Dialectical Behaviour Therapy (DBT) programmes are often the only available treatment for people diagnosed with borderline personality disorder and were rapidly converted to online delivery during the COVID‐19 pandemic. Limited research exists surrounding how the major elements of DBT are delivered in an online environment. This scoping review considered the operationalization of online delivery of DBT and its effectiveness. EBSCO host databases were searched using free text. Of 127 papers, 11 studies from 2010 to 2021 investigating online DBT for any clinical population were included in the review. A narrative synthesis of papers selected was undertaken. Seven articles reported results from five clinical trials (n = 437). Most adaptations mirrored face‐to‐face programmes although there was considerable variation in how therapy was facilitated. Attendance was reported to be greater online with comparable clinical improvements to face‐to‐face for those who remained in therapy. Additional challenges included managing risk, therapist preparedness and technology difficulties. Online delivery of DBT programmes is feasible and may be more accessible, acceptable and as safe and effective as face‐to‐face delivery. However, mirroring face to face delivery in an online environment may not be the most effective and efficient way to adapt DBT to online provision. Research is needed to identify areas which require further adaptation.
Five experiments were conducted to investigate potential structural and functional differences in verbal mediators given by young and elderly adults to CVC material. Experiment 1 found no significant differences in the complexity and flexibility of mediator formation by the two age groups. Experiment 2 replicated these findings using a different sample and task, and different materials. Additionally, this study also indicated a significant rank order correlation for the particular types of mediators used. Experiment 3 indicated that under some situations young subjects may be able to discriminate young from old mediators while Experiment 4 showed that younger subjects had no preference for which mediator would be most helpful to them in a learning task. Experiment 5 found that, in a paired associate learning task, young subjects learned faster the mediators given by other young subjects. The data were discussed in terms of current methodolical practices and in terms of localizing age-related memory deficits in structure or process variables.
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