ABSTRACT
DBT is a cognitive-behavioural treatment based on behavioural theory rather than cognitive theory. In one conceptualization of the history of CBT, a focus on the principles of learning theory as a primary mechanism of change constituted the ``®rst wave'' of CBT, with a focus on cognition and its content forming the ``second wave'' (Hayes, Follette, & Linehan, 2004). ``Thirdwave'' therapies, of which DBT was perhaps one of the ®rst, possess a number of common features; re-examination of the applicability of learning theory to verbally mediated CBTs (in particular an emphasis on the function rather than the form of psychological phenomena), incorporation of mindfulness and acceptance into CBT and an emphasis on the relevance of the principles and procedures of the therapy to the therapist as well as the client (Hayes et al., 2004). DBT, like the original ®rstwave approaches, considers anything a person doesÐthinking and emoting as well as actingÐas behaviour. Principles of learning theory apply equally to all of these aspects of behaviour. Therapists in DBT utilize these principles to assist clients to modify cognitions as well as emotions and overt behaviours. This Point, which focuses on classical conditioning, and the one that follows, on operant conditioning, discuss the application of learning theory in DBT.
