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Group dialectical behavioral therapy for binge‐eating disorder: Outcomes from a community case series
Author(s) -
Blood Lauren,
Adams Gillian,
Turner Hannah,
Waller Glenn
Publication year - 2020
Publication title -
international journal of eating disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.785
H-Index - 138
eISSN - 1098-108X
pISSN - 0276-3478
DOI - 10.1002/eat.23377
Subject(s) - dialectical behavior therapy , binge eating disorder , mood , psychopathology , psychology , abstinence , eating disorders , binge eating , clinical psychology , group psychotherapy , anxiety , interpersonal psychotherapy , psychiatry , depression (economics) , psychotherapist , bulimia nervosa , randomized controlled trial , borderline personality disorder , medicine , macroeconomics , economics
Objective Whilst there is evidence to support the use of group dialectical behavioral therapy (DBT) in the treatment of binge‐eating disorder (BED), few studies have reported on its effectiveness when delivered in routine clinical practice. This study addressed this gap by exploring the effectiveness of group DBT for BED when delivered in a community eating disorder service. Method Participants were 56 adults who presented with BED, and were offered a 20‐week DBT group. Eight groups were conducted. Measures of eating disorder pathology, anxiety, depression and emotion regulation were completed at start and end of treatment, and one‐month follow‐up. Results The attrition rate was 16.1%. Abstinence rates (no objective binges in the previous month) were approximately 60% at the end of treatment and 50% at follow‐up. There were significant reductions in eating disorder psychopathology (but not in mood) by end of treatment and improvements were maintained at follow‐up. Discussion Group DBT is an acceptable and effective treatment for adults with BED when delivered in a routine community setting. Findings are broadly comparable with those from research trials. The lack of significant effect on mood suggests that DBT can be effective by teaching new emotion‐regulation skills, rather than changing mood per se.