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Dialectical behaviour therapy: An increasing evidence base

Feigenbaum, J; (2007) Dialectical behaviour therapy: An increasing evidence base. Journal of Mental Health , 16 (1) pp. 51-68. 10.1080/09638230601182094.

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Abstract

Background: Dialectical behaviour therapy (DBT) was originally developed and evaluated for the treatment of women diagnosed with borderline personality disorder (BPD) in the community. Since then the evidence base for its effectiveness has expanded considerably. Aims: To review the evidence base for the DBT model for BPD and the effectiveness of modified DBT for use with clients with co-morbid disorders, across the lifespan and across a range of clinical settings. Method: A review of the literature and clinical data from current services. Results: The efficacy of DBT for BPD has been shown in four RCTs. Across settings, modifications of DBT have been shown to be effective for individuals with co-morbid disorders and across the lifespan. Conclusions: DBT has an emerging evidence base for its effectiveness, primarily with individuals with BPD. Newer studies have begun to deconstruct the treatment model to identify the effective components. Declaration of interest: The author is a member of the UK DBT training team and receives funding from the Department of Health (UK) and the Department for Education and Skills. © Shadowfax Publishing and Informa UK Ltd.

Type: Article
Title: Dialectical behaviour therapy: An increasing evidence base
DOI: 10.1080/09638230601182094
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/1361704
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