theoretic model that binge eating functions as affect regulation and, therefore, that teaching adaptive emotion-regulation skills eliminates maladaptive emotion-regulation behaviors. TeIch et also developed a 20-session group format that modified DBT to binge-eating problems by tailoring the treatment target hierarchy and creating experiential exer-cises to teach and strengthen skills (e.g., mindful eating exercises). TeIch et also also made the treatment distinct from interpersonal psychotherapy (by removing the interpersonal effectiveness module) and distinct from standard cognitive-behavioral therapy for eating disorders (Le., standard components, e.g., self-monitoring of food intake, prescriptions for normalization of eating, and meal patterning or cognitive restructuring of weight and shape concerns were not included). Data from a small (n = 11)

DOI link for theoretic model that binge eating functions as affect regulation and, therefore, that teaching adaptive emotion-regulation skills eliminates maladaptive emotion-regulation behaviors. TeIch et also developed a 20-session group format that modified DBT to binge-eating problems by tailoring the treatment target hierarchy and creating experiential exer-cises to teach and strengthen skills (e.g., mindful eating exercises). TeIch et also also made the treatment distinct from interpersonal psychotherapy (by removing the interpersonal effectiveness module) and distinct from standard cognitive-behavioral therapy for eating disorders (Le., standard components, e.g., self-monitoring of food intake, prescriptions for normalization of eating, and meal patterning or cognitive restructuring of weight and shape concerns were not included). Data from a small (n = 11)

theoretic model that binge eating functions as affect regulation and, therefore, that teaching adaptive emotion-regulation skills eliminates maladaptive emotion-regulation behaviors. TeIch et also developed a 20-session group format that modified DBT to binge-eating problems by tailoring the treatment target hierarchy and creating experiential exer-cises to teach and strengthen skills (e.g., mindful eating exercises). TeIch et also also made the treatment distinct from interpersonal psychotherapy (by removing the interpersonal effectiveness module) and distinct from standard cognitive-behavioral therapy for eating disorders (Le., standard components, e.g., self-monitoring of food intake, prescriptions for normalization of eating, and meal patterning or cognitive restructuring of weight and shape concerns were not included). Data from a small (n = 11)