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Implementing Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A)
Carla D Chugani1, Courtney E Murphy1, Janine Talis1
1Department of Pediatrics, Division of Adolescent and Young Adult Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA USA.
School Mental Health
|August 11, 2021
Summary
This study examined the Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) program in a low-income high school. Findings show the program is feasible and acceptable for teachers, but requires adjustments for diverse students and enhanced teacher support.
Area of Science:
- Adolescent mental health
- Socio-emotional learning
- School-based interventions
Background:
- Adolescents in low-income areas face significant mental health needs due to poverty and trauma.
- Limited access to mental health services exacerbates these challenges.
- Socio-emotional learning (SEL) programs offer a potential avenue for support.
Purpose of the Study:
- To investigate the implementation of the "Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A)" curriculum.
- To assess the acceptability, appropriateness, and feasibility of DBT STEPS-A in a low-income high school setting.
- To identify implementation challenges and potential solutions for school-based mental health programs.
Main Methods:
- Mixed-methods approach utilizing quantitative and qualitative data.
- Data collected from 29 school stakeholders pre-implementation and 23 post-implementation.
- Exploration of program implementation with deviations from standard training protocols due to resource constraints.
Main Results:
- DBT STEPS-A was found to be acceptable and feasible for teachers delivering the program.
- Further work is needed to ensure content appropriateness for diverse student populations.
- Challenges identified in lesson implementation and teacher support for skill generalization.
Conclusions:
- DBT STEPS-A demonstrates potential as a school-based mental health intervention in under-resourced settings.
- Adaptations are necessary to optimize content relevance and implementation fidelity.
- Addressing teacher training and support is crucial for successful program integration and sustainability.
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