Imperial College London
Alternate

DrKirstenBarnicot

Faculty of Medicine, Department of Brain Sciences

Honorary Lecturer
 
 
 
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Contact

 

k.barnicot

 
 
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Location

 

3/8Commonwealth BuildingHammersmith Campus

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Summary

 

Publications

Citation

BibTex format

@article{Barnicot:2015:10.1371/journal.pone.0140635,
author = {Barnicot, K and Couldrey, L and Sandhu, S and Priebe, S},
doi = {10.1371/journal.pone.0140635},
journal = {PLOS One},
title = {Overcoming Barriers to Skills Training in Borderline Personality Disorder: A Qualitative Interview Study},
url = {http://dx.doi.org/10.1371/journal.pone.0140635},
volume = {10},
year = {2015}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - Despite evidence suggesting that skills training is an important mechanism of change in dialecticalbehaviour therapy, little research exploring facilitators and barriers to this processhas been conducted. The study aimed to explore clients’ experiences of barriers to dialecticalbehaviour therapy skills training and how they felt they overcame these barriers, and tocompare experiences between treatment completers and dropouts. In-depth qualitativeinterviews were conducted with 40 clients with borderline personality disorder who hadattended a dialectical behaviour therapy programme. A thematic analysis of participants’reported experiences found that key barriers to learning the skills were anxiety during theskills groups and difficulty understanding the material. Key barriers to using the skills wereoverwhelming emotions which left participants feeling unable or unwilling to use them. Keyways in which participants reported overcoming barriers to skills training were by sustainingtheir commitment to attending therapy and practising the skills, personalising the way theyused them, and practising them so often that they became an integral part of their behaviouralrepertoire. Participants also highlighted a number of key ways in which they weresupported with their skills training by other skills group members, the group therapists, theirindividual therapist, friends and family. Treatment dropouts were more likely than completersto describe anxiety during the skills groups as a barrier to learning, and were less likelyto report overcoming barriers to skills training via the key processes outlined above. Thefindings of this qualitative study require replication, but could be used to generate hypothesesfor testing in further research on barriers to skills training, how these relate to dropout,and how they can be overcome. The paper outlines several such suggestions for furtherresearch.
AU  - Barnicot,K
AU  - Couldrey,L
AU  - Sandhu,S
AU  - Priebe,S
DO  - 10.1371/journal.pone.0140635
PY  - 2015///
SN  - 1932-6203
TI  - Overcoming Barriers to Skills Training in Borderline Personality Disorder: A Qualitative Interview Study
T2  - PLOS One
UR  - http://dx.doi.org/10.1371/journal.pone.0140635
UR  - http://hdl.handle.net/10044/1/32018
VL  - 10
ER  -
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