Dialectical Behavior Therapy Foundational Training (5-day) with Adam C. Payne, Ph.D.
General Information
Title: Dialectical Behavior Therapy Foundational Training
Presenter: Adam C. Payne, Ph.D.
Dates: Sunday-Thursday, January 10-14, 2027. 9am - 5:15pm ET.
Fee: 5-Day Foundational: Regular Fee: $1,750 Early Bird Fee: $1,600 (until 9/1) Monthly payment plans available upon request. Special discounts available for groups of 3+ and students.
Venue: Live Webinar (Zoom)
CE Credits: 30
Dialectical Behavior Therapy Foundational Training (5-day) with Adam C. Payne, Ph.D.
Description
Since its initial development in the 1980s DBT has been shown to be effective for an array of problems related to emotion dysregulation. We know severe emotion regulation difficulties result in persons facing multiple problems across many areas of life and that these problems manifest in a variety of ways. The principles of DBT were specifically designed for cases which often present therapists with novel challenges. One of the benefits of a principle-based treatment is that it can be versatile enough to accommodate the specific situations, cultures, and contexts of the persons it serves. DBT has been studied and implemented in multiple countries across the globe.
DBT Intensive Training focuses on both the establishment of comprehensive DBT programs and the clinical skills necessary to provide the treatment to persons with complex mental health problems. Intensive training in DBT includes 4 hours of content specific to risk assessment, management, and treatment of suicidal behaviors.
The program is divided into 2 main parts that are designed to guide teams to accomplish four phases of DBT program implementation in a single program of study.
Part 1 (Foundational; 30 instructional hours)
- Preparation – self-directed readings and discussions
- Knowledge Acquisition – instructor-led training
Part 2 (Practice Improvement & Sustainability; 30 instructional hours)
- Implementation – completion of assigned homework, establishment of DBT program, and clinical case work
- Practice Improvement & Sustainability – instructor-led consultation regarding programs, teams, and clinical work
In the Knowledge Acquisition segment of Part 1, lectures, demonstrations of treatment, and small group exercises are used to teach DBT theory and strategies in-depth. In the Implementation phase of the training that happens upon conclusion of Part 1, participants consolidate and apply what they have learned with the help of practice assignments that are intended to guide the implementation process. Teams design and begin to implement their own DBT programs or to integrate DBT into an ongoing treatment setting. Based on their work in the implementation phase of the training, each team receives expert consultation on specific cases and on their program in the Practice Improvement & Sustainability segment of Part 2, including protocols for specific treatment problems and adaptations of DBT.
Before reconvening for the final 20 modules of Practice Improvement & Sustainability: Practice in Crisis Intervention
During the implementation (homework) phase of the training, each team meets with one of the trainers to practice crisis intervention according to provided guidelines.
Practice Improvement & Sustainability
Part 2 of DBT Intensive Training involves a series of tasks in the service of implementing DBT programs and clinical work. Structured didactic training shifts primarily to consultation directed at the specific needs of the teams in training while addressing training targets and advanced topics. The Practice Improvement & Sustainability segment focuses on team-based consultation & advanced topics. Each team receives focused consultation from the trainers that is observed by all participants, and each consultation is followed by a discussion among the full group of participants. While the team has an opportunity to have its specific questions addressed by DBT experts, it is expected that the observation and discussion among the whole group will result in sharpening the assessment and intervention skills of all participants, and that vicarious learning will occur that will generalize across teams and programs. Consultations are based on program and team development documents and a case formulation that is prepared by each team. Trainers use the information from these documents, a knowledge exam, and the consultations that occur across Part 2 to assess the needs of trainees and weave advanced topics into the discussions of the consultations. The final module engages teams in a series of exercises designed to solidify their learning and to strategize ways to keep their learning vibrant over time.
This instructor-led program of study consists of 10 days of training, divided into 2 parts of 5 days each, delivered onsite in conjunction with a learning management system (LMS) for a total of 60 instructor-led hours. The typical length of the full course of study is 6 months to 1 year.
Instructors
Dr. Payne is a DBT – Linehan Board of Certification, Certified DBT Clinician. Dr. Payne provides DBT Intensive Trainings for Behavioral Tech Institute, LLC. Within his role as a Behavioral Tech Trainer, he has provided DBT training to clinicians across the nation and internationally. Dr. Payne is a founding member of the Center for Cognitive and Dialectical Behavior Therapy (CCDBT). Founded in 2006, the CCDBT aims to provide effective, evidence-based, psychotherapeutic treatments for children, adolescents, and adults. The main office of this center is in Lake Success, NY on Long Island. Dr. Payne has served as a Clinical Supervisor for the Behavioral Research and Therapy Clinics (BRTC) at the University of Washington in Seattle, the clinical research center led by Marsha Linehan, Ph.D., ABPP. Dr. Payne was the Program Chair for the ISITDBT Conference for 2012 and 2013. Dr. Payne served as the Clinical Coordinator of the DBT Program at NSLIJ Schneider Children’s Hospital for seven years prior to starting the CCDBT with his colleagues. Dr. Payne currently provides individual DBT and CBT as well as serving as a DBT Skills Group Leader at CCDBT. Dr. Payne received his Ph.D. in Clinical Psychology from the State University of New York at Stony Brook in 1996.
Dialectical Behavior Therapy Foundational Training (5-day) with Adam C. Payne, Ph.D.
Objectives
Primary Objective:
As a result of this training participants will be able to provide DBT.
Learning Objectives:
- Incorporate DBT assumptions about clients, therapists, and therapy into treatment.
- Conceptualize the importance of balancing change and acceptance in providing consultation.
- Identify DBT principles and strategies used during DBT consultation team meetings.
- Increase the motivation and capability of therapists on your consultation team.
- Describe how the scientific method is used in both treatment development and conducting DBT.
- Use DBT research data to engage stakeholders in DBT.
- Adopt and practice a dialectical worldview in treatment and case formulation.
- Engage clients in treatment by providing dialectical balance between change and acceptance.
- Accurately describe the content of the Core Mindfulness skills training module.
- Convey the rationale for DBT Mindfulness skills.
- Explain how Core Mindfulness skills are key (core) to all skills taught in DBT.
- Explain the Biosocial Model of Borderline Personality Disorder (BPD) and other severe disorders in all required treatment contexts.
- Conceptualize the manner in which suicidal behavior is an attempt by patients to solve problems.
- Incorporate hypotheses to include in DBT case conceptualization (formulation) based on dialectical dilemmas experienced by persons with BPD.
- Accurately describe the content of the Emotion Regulation skills training module.
- Describe the evidence for the use of DBT Emotions Regulation skills.
- Convey the rationale for DBT Emotion Regulation skills.
- Describe the functions of comprehensive treatment and the corresponding modes employed in DBT to accomplish these functions.
- Describe how levels of disorder and stages of treatment guide treatment planning and targeting.
- Identify client’s life goals that can be used as motivation for engaging in DBT.
- Structure treatment according to the target hierarchies for each modality (e.g., individual, skills training, phone).
- Set target hierarchies for clients with multiple problems.
- Complete DBT pre-treatment tasks (e.g., identify client’s goals, orient to DBT, obtain commitments).
- Describe the key elements that should be addressed in individual DBT sessions.
- Structure individual DBT sessions.
- Describe the function of DBT skills training.
- Define the roles of the leader and co-leader in DBT skills training.
- Explain how to structure a DBT skills training class.
- Identify the contents of the DBT Interpersonal Effectiveness skills module.
- Describe the evidence for the use of DBT Interpersonal Effectiveness skills.
- Convey the rationale for DBT Interpersonal Effectiveness skills.
- Identify the contents of the DBT Distress Tolerance skills module.
- Describe the evidence for the use of DBT Distress Tolerance skills.
- Convey the rationale for DBT Distress Tolerance skills.
- Define problem behaviors specifically and behaviorally.
- Conduct a chain analysis of an episode of a target behavior.
- Conduct missing links analyses of needed behaviors that did not occur.
- Describe the DBT problem-solving strategies (skills training, cognitive modification, exposure, contingency management).
- Generate and evaluate solutions for specific problematic links from a chain analysis.
- Describe the use of validation in DBT.
- Implement the levels of validation in DBT.
- Employ dialectical strategies to motivate patients to actively work toward their goals.
- Implement DBT stylistic strategies (reciprocal and irreverent communication).
- Assess long-term and acute risk for suicide.
- Talk with individuals in a manner that facilitates assessment of suicide risk.
- Describe the steps involved in crisis management.
- Apply DBT suicide crisis protocols.
- Respond to ongoing suicidal behavior during treatment.
- Coach clients to generalize skills in all relevant contexts.
- More effectively coach clients with skills specific to their needs.
- Competently help patients employ difficult-to-use skills.
- Implement the DBT case management strategies.
- Balance case management strategies of consultation to the client and environmental intervention.
- Explain the importance of observing personal and professional limits in DBT.
- Describe the steps for observing limits in DBT.
CE Information
Continuing Education Credits are granted through Neuhoff Psychological Consulting, PLLC for the following professions: Psychologists, Social workers, Mental Health Counselors, LMFTs, and LCATs. It is the participant’s responsibility to check with their individual state boards to verify CE requirements for their state.
Please Note: Licensing Boards change regulations often, and while we attempt to stay abreast of their most recent changes, if you have questions or concerns about this course meeting your specific board’s approval, we recommend you contact your board directly to obtain a ruling.
APA
Nachas Consulting is approved by the American Psychological Association to sponsor continuing education for psychologists. Neuhoff Psychological Consulting, PLLC maintains responsibility for this program and its content.
ASWB
Neuhoff Psychological Consulting, PLLC, 2035, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 08/02/2025 – 08/02/2028 Social workers completing this course receive 30 clinical continuing education credits.
NBCC
Neuhoff Psychological Consulting PLLC has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7503. Programs that do not qualify for NBCC credit are clearly identified. Neuhoff Psychological Consulting, LLC is solely responsible for all aspects of the programs.
New York State Social Workers
Neuhoff Psychological Consulting, PLLC is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0785.
New York State Mental Health Counselors
Neuhoff Psychological Consulting, PLLC is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for Mental Health Counselor #MHC-0195
New York State Psychology
Neuhoff Psychological Consulting, PLLC is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0072.
New York State Marriage Therapy
Neuhoff Psychological Consulting, PLLC is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists #MFT-0121.
New York State Creative Arts Therapist
Neuhoff Psychological Consulting, PLLC is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed creative arts therapists. #CAT-0112.
References
Bean, J., Aurora, P., Maddox, K., Mekota, A., & Updegraff, J. (2022). A comparison of telehealth vs. in-person group therapy: Results from a DBT-based dual diagnosis IOP. Journal of Clinical Psychology, 78(12), 1–14.
Dimeff, L. A., Harned, M. S., Woodcock, E. A., Skutch, J. M., Koerner, K., & Linehan, M. M. (2015). Investigating bang for your training buck: A randomized controlled trial comparing three methods of training clinicians in two core strategies of dialectical behavior therapy. Behavior Therapy, 46(3), 283–295. https://doi.org/10.1016/j.beth.2015.01.001
Dimeff, L. A., & Koerner, K. (2007). Dialectical Behavior Therapy in Clinical Practice: Applications Across Disorders and Settings. New York, NY: Guilford Press.
Gasol, X., Navarro-Haro, M. V., Fernandez-Felipe, I., Garcia-Palacios, A., Suso-Ribera, C., & Gasol-Colomina, O. (2022). Preventing emotional dysregulation: Acceptability and preliminary effectiveness of a DBT skills training program for adolescents in the Spanish school system. International Journal of Environmental Research and Public Health, 19(1), 494.
Hastings, R., Swales, M., Hughes, J., Jones, C., & Hastings, C. (2021). Universal delivery of a DBT skills programme (DBT STEPS-A) for adolescents in a mainstream school: Feasibility study. International Journal of Developmental Disabilities, 68(5), 1–8.
Hughes, A. J., Botanov, Y., & Beier, M. (2022). DBT skills training for individuals with multiple sclerosis and their support partners: A pilot randomized controlled trial. Multiple Sclerosis and Related Disorders, 59.
Koerner, K. (2012). Doing Dialectical Behavior Therapy: A Practical Guide. New York, NY: Guilford Press.
Lammers, M. W., Vroling, M. S., Crosby, R. D., & van Strien, T. (2020). DBT compared to CBT in binge-eating disorder: An effectiveness study with 6-month follow-up. Journal of Eating Disorders, 8, 27.
Lee, E. B., Harms, M. B., & Jeffery, J. (Year unavailable). The contributions of skills to the effectiveness of DBT: Randomized controlled trials.
Linehan, M. M. (1993). Cognitive-Behavioral Treatment for Borderline Personality Disorder. New York, NY: Guilford Press.
Linehan, M. M. (1993). Skills Training Manual for the Treatment of Borderline Personality Disorder. New York, NY: Guilford Press.
Linehan, M. M. (2014). Skills Training Manual for Dialectical Behavior Therapy (2nd ed.). New York, NY: Guilford Press.
Mazza, J. J., Dexter-Mazza, E. T., Miller, A. L., Rathus, J. H., & Murphy, H. E. (2016). DBT Skills in Schools. New York, NY: Guilford Press.
McMain, S. F., Chapman, A. L., Kuo, J. R., Dixon-Gordon, K. L., Guimond, T., Labrish, C., Isaranuwatchai, W., & Streiner, D. L. (2018). The effectiveness of 6 versus 12 months of DBT for BPD: A noninferiority randomized clinical trial. BMC Psychiatry, 18(1), 230. https://doi.org/10.1186/s12888-018-1803-z
Miller, A. L., Rathus, J. H., & Linehan, M. M. (2007). Dialectical Behavior Therapy for Suicidal Adolescents. New York, NY: Guilford Press.
Rathus, J. H., & Miller, A. L. (2014). DBT Skills Training Manual for Adolescents. New York, NY: Guilford Press.
Rizvi, S. L., Finkelstein, J., Wacha-Montes, A., Yeager, A. L., Ruork, A. K., Yin, Q., Kellerman, J. K., Kim, J., Stern, A., Oshin, L., & Kleiman, E. M. (2022). Randomized clinical trial of a brief, scalable intervention for mental health sequelae in college students during the COVID-19 pandemic. Behaviour Research and Therapy, 149.
Simon, G. E., Shortreed, S. M., Rossom, R. C., Beck, A., Clarke, G. N., Whiteside, U., Richards, J. E., Penfold, R. B., Boggs, J. M., & Smith, J. (2022). Effect of offering care management or online DBT skills training vs. usual care on self-harm among adult outpatients with suicidal ideation: A randomized controlled trial. JAMA, 327(7), 630–638.
Sinnaeve, R., Van den Bosch, L. M., & Vansteelandt, K. (2018). Effectiveness of step-down versus outpatient dialectical behaviour therapy for patients with severe levels of borderline personality disorder: A pragmatic randomized controlled trial. Borderline Personality Disorder and Emotion Dysregulation, 5(1), 5. https://doi.org/10.1186/s40479-018-0089-5
Swales, M. A. (2019). Oxford Handbook of Dialectical Behaviour Therapy. London: Oxford Library of Psychology.
Swenson, C. R. (2016). DBT Principles in Action: Acceptance, Change, and Dialectics. New York, NY: Guilford Press.
Wilks, C. R., Lungu, A., Ang, S. Y., Matsumiya, B., Yin, Q., & Linehan, M. M. (2018). A randomized controlled trial of an internet-delivered dialectical behavior therapy skills training for suicidal and heavy episodic drinkers. Journal of Affective Disorders, 232, 219–228. https://doi.org/10.1016/j.jad.2018.02.053
Satisfactory Completion:
Participants must have signed in and out, attended the entire workshop to receive a certificate. Failure to sign/log in or out will result in forfeiture of credit for the entire course. No exceptions will be made. Partial credit is not available. Certificates are available electronically after satisfactory course completion. A link will be provided for those who have completed the training.
Dialectical Behavior Therapy Foundational Training (5-day) with Adam C. Payne, Ph.D.
Policies
Application Deadline: January 25, 2027 or until all training spaces are filled, whichever comes first.
Notification of Acceptance
Applicants will be notified, via email, of acceptance when registration is complete, and payment is received.
Refund/Cancellation Policy
Tuition/registration payments are refundable until December 27, 2026. Cancellations after this date are non-refundable. In this situation, we will attempt to find someone to take your slot (based on our waiting list).
Accessibility
There will be handicap accessibility.
Course level
Level of clinician
Our Grievance Policy for trainings is available here.
Dialectical Behavior Therapy Foundational Training (5-day) with Adam C. Payne, Ph.D.
Schedule
| Sunday, January 10, 2027 |
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| Monday, January 11, 2027 |
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| Tuesday, January 12, 2027 |
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| Wednesday, January 13, 2027 |
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| Thursday, January 14, 2025 |
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Dialectical Behavior Therapy Foundational Training (5-day) with Adam C. Payne, Ph.D.
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