Effects of Dialectical Behavioral Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) Program of Rural Ninth-Grade Students

Autor/inn/en	Martinez, Robert R., Jr.; Marraccini, Marisa E.; Knotek, Steven E.; Neshkes, Rebecca A.; Vanderburg, Juliana
Titel	Effects of Dialectical Behavioral Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) Program of Rural Ninth-Grade Students
Quelle	In: School Mental Health, 14 (2022) 1, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martinez, Robert R., Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-021-09463-5
Schlagwörter	Grade 9; Rural Schools; High School Students; Resilience (Psychology); Emotional Response; Self Control; Behavior Modification; Program Effectiveness; Social Emotional Learning; Social Development; Emotional Development; Training; Problem Solving + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Emotionales Verhalten; Selbstbeherrschung; Behaviour modification; Verhaltensänderung; Soziale Entwicklung; Gefühlsbildung; Ausbildung; Problemlösen
Abstract	A classroom guidance curriculum following the dialectical behavior therapy skills training for emotion problem solving for adolescents (DBT STEPS-A) was evaluated using a pretest-posttest nonequivalent groups quasi-experimental design. Data from 94 ninth-grade students (42 treatment, 52 control) enrolled in a rural high school were analyzed via hierarchical linear modeling. Results indicated a treatment effect on students' self-reported social resilience and emotion regulation difficulties, indicating potential for the classroom guidance curriculum. Results from exploratory analyses also supported a treatment effect for understanding and acceptance of DBT skills. The findings have direct implications for school counselors and other school-based mental health professionals, highlighting the positive effects of proactively employing universal social and emotional learning interventions targeting the development of adolescent social and emotional skill building. A discussion on future practice and research is also included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01