TY - JOUR
T1 - Feasibility of Using Video to Teach a Dialectical Behavior Therapy Skill to Clients With Borderline Personality Disorder
AU - Waltz, Jennifer
AU - Dimeff, Linda A.
AU - Koerner, Kelly
AU - Linehan, Marsha M.
AU - Taylor, Laura
AU - Miller, Christopher
N1 - Funding Information:
This research was supported by grant MH58942-02 from the National Institute on Mental Health, awarded to Jennifer Waltz, Ph.D.
PY - 2009/5
Y1 - 2009/5
N2 - This study tested the feasibility of using a psychoeducational video recording to teach a behavioral skill from the Dialectical Behavior Therapy (DBT; Linehan, 1993a, 1993b) skills training program to individuals meeting criteria for borderline personality disorder. A video presenting a DBT emotion-regulation skill was developed and the extent to which viewers learned the skill material was evaluated via a randomized controlled trial (RCT), utilizing a within-subjects design. Thirty individuals meeting DSM-IV criteria for borderline personality disorder participated. Participants were recruited from mental health treatment settings and were naïve to DBT. Viewing the video was associated with significant increases in knowledge of the skill, relative to viewing a control video, and with increases in participants' expectations of positive outcomes for skill use. In addition, participants rated the video as relevant and helpful. A remarkably high number (80%) utilized the skill taught subsequent to viewing the video when assigned to do so, and overall reported significant decreases in negative affect after using the skill. Video appears to be feasible as a medium for teaching DBT skills material under controlled conditions; future research is needed to examine the effectiveness of video in more naturalistic settings.
AB - This study tested the feasibility of using a psychoeducational video recording to teach a behavioral skill from the Dialectical Behavior Therapy (DBT; Linehan, 1993a, 1993b) skills training program to individuals meeting criteria for borderline personality disorder. A video presenting a DBT emotion-regulation skill was developed and the extent to which viewers learned the skill material was evaluated via a randomized controlled trial (RCT), utilizing a within-subjects design. Thirty individuals meeting DSM-IV criteria for borderline personality disorder participated. Participants were recruited from mental health treatment settings and were naïve to DBT. Viewing the video was associated with significant increases in knowledge of the skill, relative to viewing a control video, and with increases in participants' expectations of positive outcomes for skill use. In addition, participants rated the video as relevant and helpful. A remarkably high number (80%) utilized the skill taught subsequent to viewing the video when assigned to do so, and overall reported significant decreases in negative affect after using the skill. Video appears to be feasible as a medium for teaching DBT skills material under controlled conditions; future research is needed to examine the effectiveness of video in more naturalistic settings.
UR - http://www.scopus.com/inward/record.url?scp=64949110520&partnerID=8YFLogxK
U2 - 10.1016/j.cbpra.2008.08.004
DO - 10.1016/j.cbpra.2008.08.004
M3 - Article
AN - SCOPUS:64949110520
SN - 1077-7229
VL - 16
SP - 214
EP - 222
JO - Cognitive and Behavioral Practice
JF - Cognitive and Behavioral Practice
IS - 2
ER -