Innovations in Practice: Dialectical behaviour therapy – skills training for emotional problem solving for adolescents (DBT STEPS‐A): evaluation of a pilot implementation in Irish post‐primary schools

Abstract

Background Whole school approaches to mental health are recommended where schools and community partners work together to support positive mental health for young people. Universal interventions which adopt this approach are limited however. This study evaluates the pilot implementation of DBT STEPS‐A, a social–emotional learning programme for adolescents, in Ireland. Method Data were collected at the beginning and end of the academic year from students who participated in DBT STEPS‐A and a control group. A matched comparison was conducted where a subset of the data was analysed consisting of 72 adolescents aged 15–16 years from two schools in the south of Ireland. Outcomes included emotion symptoms, dysfunctional coping and DBT skill use. Linear mixed‐effects models were used to estimate the treatment effect (intervention vs. control). Results A statistically significant treatment effect was observed on two of four outcome measures (emotion symptom index: p = 0.011; internalising problems: p = 0.012). The effect sizes were large (Cohen's F squared = 0.65 and 0.83 respectively). Conclusions Significant reductions on measures which assess constructs including depression, anxiety and social stress were found for the intervention group. The results suggest that DBT STEPS‐A may yield positive effects for adolescents who complete the intervention. Feedback from adolescents and teachers suggests that refinement of content, structure and implementation may make the programme more accessible to an adolescent population.

The Effectiveness of Problem-Solving Education on Perceived Stress of Mothers with Children with Special Learning Disabilities.

“…The results of this research is in line with researches performed by Black [17], Van Aken and Flynn [18].…”

Meta-analysis and systematic review of teacher-delivered mental health interventions for internalizing disorders in adolescents

“…Seven papers were excluded from all analyses due to insufficient outcome data reported (Fitzpatrick et al, 2013;Karam et al, 2008;Lombas et al, 2019;Malgady, Rogler, & Costantino, 1990;Patton et al, 2006;Roberts et al, 2018;Williford et al, 2012). Two further papers were excluded from both analyses as the measure and outputs were an integrated internalizing disorder symptom score (Flynn, Joyce, Weihrauch, & Corcoran, 2018;Perry et al, 2014). As several studies used multiple measures for the same symptom, an a priori decision was made to use outcome data from one measure in each study.…”

“…The mean age of the participants across the studies ranged from 11 (Barrett & Turner, 2001) to 17 (Van der Gucht et al, 2017). Two interventions (4%) were delivered solely to male students (Gelkopf & Berger, 2008;Martin, 2008), and five interventions (10%) were delivered only to female students (Flynn et al, 2018;Garcia, Pintor, Vazquez, & Alvarez-Zumarraga, 2011;Green, Grant, & Rynsaardt, 2007;Harnett & Dadds, 2004;Pluess & Boniwell, 2015).…”

“…Twenty-seven studies (52%) used an intervention that taught cognitive-behavioral skills, 15 (29%) focused on social, relationship and interpersonal skills and 9 (17%) on relaxation/mindfulness. A small number of studies taught positive psychology (Shoshani & Steinmetz, 2014), Acceptance and Commitment Therapy skills (ACT; Van der Gucht et al, 2017), psychoeducation (Perry et al, 2014) and Dialectical Behavior Therapy skills (Flynn et al, 2018).…”

Implementation of Dialectical Behavioral Therapy for Adolescents (DBT-A) Skills Group in High Schools for At-Risk Youth: Going 4 Goals Protocol

“…Moreover, the researchers adapted the DBT-A program to delivered over the course of 22-weeks rather than 30-weeks, as originally proposed by Mazza and colleagues. Positive outcomes were found, such that among their sample of 72 girls aged 15-16, participation in the group intervention was associated with signi cant improvements in emotional distress symptoms and internalizing problems compared to a control group of youth who did not receive the intervention (Flynn et al, 2018).…”