
Our program will include presentations that summarize new data that is relevant to the DBT community. Studies generally presented in this session include: randomized clinical trials, pilot trials of an adaptation or novel use of DBT, or basic studies on DBT-relevant topics such as emotion regulation, borderline personality disorder, suicidal behavior, and/or team or therapist behaviors.

Other topics may also be presented if relevant to the DBT community.

Research Presentation submissions were due May 1^st 2017.

Research Presentations.

Our program will include presentations that summarize new data that is relevant to the DBT community. Studies generally presented in this session include: randomized clinical trials, pilot trials of an adaptation or novel use of DBT, or basic studies on DBT-relevant topics such as emotion regulation, borderline personality disorder, suicidal behavior, and/or team or therapist behaviors.

Other topics may also be presented if relevant to the DBT community.

DBT in the Context of Youth Protection Services: Helping Caseworkers to Help Adolescents

Authors: Lyne Desrosiers,¹Lise Laporte,², Hélène Poitras³

Background: In the last 10 years in Canada, emergency room (ER) visits related to anger outbursts, self-injury, recurrent suicidal behaviour and substance abuse have increased substantially among adolescents. These externalized behaviours are the most common symptoms in youths with borderline personality disorder (BPD). Adolescents in the care of Youth Protection Services (YPS) represent approximately 43% of those seeking help in ER for these behaviours. Yet in 70% of cases, no treatment addressing these symptoms is offered to adolescents from YPS. The rehabilitation services they receive are essentially provided by their YPS caseworkers who, in the majority of cases, have not been trained to work with these high-risk adolescents. It is well known that working with a clientele with BPD often generates emotional activation and compassion fatigue that can lead to counterproductive interventions. Thus, YPS caseworkers could benefit from training with evidenced based interventions.

Objective: The purpose of this study is to evaluate an application of DBT in the context of YPS. We assessed the impact of training caseworkers to use the DBT skills for themselves during difficult interventions 1) on their capabilities and motivation to help adolescents with BPD and 2) on adolescents’ symptoms.

Method: A 20-hour training program based on DBT skills was provided to 30 YPS caseworkers working with adolescents in foster care. Using an experienced-based method, the program focused on distress tolerance skills, validation, commitment strategies, and mindfulness of emotions and treatment interfering behaviour. Measures of difficulties in emotion regulation, attitudes toward adolescents with BPD, compassion fatigue, self-confidence as a caseworker, as well as number of coercive interventions used in the last month were collected before, immediately after and 6 months following training, and were compared to controls. In addition, a focus group conducted before and after training explored the challenges of working with adolescents with BPD and the impact of the training on daily interventions. Pre and post training data on adolescents’ BPD symptoms and level of engagement in their rehabilitation were also collected.

Results: Preliminary results suggest that trained caseworkers used less coercive interventions compared to control. They also reported feeling more competent to manage crisis, and observed better team cohesion when it came to planning interventions. The typical power struggles modulating the adolescent-caseworker relationship gave place to a more collaborative helping relationship.

¹Université du Québec-à-Trois-Rivières
²McGill University Health Center
³Centre hospitalier de l’Université de Montréal

Implementing a Culturally Responsive DBT Skills Intervention for Emotional Overeating and Binge Eating in Adolescence: Updates from the 2016 ISITDBT Student Research Grant

Authors: Rebecca C. Kamody, MS^1,2, Idia B. Thurston, PhD^1,3,4, E. Thomaseo Burton, PhD ^3,4

Background: The increased prevalence of subthreshold binge eating disorder (BED) during adolescence and associated health risks suggest benefit of intervening with youth with subclinical presentations (i.e., emotional overeating). Per the affect regulation model of DBT, overeating as a coping strategy to manage negative emotions develops in adolescence, and can progress into BED in early adulthood. Given that Black youth place less emphasis on idealized thinness than their White counterparts, this may be a more culturally responsive model than intervention models purporting a cycle of restriction and bingeing (i.e., restraint model of CBT). DBT has demonstrated efficacy in decreasing disordered eating in youth; however, the numerous components (individual therapy, phone coaching, consult team) may pose barriers to treatment engagement for individuals with fewer economic resources, thus hindering its sustainability and effectiveness. Though supported with adults, there is a dearth of research on the implementation of condensed DBT modalities for youth with disordered eating. The 2016 ISITDBT Annual Address identified implementation research as a vital growth area to increase the sustainability of DBT.

Objective: Therefore, we sought to examine the acceptability, feasibility, and preliminary efficacy of a culturally responsive DBT skills group intervention.

Method: Adolescents aged 14-18 (N = 11; Mage = 15.22 years; 64% female; 100% Black; 27% income less than $30,000; MBody Mass Index = 98%ile) were recruited from various outpatient clinics in a pediatric hospital in the Mid-South US to participate in a condensed 10 week DBT skills group intervention (once per week for one hour). All skill modules were taught in the context of emotional overeating behaviors. Culturally responsive adaptations were implemented in order to maximize fit of the DBT skills intervention with both the practice setting and target population, including: 1) use of group format; 2) condensing to 10 week sessions; 3) flexible meeting times; 4) introducing concrete skills before more abstract concepts to enhance early buy-in; 5) family involvement; 6) using culturally-representative visual stimuli; 7) using engaging experiential activities. Five cycles of the intervention were conducted (start N = 30, post intervention N = 15; 3 month follow-up N = 11).

Results: Qualitative acceptability data via exit interviews support that 100% of participants identified the intervention as a good experience and found it helpful, 93% would participate again and would recommend it to peers, and 87% felt confident in their future skill use. In regard to acceptability of culturally responsive adaptations, 100% felt their cultural background was respected and not ignored, and 93% felt that session content was relatable to their own life and that they could relate to group members. With respect to feasibility, attendance in each of the five cycles ranged from 76%-100%, while homework and diary card completion both ranged from 67%-94%. Preliminary efficacy via comparisons of means suggest decreases in emotional eating behaviors based on self-report scores on the Emotional Eating Scale for Children and Adolescents from baseline to post (Δ = 6.91; Cohen’s d = 0.42) and baseline to follow up (Δ = 4.82; d = 0.33), and caregiver report from baseline to post (Δ = 8.46; d = 0.80) and baseline to follow up (Δ = 16.55; d = 1.53). Self-reported mean objective binges per month decreased from baseline to post (Δ = 3.27; d = 0.94) and baseline to follow up (Δ = 3.00; d = 0.84), and caregiver report of youth’s mean binges decreased from baseline to post (Δ = 6.64; d = 0.86) and baseline to follow up (Δ = 6.91; d = 0.90).

Discussion: Despite high attrition rates (baseline to post intervention: 50%; post to follow-up: 27%), these findings show promise of this culturally responsive DBT skills group intervention. The intervention was generally feasible to implement and acceptable to participants, as these attrition rates are consistent with treatment rates in the pediatric weight management/obesity literature, in which attrition rates range from 27%73% (Skelton & Beech, 2011). Findings also support the preliminary efficacy of this intervention to decrease binge eating behaviors. Future longitudinal research is needed to determine if this intervention prevents future development of more severe clinical presentations, such as BED, for which more intensive, multi-component treatment modalities may be needed. This streamlined modality also provides opportunities for individuals with fewer economic resources to pursue needed treatment and thus may increase scalability. The Dynamic Sustainability Framework (DSF) within the field of implementation science necessitates continually evaluating and adapting interventions to optimize benefit for patients. Consistent with the DSF, future research is needed to explore effective alternative models to decrease attrition and increase dissemination of DBT to underserved populations.

¹The University of Memphis
²Yale Child Study Center
³University of Tennessee Health Science Center
⁴Le Bonheur Children’s Foundation Research Institute

Internet-delivered DBT skills training for suicidal and heavy episodic drinkers: A randomized controlled trial

Authors: Chelsey R. Wilks, MS¹, Sin Yee Ang, BS¹, Qingqing Yin, BS¹, Brandon Matsumya, BA², Anita Lungu, PhD³, Marsha M. Linehan, PhD¹

Background: Suicide remains one of the leading causes of death for all age groups, and approximately 40% of suicide deaths are preceded by acute alcohol use. Risk for suicide is particularly high for those who drink to regulate their emotions. Dialectical Behavior Therapy (DBT) skills training is ideally structured to treat complex behavioral disorders including suicide and addictive behavior. Unfortunately, the vast majority of suicidal heavy drinkers do not enroll in treatment, let alone DBT. Computerized interventions have emerged as a potential solution to bridge the gap between treatment need and availability, and DBT skills training is particularly amendable to computerization given its structure and inherent modularity.

Objective: Therefore, we aim to preliminarily evaluate an Internet delivered DBT skills training program (iDBT-ST) compared to a waitlist control for individuals at risk for suicide and who engage in heavy episodic drinking.

Method: Participants (N = 59) who endorsed current suicide ideation, two episodes of heavy episodic drinking in past month, and high emotion dysregulation were randomized to immediate access to iDBT-ST or an eight-week waiting period. Overall usability, acceptability, and feasibility was assessed using a variety of methods including the Client Satisfaction Scale (CSS), weekly assessment of perceived usefulness, as well as homework completion, effectiveness, and dropout. Primary outcomes of interest are alcohol use severity (Alcohol Use Disorder Identification Test; AUDIT), alcohol quantity and frequency (Timeline Followback; TLFB) suicide ideation (Beck Scale for Suicide Ideation; SSI), and emotion dysregulation (Difficulties in Emotion Regulation Scale; DERS). Between and within group analyses on primary outcomes were conducted using generalized estimating equations over five assessment waves.

Results: Approximately 50% of the participants finished all eight sessions. Participants rated each session and the entire program as very useful. GEE results revealed significant main effects of time for AUDIT (p < .01), TLFB (p < .01) SSI (p < .01), and DERS (p < .01). Individuals randomized to receive treatment immediately had significantly faster reductions in SSI (p < .05) and in drinking quantity and frequency (p < .05). There were no significant differences in the rates of change in AUDIT or DERS.

Discussion: This trial preliminary indicates that Internet-delivered DBT skills training has the capacity to reduce alcohol use and suicide ideation. Despite the high dropout rate, the high satisfaction and significant reductions in key outcomes suggest an online DBT skills training program could be a potentially useful treatment tool. Briefer and more portable treatment methods may have broader appeal and increase access further.

¹ University of Washington
² Central Florida University
³ Lyra Health

ISITDBT 2017 POSTER PRESENTATIONS

Poster presentation submissions for the 2017 ISITDBT conference were due on June 15, 2017.

Poster Presentations.
Our poster session will be held at the end of the day in conjunction with a cocktail hour. Posters will present novel research data including pilot trials of DBT or basic studies on DBT-relevant topics such as emotion regulation, borderline personality disorder, suicidal behavior, and/or team or therapist behaviors.

The program committee each year votes for the best poster submitted by a student which receives the ISITDBT poster research award.

Poster presentation submissions for the 2017 ISITDBT conference were due on June 15^th, 2017.

Poster Presentations.
Our poster session will be held at the end of the day in conjunction with a cocktail hour. Posters will present novel research data including pilot trials of DBT or basic studies on DBT-relevant topics such as emotion regulation, borderline personality disorder, suicidal behavior, and/or team or therapist behaviors.

The program committee each year votes for the best poster submitted by a student which receives the ISITDBT poster research award.

Does Graduation matter? Examining Symptomology at Discharge between Graduates and Non-completers in a DBT Intensive-outpatient Community Health Population – Craig A. Warlick^a,b, Juliet Nelson, PhD^b, Kelsey Moffitt ^a,b,, Brynne Schellenger^b, Jonathan Huffman ^a,b,, and Jonathan Poquiz ^a,b, (^aUniversity of Kansas, Lawrence, Kansas,^bBert Nash Community Health Center, Lawrence, Kansas)
Certification Matters: Getting your Program Certified By DBT-LBC – Henry Schmidt, Ph.D., Andre Ivanoff, Ph.D., Randy Wolburt, MSW, & Joan Russo, Ph.D.
Mindfulness Development Across The Four DBT Skills Modules In A Six-Month Private Practice DBT Program – Wall, L M, Granato, H F, & McFarr, L M
Does a DBT Skills Training Series Increase Psychological Flexibility, Mindfulness and Self-Compassion in Community Mental Health Center (CMHC) Staff? – Juliet Nelson, PhD, Brynne Schellenger, MA, Craig Warlick, MA, Kelsey Moffitt, MA, Jonathan Poquiz, MA, & Jonathan Huffman, MA (Bert Nash Center and University of Kansas)
Singular vs. Multiple Self Inflicting Behaviors and Trauma as Predictors of Suicidal Urges and Behavior in DBT – Amber Smith ^a,b , Jillian Yeargin ^b,d ,Hollie Granato ^a,d ,Marcus Rodriguez ^a,c , Miriam Wollesen ^a,d, Steven H. Scott ^a,b, & Lynn McFarr^a,d (^aDBT California, Beverly Hills, CA; ^bPepperdine University, Malibu, CA;^cDuke University, Durham, NC; ^dHarbor UCLA Medical Center, Torrance, CA)
Outcomes of a DBT Skills Group for People with Chronic Pain in a Tertiary Care Multidisciplinary Pain Centre – Reed, L.¹ and Dick, B.² (¹Biltmore Psychology Services, Phoenix, Arizona, United States; Edmonton Consortium Clinical Psychology Residency, Alberta, Canada; ²Depts. of Anesthesiology and Pain Medicine & Psychiatry, University of Alberta, Canada)
Effects of 4-Week Dialectical Behavior Therapy Residential Program for Adolescents Meeting Full versus Sub-threshold Borderline Personality Disorder – Lyndsey R. Moran, Cynthia Kaplan, Blaise Aguirre, Gillian Galen, Jeremy Stewart & Randy Auerbach (McLean Hospital/Harvard Medical School)
Emotion Differentiation, Borderline Personality Features, and Self-Destructive Behaviour – Matthew A. Wakefield, BA & Alexander L. Chapman, PhD, R. Psych (Simon Fraser University)
Patterns of Client and Therapist Emotion in Dialectical Behavior Therapy – Alexandra M. King and Shireen L. Rizvi (Rutgers University)
Development and Formative Evaluation of “Pocket Skills”: Dialectical Behavior Therapy Skills Training for Mobile Use – Chelsey Wilksa, Mary Czerwinski^b, Kael Rowan^b, Ann Paradiso^b, Daniel McDuff^b, Arturo Toledoc, & Marsha M. Linehana (^aUniversity of Washington, Seattle, WA; ^bMicrosoft Research, Redmond, WA; ^cToledo Design, Seattle, WA)
DBT for People Living with HIV: A Pilot Study to Reduce Depression and Suicidality – Brooke A. Ammerman¹, C. Virginia F. O’Hayer², Jennifer A. Bierhoff², Gardith Edouard², David S. Bennett² (¹Temple University ² Drexel University Department of Psychiatry)
Attitudes, Barriers, and Facilitators of Psychotherapy via Telemedicine for Patients at Risk for Suicide – Anna Smalling¹, Anissa Johnson², Jessica Keller², Mollie Selmanoff¹, Amanda Gilmore, PhD¹, & Erin Ward-Ciesielski, PhD²(¹National Crime Victims Research & Treatment Center, Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina; ²Hofstra University, Department of Psychology)
Effectiveness of DBT for Adolescents treated at an Acute-care Psychiatric Inpatient Unit – Alison Tebbett, PhD, Madeline McGee, PhD, Nicole Chao, MSed, Kristen Trufelli, MSed, Patricia Woloszyn, RN, CNS, NPP, Ema Saito, MD, Maria Venuti, RNC (Northwell Health, Zucker Hillside Hospital 75-59 263 Street, Glen Oaks, NY 11004)
Sexual Consent and Male University Students: Attitudes and Behaviors in Relation to Features of Borderline Personality Disorder – Lynnaea Northey, BA, Simon Fraser University; Cara R. Dunkley, MA, University of British Columbia; Boris B. Gorzalka, PhD (University of British Columbia)
Effectiveness of a Spanish Adaptation of an Adolescent Dialectical Behavior Therapy Program in an Outpatient Setting – Giselle Colorado, PsyD, Catharina Carvalho, PhD, SSP, Atara Hiller, PsyD, & Essie Larson, PhD. (Trinitas Regional Medical Center)
Using Resonance Frequency Breathing to Improve Physiological Resilience among Women who engage in NSSI – Joscelyn Rompogren¹, Colin Carey¹, Rosemary Gerardy ², Alexa Carter¹, Maureen Hallett¹, Milton Z. Brown^1,2, Richard Gevirtz¹ (¹Alliant International University, San Diego, CA; ²DBT Center of San Diego, San Diego, CA)
Six-Month Treatment Outcomes for Youth Completing a Full Model of Dialectical Behavior Therapy for Adolescents (DBT-A) – Meaghan McCallum, PhD; Janine Galione, PhD; Natalie A. Zervas, PhD; Karyn Horowitz, MD; Kerri L. Kim, PhD (Bradley Hospital; Department of Psychiatry & Human Behavior, Warren Alpert Medical School, Brown University)
Dialectical Behavior Therapy Family Skills Training: Program Evaluation Ratings – Taylor Davine, Alana McVey, Lauren Yadlosky, and Kim Skerven
Positive Emotions as a Mediator Between Negative Emotions and Suicidal and Self-Injurious Behaviors in Borderline Personality Disorder – Jillian E. Yeargin^a,b, Amber M. Smith^a,c, Hollie Granato^b,c, Blanca Sevilla^a,b, Ricardo Escobar^b, Rachel Higier^b,c, & Lynn McFarr^b,c (^a Pepperdine University, Malibu, CA; ^b Harbor-UCLA Medical Center, Torrance, CA; ^cCBT California, Beverly Hills, CA)
Substance use on Consumer Emotion Regulation, Attendance, and Graduation from a DBT Intensive Outpatient Community Mental Health Center – Jonathan Huffman, MA^a,b, Craig Warlick, MS, MSCE^a,b, Kelsey Moffit, MA^a,b, Juliet Nelson, PhD^a, Brynn Glynn, MA^a (^aBert Nash Community Mental Health;^b University of Kansas, Lawrence Kansas)
A Comparison of 6-month DBT (DBT-B) to Standard Year-Long DBT on Mental Health Outcomes: An Evaluation of the Impact of Emotion Dysregulation at Intake on Treatment Improvements for DBT-B Compared to Standard DBT – Hollie Granato
Experiential Avoidance and Attachment Anxiety: A Transdiagnostic Model of Social Problem Solving Skills – Dana B. Goetz, MA, Meaghan M. Lewis, MS, Amy E. Naugle, PhD (Western Michigan University
Changes in Emotion Regulation are Associated with Changes in Borderline Personality Disorder Symptoms in Comprehensive Outpatient Dialectical Behavior Therapy – Elizabeth Lagbas, BS¹, Ariel Ravid, PhD¹, Briana McElfish, PsyD, Jessica Chiu, PsyD^1,2, Madeline Johnson, BS ¹, Travis L. Osborne, PhD ^1,2, Jennifer Sayrs, PhD^1,2 (¹ Evidence Based Treatment Centers of Seattle; ² University of Washington, Department of Psychology)
Gender Differences in Symptom Severity and Treatment Outcomes in Adolescents in an Inpatient DBT Program – Elinor Waite, BA, Luciana Payne, MA, & Alan Fruzzetti, PhD (University of Nevada, Reno)
Trajectory of DBT Target Behavior Improvements using Diary Card Data – Amber Smith, Miriam Wollesen PsyD, Hollie Granato PhD, Steven H. Scott, MA, Kimia Kabir, Lynn McFarr PhD (Pepperdine University, Malibu, CA; Harbor-UCLA Medical Center, Torrance, CA; CBT California, Beverly Hills, CA)
Smile to feel Better? Exploring the effects of Facial Feedback and Attention to Emotion on Distress Tolerance and Affect – Jason J.Z., Chung, Sara B. Austin, Matthew A. Wakefield, & Alexander L. Chapman (Simon Fraser University)
Adolescents’ Emotional and Physiological Responses to Maternal Invalidation – Meaghan McCallum^1,2 and Sheryl H. Goodman³ (¹ The Miriam Hospital,² Brown University Department of Psychiatry and Human Behavior, ³ Emory University)
Absences and Lateness in Dialectical Behavior Therapy (DBT) groups in Relation to Contextual Variables – Okamoto, A., MS^1,2, Granato, H.F., PhD^2,3& McFarr, L.M., PhD^2,3(¹ Alliant International University, Los Angeles, CA;²Harbor-UCLA Medical Center, Torrance, CA;³CBT California, Long Beach, CA)

ISITDBT 2017 AWARDS

Student Research Award

This year the ISITDBT board is pleased to offer a $1000 research award for any graduate student or postdoctoral researcher who is establishing a career in DBT research. Please submit your applications by September 1st, 2017. At the 2017 ISITDBT Conference (isitdbt.net) we will award a $1000 scholarship for the most meritorious research application coming from a graduate student or postdoctoral researcher. The award can complement existing funding to support an exciting line of DBT research.

If you are interested in applying, please submit a 3-page proposal for a research project that identifies mechanisms of change in DBT or otherwise identifies ways to optimize the treatment. Research proposals concerning the application of DBT to other populations, or advancements in the delivery of DBT are also welcome. The research proposal should follow NIH guidelines and detail significance, innovation, approach, and justification of need. In addition to the research proposal, please submit your CV or NIH biosketch, a one-page budget, a one-page research plan that could emerge from the research project, and a letter of support from a faculty advisor/mentor. If the award is intended to supplement existing funds, please highlight in the budget or the application the need for the award and where the additional funding to complete the study is coming from. Please ask your mentor to specify in your letter that you are a graduate student or postdoc.

Expert DBT researchers will review all submitted proposals and select the most competitive application for this award. The key criteria on which the application will be judged is originality and likelihood that it can begin a promising line of funding that will advance research in DBT. Please submit applications (as well as any questions about the award that you might have) to Dr. Andrada Neacsiu at andrada.neacsiu@duke.edu by midnight, August 1st, 2017. Please put “ISITDBT 2017 Student Research Award submission” in the subject line. Submissions that do not follow this guideline will not be considered.

Funding decisions will be sent no later than October 1st, 2017.

Education/Service/Researcher Award

This year, the ISITDBT board is pleased to offer the ISITDBT Service Award.

This award recognizes outstanding contributions to implementing and expanding DBT by way of service of clinicians, researchers, and the general public. Service member recipients have gone above the call of duty to donate time and knowledge to DBT. Previous recipients of the Service Award include Alec Miller (2002), Alan Fruzzetti (2003), and Kelly Koerner (2008), among several other leaders in the field. Please submit a nomination letter for the ISITDBT Service Award indicating the evidence supporting the nominee’s contribution to the DBT Community via the nominee’s efforts to serve the field DBT and/or Borderline Personality Disorder.

Please email isit@isitdbt.net and put in the subject head: Nomination for 2017 Service Award, or nominations will not be accepted.

Nominations for the 2017 ISITDBT Service Award are due Friday, September 15^th, 2017.

Previous Award Recipients

1997		Marsha was honored (no award given)
1998		Founder’s Award Charlie Swenson, MD, is a psychiatrist on the faculty of the University of Massachusetts School of Medicine.
2000		Service Award Cedar Koons, MSW, LCSW, is a consultant, teacher, researcher, and therapist specifializing in mindfulness-based treatments, including DBT. She is a senior trainer and consultant for Behavioral Tech and cofounder of Santa Fe DBT.
2001		Science Award Kate Comtois, PhD, MPH is an Associate Professor in the Department of Psychiatry and Behavioral Sciences and Adjunct Associate Professor in the Department of Psychology at the University of Washington.
2002		Service Award Alec Miller, PsyD is a licensed clinical psychologist and Co-Founder and Clinical Director of Cognitive and Behavioral Consultants, LLP. He is also Clinical Professor of Psychiatry and Behavioral Sciences, at Montefiore Medical Center/Albert Einstein College of Medicine, Bronx, NY.
		Educator Award Charlie Swenson, MD, is a psychiatrist on the faculty of the University of Massachusetts School of Medicine.
		Educator Award Cindy Sanderson
2003		Service Award Alan Fruzzetti, PhD, is the program director of the 3East Boys Intensive Program at McLean Hospital.
2004		Research Award Martin Bohus, MD is the Chair of Psychosomatic Medicine and Psychotherapy, Heidelberg University, Medical Faculty Mannheim and the Scientific Director Institute of Psychiatric and Psychosomatic Psychotherapy Central Institute of Mental Health, Mannheim.
2005		Research Award Tom Lynch is an Emeritus Professor of Clinical Psychology at the University of Southampton.
2006		Service Award Bev Long is a Clinical Psychologist Specialist in Anoka, Minnesota.
2006		Service Award Joan Russo, PhD. After a long career in clinical practice, Dr. Russo continues to carry a torch for her belief in providing resources to support consumers and clinicians in her role on the DBT-Linehan Board of Certification. She now serves as President of the DBT-LBC
2007		Service Award Rose Marie Karparis, RN, MPH
2007		Leadership Award Shari Manning, PhD, is the CEO and one of the founders of the Treatment Implementation Collaborative, and the founder of the South Carolina Center for DBT.
2008		Service Award Kelly Koerner, PhD is a clinical psychologist, creative director, and CEO of the Evidence-Based Practice Institute.
2009		Educator Award Heidi Heard, PhD founded the British isles DBT Training, and now serves as the Senior Trainer for Behavioral Tech in Europe and is a clinical instructor at the University of Washington –
		Educator Award Michaela Swales, PhD, is a Consultant Clinical Psychologist with BCUHB and Reader in Clinical Psychology on the North Wales Clinical Psychology Programme, School of Psychology, Bangor University.
		Educator Award Cindy Sanderson – joint recipients
2010		Research Award Shelley McMain, PhD, is a Clinical Psychologist and Head of the Borderline Personality Clinic of the Addictions Section in the Clinical Research Department. She is an Assistant Professor with the Department of Psychiatry, University of Toronto as well as an Adjunct Professor with the Department of Psychology at York University.–
2011		Educator Award Linda Dimeff, PhD, is Chief Scientific Officer at Evidence-Based Practice Institute, Inc.; Institute Director at Portland DBT Institute; and Clinical Faculty in the Department of Psychology at the University of Washington. –
2011		Educator Award Cindy Sanderson
2013		Research Award Alan Fruzzetti
2014		Service Award Adam Payne, PhD, currently serves as a Clinical Supervisor at the University of Washington for graduate students in clinical psychology at the Behavioral Research and Therapy Clinics (BRTC).
2015		Research Award Melanie Harned, PhD, ABPP, is the Research Director of the Behavioral Research and Therapy Clinics.
2016		Educator Award Jill Rathus, PhD, is Professor of Psychology at Long Island University/CW Post Campus in Brookville, New York, and Co-Director of the Family Violence Program at CW Post

Are we missing someone? Please let us know! isit@isitdbt.net

Student Research Award

This year the ISITDBT board is pleased to offer a $1000 research award for any graduate student or postdoctoral researcher who is establishing a career in DBT research. Please submit your applications by August 1st, 2017. At the 2017 ISITDBT Conference (isitdbt.net) we will award a $1000 scholarship for the most meritorious research application coming from a graduate student or postdoctoral researcher. The award can complement existing funding to support an exciting line of DBT research.

If you are interested in applying, please submit a 3-page proposal for a research project that identifies mechanisms of change in DBT or otherwise identifies ways to optimize the treatment. Research proposals concerning the application of DBT to other populations, or advancements in the delivery of DBT are also welcome. The research proposal should follow NIH guidelines and detail significance, innovation, approach, and justification of need. In addition to the research proposal, please submit your CV or NIH biosketch, a one-page budget, a one-page research plan that could emerge from the research project, and a letter of support from a faculty advisor/mentor. If the award is intended to supplement existing funds, please highlight in the budget or the application the need for the award and where the additional funding to complete the study is coming from. Please ask your mentor to specify in your letter that you are a graduate student or postdoc.

Expert DBT researchers will review all submitted proposals and select the most competitive application for this award. The key criteria on which the application will be judged is originality and likelihood that it can begin a promising line of funding that will advance research in DBT. Please submit applications (as well as any questions about the award that you might have) to Dr. Andrada Neacsiu at andrada.neacsiu@duke.edu by midnight, August 1st, 2017. Please put “ISITDBT 2017 Student Research Award submission” in the subject line. Submissions that do not follow this guideline will not be considered.

Funding decisions will be sent no later than October 1st, 2017.

Education/Service/Researcher Award

This year, the ISITDBT board is pleased to offer the ISITDBT Service Award.
This award recognizes outstanding contributions to implementing and expanding DBT by way of service of clinicians, researchers, and the general public. Service member recipients have gone above the call of duty to donate time and knowledge to DBT. Previous recipients of the Service Award include Alec Miller (2002), Alan Fruzzetti (2003), and Kelly Koerner (2008), among several other leaders in the field. Please submit a nomination letter for the ISITDBT Service Award indicating the evidence supporting the nominee’s contribution to the DBT Community via the nominee’s efforts to serve the field DBT and/or Borderline Personality Disorder.

Please email isit@isitdbt.net and put in the subject head: Nomination for 2017 Service Award, or nominations will not be accepted.

Nominations for the 2017 ISITDBT Service Award are due Friday, September 15^th, 2017.

Previous Award Recipients

1997

Marsha was honored (no award given)

1998

Founder’s Award

Charlie Swenson, MD, is a psychiatrist on the faculty of the University of Massachusetts School of Medicine.

2000

Service Award

Cedar Koons, MSW, LCSW, is a consultant, teacher, researcher, and therapist specifializing in mindfulness-based treatments, including DBT. She is a senior trainer and consultant for Behavioral Tech and cofounder of Santa Fe DBT.

2001

Science Award

Kate Comtois, PhD, MPH is an Associate Professor in the Department of Psychiatry and Behavioral Sciences and Adjunct Associate Professor in the Department of Psychology at the University of Washington.

2002

Service Award

Alec Miller, PsyD is a licensed clinical psychologist and Co-Founder and Clinical Director of Cognitive and Behavioral Consultants, LLP. He is also Clinical Professor of Psychiatry and Behavioral Sciences, at Montefiore Medical Center/Albert Einstein College of Medicine, Bronx, NY.

Educator Award

Charlie Swenson, MD, is a psychiatrist on the faculty of the University of Massachusetts School of Medicine.

Educator Award

Cindy Sanderson

2003

Service Award

Alan Fruzzetti, PhD, is the program director of the 3East Boys Intensive Program at McLean Hospital.

2004

Research Award

Martin Bohus, MD is the Chair of Psychosomatic Medicine and Psychotherapy, Heidelberg University, Medical Faculty Mannheim and the Scientific Director Institute of Psychiatric and Psychosomatic Psychotherapy Central Institute of Mental Health, Mannheim.

2005

Research Award

Tom Lynch is an Emeritus Professor of Clinical Psychology at the University of Southampton.

2006

Service Award

Bev Long is a Clinical Psychologist Specialist in Anoka, Minnesota

Service Award

Joan Russo, PhD. After a long career in clinical practice, Dr. Russo continues to carry a torch for her belief in providing resources to support consumers and clinicians in her role on the DBT-Linehan Board of Certification. She now serves as President of the DBT-LBC

2007

Service Award

Rose marie Karparis, RN, MPH

Leadership Award

Shari Manning, PhD, is the CEO and one of the founders of the Treatment Implementation Collaborative, and the founder of the South Carolina Center for DBT.

2008

Service Award

Kelly Koerner, PhD is a clinical psychologist, creative director, and CEO of the Evidence-Based Practice Institute

2009

Educator Award

Heidi Heard, PhD founded the British isles DBT Training, and now serves as the Senior Trainer for Behavioral Tech in Europe and is a clinical instructor at the University of Washington

Educator Award

Michaela Swales, PhD, is a Consultant Clinical Psychologist with BCUHB and Reader in Clinical Psychology on the North Wales Clinical Psychology Programme, School of Psychology, Bangor University.

Educator Award

Cindy Sanderson – joint recipients

2010

Research Award

Shelley McMain, PhD, is a Clinical Psychologist and Head of the Borderline Personality Clinic of the Addictions Section in the Clinical Research Department. She is an Assistant Professor with the Department of Psychiatry, University of Toronto as well as an Adjunct Professor with the Department of Psychology at York University.

2011

Educator Award

Linda Dimeff, PhD, is Chief Scientific Officer at Evidence-Based Practice Institute, Inc.; Institute Director at Portland DBT Institute; and Clinical Faculty in the Department of Psychology at the University of Washington.

Educator Award

Cindy Sanderson

2013

Research Award

Alan Fruzzetti

2014

Service Award

Adam Payne, PhD, currently serves as a Clinical Supervisor at the University of Washington for graduate students in clinical psychology at the Behavioral Research and Therapy Clinics (BRTC).

2015

Research Award

Melanie Harned, PhD, ABPP, is the Research Director of the Behavioral Research and Therapy Clinics.

2016

Educator Award

Jill Rathus, PhD, is Professor of Psychology at Long Island University/CW Post Campus in Brookville, New York, and Co-Director of the Family Violence Program at CW Post

Are we missing someone? Please let us know! isit@isitdbt.net

ISITDBT 2017 CONFERENCE PRESENTERS

F. Michler Bishop, PhD

Dr. F. Michler Bishop is an Associate Professor in the Psychology Department at the State University of New York, College at Old Westbury. He is also Director of Alcohol and Substance Abuse Services at the Albert Ellis Institute in New York City, where he worked closely with Dr. Ellis, the founder of the first form of cognitive behavior therapy, for over twenty years. He is the author of Managing Addictions: Cognitive, Emotive and Behavioral Techniques, and chapters on the treatment of couples in which addictions are a problem and of addictions in correctional settings. Most recently, he authored an article on predicting relapses with smartphones.

Dr. Bishop’s advocates for an integrative, goal-focused therapeutic approach, incorporating a variety of evidence-based treatments. Dr. Bishop is past president of the Division of Addictions of the New York State Psychological Association and the Addictive Behaviors Special Interest Group of the Association for the Advancement of Behavior Therapy. He was one of the founders of SMART Recovery® and instrumental in the development of SMART Recovery’s Four-Point Program. Recently, he was a consultant for the VA’s first, nationwide CBT for Substance Use Disorders training program. He has conducted numerous workshops on Cognitive Behavioral Therapy (CBT), Rational Emotive Behavior Therapy (REBT) and SMART Recovery in the United States and internationally.

Dr. Bishop has worked at the Institute for over twenty-five years, seeing clients with a wide variety of problems, including anxiety and mood disorders, impulse control problems (addictions and ocd), and relationship issues. His recent research interests focus on self-guided health behavior change and using smartphones to predict and reduce episodes of overdrinking in people who want to reduce the amount of alcohol they consume.

Lyne Desrosiers, PhD, erg. Psychotherapist, OTR

Lyne Desrosiers, PhD is associate professor at the Occupational Therapy Department at l’Université du Québec à Trois-Rivières (UQTR).

She divides her time between working at the development of interventions for adolescents and mothers with BPD, teaching à l’UQTR and conducting research at l’Institut universitaire Jeunes en difficulté.

Dr. Desrosiers, current studies focus on mental health services and treatment trajectories of adolescents in youth protection services, early interventions for adolescents with BPD and knowledge translation within youth protection services and primary care.

Melanie S. Harned, PhD, ABPP

Melanie S. Harned, PhD, ABPP, received her PhD in clinical psychology at the University of Illinois at Urbana-Champaign. She completed predoctoral and postdoctoral fellowships at McLean Hospital/Harvard Medical School, a clinical postdoctoral fellowship at Two Brattle Center, and a postdoctoral fellowship under the direction of Dr. Marsha Linehan at the Behavioral Research and Therapy Clinics at the University of Washington.

Dr. Harned currently works as a Research Scientist in the Department of Psychology at the University of Washington and is the Research Director of Dr. Linehan’s clinic. Since 2005, she has been Co-Investigator with Dr. Linehan on her NIMH- and NIDA-funded research as well as Principal Investigator on her own NIMH-funded research focused on the development and evaluation of a protocol to treat PTSD during DBT. Dr. Harned also currently works as the Director of Research and Development for Behavioral Tech, LLC as well as the Director of Behavioral Tech Research Inc. In these positions she develops and evaluates methods of disseminating and implementing evidence-based treatments into clinical practice.

Dr. Harned has published numerous journal articles and book chapters and she regularly lectures and leads trainings both nationally and internationally. She is licensed as a psychologist in the state of Washington.

Rebecca C. Kamody, MS

Rebecca C. Kamody, MS, is currently completing her predoctoral psychology internship year at the Yale Child Study Center in the pediatrics area of focus. She completed her doctoral training in clinical psychology at The University of Memphis. During graduate training, she had extensive clinical experience employing DBT-A through the therapeutic milieu of a partial hospitalization program, under the training and supervision of a DBT-LBC Certified Clinician.

Coupled with her research interests in addressing mental health disparities, her experience with DBT inspired her dissertation, for which she was awarded the 2016 ISITDBT Student Research Grant. The aim of this project was to develop and implement a culturally responsive DBT skills intervention for emotional overeating and binge eating in adolescence.

Her experience working with youth and families encountering significant barriers to treatment have inspired a career trajectory focused on addressing the need to establish effective ways to disseminate mental health treatment. Her hope is to identify innovate ways to reach underserved populations through alternative modalities, in order to make the gains made possible by such treatments as DBT more accessible to a myriad of families.

Marsha Linehan, PhD, ABPP

Marsha Linehan, PhD, ABPP is a Professor of Psychology, Adjunct Professor of Psychiatry and Behavioral Sciences at the University of Washington and Director of the Behavioral Research and Therapy Clinics, a consortium of research projects developing new treatments and evaluating their efficacy for severely disordered and multi-diagnostic populations. Her primary research is in the application of behavioral models to suicidal behaviors, drug abuse, and borderline personality disorder. She is also working to develop effective models for transferring efficacious treatments from the research academy to the clinical community.

Dr. Linehan has received several awards recognizing her clinical and research contributions, including the Louis I. Dublin Award for Lifetime Achievement in the Field of Suicide and the Distinguished Scientist Award from the Society for a Science of Clinical Psychology, American Psychological Association, as well as awards for Distinguished Research in Suicide (American Foundation of Suicide Prevention), Distinguished Contributions to the Practice of Psychology (American Association of Applied and Preventive Psychology), Distinguished Contributions for Clinical Activities, (Association for the Advancement of Behavior Therapy), Distinguished Scientific Contributions to Clinical Psychology (Society of Clinical Psychology) and Lifetime Achievement Award (Clinical Emergencies and Crises Section, American Psychological Association). She is the past-president of the Association for the Advancement of Behavior Therapy, fellow and president-elect of the Society of Clinical Psychology, American Psychological Association, a fellow of the American Psychopathological Association and a diplomat of the American Board of Behavioral Psychology.

The treatment she has developed combines the technology of change derived from behavioral science with the radical acceptance, or “technology of acceptance,” derived from both eastern zen practices and western contemplative spirituality. The practice of mindfulness, willingness, and radical acceptance form an important part of her treatment approach.

She has written three books, including two treatment manuals: Cognitive-Behavioral Treatment for Borderline Personality Disorder and Skills Training Manual for Treating Borderline Personality Disorder. She serves on a number of editorial boards, and has published extensively in scientific journals.

She is founder of Marie Institute of Behavioral Technology, a non-profit organization that owns the company she founded, Behavioral Tech LLC, a behavioral technology transfer group. With them she is actively involved in developing effective models for transferring efficacious treatments from the research academy to the clinical community.

Alec L. Miller, PsyD

Alec L. Miller, PsyD, is a licensed clinical psychologist and Co-Founder and Clinical Director of Cognitive and Behavioral Consultants, LLP. He is also Clinical Professor of Psychiatry and Behavioral Sciences, at Montefiore Medical Center/Albert Einstein College of Medicine, Bronx, NY.

From 1995 to 2015, he served as Chief of Child and Adolescent Psychology, Director of the Adolescent Depression and Suicide Program, Associate Director of the Psychology Training, and Professor of Clinical Psychiatry and Behavioral Sciences, at Montefiore Medical Center/Albert Einstein College of Medicine, Bronx, NY.

He has authored or co-authored over 80 peer-reviewed journal articles and book chapters, and has co-authored DBT Skills Training with Adolescents (2015), Dialectical Behavior Therapy with Suicidal Adolescents (2007), and DBT Skills in Schools: The Skills Training for Emotional Problem-Solving for Adolescents (STEPS-A) (2016).

Upon invitation by the American Psychological Association, Dr. Miller developed a psychotherapy training video titled, DBT for Multi-Problem Adolescents (2007). In addition, he co-authored a book titled Childhood Maltreatment, Advances in Psychotherapy-Evidence Based Practice (2006).

Esme Shaller, PhD

Esme is an associate clinical professor in psychiatry at the University of California, San Francisco and the director of the UCSF adolescent and young adult DBT program. She did her undergrad at UC Berkeley and her PhD at Stony Brook University.

Esme recently completed her DBT-LBC clinician certification and conducts regional trainings on behavior therapy in the Bay Area in addition to teaching and supervising at UCSF and UC Berkeley.

Erica Tan, PsyD

Erica Tan, PsyD, received her doctorate in clinical psychology from Regent University. Presently, she is a licensed clinical psychologist in Oregon and is an Adolescent and Family team member at Portland DBT Institute working extensively with at-risk teens who struggle with self-harming behaviors and suicidality. She also specializesin work with LGBTQIAA individuals and their families.

As a more senior member of the staff at PDBTI, she provides supervision to post-doctoral residents on site. Erica is also a member of the training team and has participated in co-leading and leading trainings Sponsored by PDBTI. She has attended the intensive and advanced intensive trainings with BTech in 2011 and 2012, in addition to other 2-day trainings. To support her practice as a psychologist who values empirically supported treatments, she is pursuing certification with the DBT-Linehan Board of Certification. She has been supervised by Linda Dimeff, PhD and is presently being supervised by Jesse Homan, LPC.

When she is not in the therapy room, Erica is often found outside hiking, mountain-biking, camping, snowboarding, hanging out in a hammock, and occasionally surfing or skateboarding.

John R. Wagner, PhD, R.Psych

Dr. John R. Wagner is a Registered Psychologist in British Columbia. He is the Director of the DBT Centre of Vancouver, a Clinical Associate at Simon Fraser University, and an Adjunct Professor at the University of British Columbia. Dr. Wagner received his Ph.D. in clinical psychology from the University of Toledo in Ohio (APA-accredited). Prior to enrolling in the doctoral program, he worked for 2 years as a research assistant at the New York Veteran’s Affairs Medical Center in New York City. At the University of Toledo, he received training in a variety of evidence-based treatments for children, adolescents, and adults.

Dr. Wagner developed his interest in DBT during his pre-doctoral internship at Tualatin Valley Centers in Portland, OR (APA- accredited). Dr. Wagner completed a joint 2-year postdoctoral fellowship with Dr. Marsha Linehan (founder of Dialectical Behaviour Therapy) at the University of Washington (UW), and with the DBT Center of Seattle. During this fellowship, Dr. Wagner received intensive training and supervision in DBT and other evidence based treatments.

He has served as the Clinic Associate Director of the Psychology Clinic at the University of British Columbia (UBC) and taught graduate level courses on DBT at both the UW and UBC. In addition, he was trained as a DBT adherence coder for Dr. Linehan’s research studies at UW and is certified as a DBT Clinician by the DBT-Linehan Board of Certification.

Dr. Wagner provides psychological services to both adolescent and adult clients and has led adolescent and adult DBT skills groups for over 12 years. He has provided workshops across Canada and frequently consults with mental health providers in working with persons struggling with complex multi-systemic disorders. He enjoys spending his free time with his lovely wife and twin boys and is an avid hiker and sea kayaker.

Chelsea Wilks, MS

Chelsey Wilks, Ph.C. is a graduate student at the University of Washington under the mentorship of Dr. Marsha Linehan and psychology intern at the Veteran Affairs San Diego working at the Aspire Center and Telemental Health Services Track.

Chelsey is interested in the use of technology to treat complex and high risk individuals. To that end, she received an NRSA from NIAAA to investigate an Internet-delivered DBT intervention for suicidal and heavy episodic drinkers.

In addition, Chelsey has interned at Microsoft Research under the mentorship of Dr. Mary Czerwinksi where she worked on an interdisciplinary team to develop and evaluate a mobile app based on DBT skills.

ISITDBT 2017 ACCREDITATION AND CONTINUING EDUCATION

For 2017, Behavioral Tech, LLC will be the CE Sponsor for ISIDBT. You must purchase Continuing Education credits prior to the Conference in order to receive those credits. ISITDBT and BTECH will not be able to issue CE credits after the conference to participants who did not purchase them. The required Approval Statements and Continuing Education Information are as follows:

Please remember to sign in & sign out to document your attendance. Only participants with 100% attendance will receive credit: Partial Credit will not be offered. You will be able to pick up you CE letter at the end of the conference. If you would like to receive a copy of your CE letter via email, please send a request to ce@behavioraltech.org following the conference, and allow 4-6 weeks for delivery.

This offering meets the requirements for the following hours by discipline. Licensing/continuing education requirements vary by state. Please contact your state’s regulatory authority to verify if this course meets your licensing/continuing education requirements. Inquiries regarding CE for other disciplines not listed may be directed to Behavioral Tech at (206) 675-8589 or via email at ce@behavioraltech.org.

Alcohol and Drug Abuse Counselors

Behavioral Tech, LLC will apply to the NAADAC – the Association for Addiction Professionals, Provider #77431. This activity is allotted 6.75 contact hours. Behavioral Tech will email you a letter documenting your attendance upon successful completion of the activity.

Mental Health Counselors

Behavioral Tech has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5885. Programs that do not qualify for NBCC credit are clearly identified. Behavioral Tech is solely responsible for all aspects of the programs. Behavioral Tech has allocated 6.75 clock hours for this 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 6.75 AMA PRA Category 1 Credits™. 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. At the end of the event, each Nurse must complete and sign the provided form to record the number of credits claimed. Keep one copy & return the other copy to Behavioral Tech.

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 6.75 AMA PRA Category 1 Credits™. At the end of the event, each Physician must complete and sign the provided form to record the number of credits claimed. Keep one copy & return the other copy to Behavioral Tech.

*This activity has been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education through the joint sponsorship of Behavioral Tech, LLC (BTECH) and the International Society for the Improvement and Teaching of Dialectical Behavior Therapy (ISITDBT). BTECH is accredited by the ACCME to provide continuing medical education for physicians.

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 6.75 hours of CE within APA guidelines.

Social Workers

Behavioral Tech, LLC is approved by the NASW, Washington State Chapter, Provider Number 1975-166, to offer continuing education for Certified Social Workers, Marriage and Family Therapists, and Mental Health Counselors. Behavioral Tech has allocated 6.75 Continuing Education hours for this activity.

Many thanks to Behavioral Tech, LLC for being the Continuing Education Sponsor for ISITDBT 2017.

ISITDBT 2017 HOTEL

The 2017 ISITDBT Conference will be held at the San Diego Hilton Bayfront Hotel, 1 Park Boulevard, San Diego, CA 9210.

You can book a room directly with this hotel at their website.

ISITDBT 2017 CONFERENCE

2017 REGISTRATION

2017 REGISTRATION

ON OR BEFORE OCTOBER 1st

AFTER OCTOBER 1st

PRICING

ON OR BEFORE OCTOBER 1st*

AFTER OCTOBER 1st*

NOVEMBER 16, 2017

NOVEMBER 16, 2017

ISITDBT 2017 PROGRAM

Countdown to ISITDBT 2017!

ISITDBT 2017 WORKSHOPS

DBT Family Therapy Workshop

Irreverence in DBT: A Reverent Therapist’s Guide to Irreverence

Clinic Recovery from Client Suicide: Principles and Practicalities

How to Deliver DBT in Schools: From Kindergarten through College

Rational-Emotive Behavior Therapy

Rational-Emotive Behavior Therapy

ISITDBT 2017 RESEARCH PRESENTATIONS

DBT in the Context of Youth Protection Services: Helping Caseworkers to Help Adolescents

Implementing a Culturally Responsive DBT Skills Intervention for Emotional Overeating and Binge Eating in Adolescence: Updates from the 2016 ISITDBT Student Research Grant

Internet-delivered DBT skills training for suicidal and heavy episodic drinkers: A randomized controlled trial

ISITDBT 2017 POSTER PRESENTATIONS

ISITDBT 2017 AWARDS

Student Research Award

Education/Service/Researcher Award

Previous Award Recipients

1997

1998

Founder’s Award

2000

Service Award

2001

Science Award

2002

Service Award

Educator Award

Educator Award

2003

Service Award

2004

Research Award

2005

Research Award

2006

Service Award

Service Award

2007

Service Award

Leadership Award

2008

Service Award

2009

Educator Award

Educator Award

Educator Award

2010

Research Award

2011

Educator Award

Educator Award

2013

Research Award

2014

Service Award

2015

Research Award

2016

Educator Award

Are we missing someone? Please let us know! isit@isitdbt.net

Student Research Award

Education/Service/Researcher Award

Previous Award Recipients

1997

1998

Founder’s Award

2000

Service Award

2001

ON OR BEFORE OCTOBER 1^st

AFTER OCTOBER 1^st

ON OR BEFORE OCTOBER 1^st*

AFTER OCTOBER 1^st*