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E u r o S c i C o n C o n f e r e n c e o n
PEDIATRICS
2017
Pediatrics 2017
Volume:3 Issue:4(Suppl)
Journal of Pediatric Care
ISSN 2471-805X
N o v e m b e r 1 3 - 1 4 , 2 0 1 7
L o n d o n , U K
Page 23
S
evere emotional and behavioral difficulties in pre-adolescent children
can manifest in multiple ways, including verbal and physical aggression,
suicidality, non-suicidal self-injury, and irritable/angry mood. Consistent with
a biosocial theory, these children may have an inborn sensitivity to emotions
and may be raised in an invalidating environment. Dialectical Behavior Therapy
adapted for pre-adolescent children (DBT-C) aims to improve functioning in
affected children by teaching adaptive coping skills and helping parents create
a validating and a change-ready environment. DBT-C has been examined
in two Randomized Clinical Trials and the results indicated feasibility and
efficacy of this intervention for children with severe emotional and behavioral
dysregulation. DBT-C retains the theoretical model, principles and therapeutic
strategiesof standardDBT, and incorporatesalmost all of theadultDBTskillsand
didactics into the curriculum. However, the presentation and packaging of the
information are considerably different to accommodate for the developmental
and cognitive levels of a pediatric population. Further, an extensive parent
training component has been added to the model. One of the major departures
from adult and adolescent DBT is the treatment target hierarchy, which has
been greatly expanded from four to ten main targets, to incorporate DBT-C’s
emphasis on the parental role in attaining child’s treatment goals. DBT-C views
parental emotion regulation, creation of a validating environment and practice
of skills with children as the main mechanisms of change.
Learning Objectives:
Upon completion of this training, participants will be able to:
1. Characterize the population to be targeted by DBT for children
2. Describe adaptations to the DBT model when delivered with children
3. Understand the basic structure and procedures of DBT for children
4. Understand the treatment target hierarchy
5. Describe the parent training component of DBT for children
6. Describe the skills training component of the DBT-C
Biography
Francheska Perepletchikova, Ph.D., DBT-Linehan Board of Cer-
tification Board Certified Clinician is an Assistant Professor of
Psychology, Department of Psychiatry, Weill Cornell Medical
College. Dr. Perepletchikova received her B.A. degree at St.
John’s University and graduated with goldmedal for the highest
academic average. Dr. Perepletchikova received graduate train-
ing in two disciplines, developmental and clinical psychology.
She obtainedM.A. in Developmental Psychology fromTeachers
College, Columbia University in 1996 and received Ph.D. in Clin-
ical Psychology from Yale University Department of Psychol-
ogy in 2007 with James B. Grossman Best Dissertation Prize.
During her internship and post-doctoral training at Yale Univer-
sity School of Medicine, Dr. Perepletchikova gained expertise in
Dialectical Behavior Therapy (DBT). She obtained intensive and
advanced intensive trainings in DBTwith Dr. Linehan. Further, Dr.
Perepletchikova have been established as able to deliver DBT
with adherence and calibrated as a reliable DBT adherence rater
by Behavioral Research and Therapy Clinics at the University of
Washington. In 2015, she became a BTech trainer. In 2016 Dr.
Perepletchikova became a DBT-Linehan Board of Certification
Board Certified Clinician.
frp2008@med.cornell.eduTreatment of severe mood dysregulation and
corresponding behavioural discontrol in a paediatric
population
Francheska Perepletchikova
Weill Cornell Medical College, USA
Francheska Perepletchikova, J Pediatr Care 2017, 3:4(Suppl)
DOI: 10.21767/2471-805X-C1-002