Home
Resource
Dialectical behavior therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) in urban school contexts: a mixed methods study
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(3.34 MB)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Panish, Devora S.. Dialectical behavior therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) in urban school contexts: a mixed methods study. Retrieved from https://doi.org/doi:10.7282/t3-8mmq-8058

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleDialectical behavior therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) in urban school contexts: a mixed methods study
NamePanish, Devora S. (author); Cleary, Timothy (chair); Elias, Maurice J. (member); Mazza, James J. (member); Kerner, Sarah (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2021-08 (degree)
SubjectPsychology, Dialectical behavior therapy, School-based mental health, Urban contexts
Extent207 pages
DescriptionThe global population's rising mental health needs have resulted in myriad efforts to increase accessibility to intervention and support services, particularly those offered in school settings. Researchers and practitioners are increasingly exploring novel approaches to prevent and reduce the likelihood of mental health issues rather than its traditional emphasis on intervening when problems have already emerged. The recently developed Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) is an extension of the empirically-supported DBT interventions and in effect, brings strong clinical therapy to universal school settings. The current study utilizes a mixed-methods research design to explore a pilot implementation of DBT STEPS-A in an urban public school context across two sixth grade student cohorts (i.e., Study 1 and Study 2). Three broad research questions addressed students’ quantitative gain scores and two qualitative dimensions of social validity (i.e., perceived acceptability and importance of effects). Although most data was collected for only Study 1 students, information pertaining to students’ social validity perceptions of DBT STEPS-A’s effects was gathered from both student cohorts at distinct data collection points. Based on the analyses conducted, results revealed no statistically significant improvements in students’ overall psychopathology and emotion regulation scores at post-intervention. However, qualitative analysis of social validity data regarding student perceptions of the importance of DBT STEPS-A revealed that both Study 1 and Study 2 students perceived beneficial outcomes over the course of the intervention including improvements in their emotion regulation skills. In addition, qualitative data suggested that Study 1 students perceived several DBT STEPS-A's activities and/or procedures as acceptable, although many suggestions were made for improving and enhancing this intervention. Study findings highlight the importance of acquiring competencies related to designing and implementing SEL programs, while considering student voice. Study findings contribute to DBT STEPS-A's preliminary program implementation literature and provide insight as to the initial effectiveness and social validity of the intervention including the perceived core desirable features of DBT STEPS-A and the importance of their effects among urban, low-income middle school students. Implications and limitations of this study are recognized.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-8mmq-8058
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024