scholarly journals Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System

2022 ◽  
Vol 19 (1) ◽  
pp. 494
Author(s):  
Xavier Gasol ◽  
María Vicenta Navarro-Haro ◽  
Isabel Fernández-Felipe ◽  
Azucena García-Palacios ◽  
Carlos Suso-Ribera ◽  
...  
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
Secondary School ◽  
Training Program ◽  
Dialectical Behavior Therapy ◽  
Emotional Regulation ◽  
Emotional Problem ◽  
Skills Training ◽  
Emotional Dysregulation ◽  
Positive Trend

Emotional dysregulation is a key factor in the development and maintenance of multiple disabling mental disorders through a person’s lifespan. Therefore, there is an urgent need to prevent emotional dysregulation as early as possible. The main aim of this study was to evaluate the acceptability and preliminary effectiveness of an adapted Dialectical Behavior Therapy Skills Training program for Emotional Problem Solving in Adolescents (DBT STEPS-A) during secondary school. The sample included 93 adolescents (mean age = 12.78; SD = 0.54; and 53% female) studying in their 2nd year of secondary school in a public center in Catalonia (Spain). Measures of acceptability, difficulties of emotional regulation, mental health problems, and life satisfaction were completed before and after participation in the DBT STEPS-A program during one academic year. The majority of students rated the program as useful (64%) and enjoyed the classes (62%) and 48% of them reported practicing the newly learned skills. Statistically significant improvements were revealed in some emotional regulation-related variables, namely the number of peer problems (p = 0.003; d = 0.52) and prosocial behaviors (p < 0.001; d = −0.82). Although non-significant, the scores in the remaining outcomes indicated a general positive trend in emotional dysregulation, mental health, and life satisfaction. The adapted DBT STEPS-A was very well-accepted and helped overcome some emotional regulation difficulties in Spanish adolescents.

scholarly journals Emotional Regulation In Teens And Improvement of Constructive Skills (EmoTIConS): Study Protocol For A Randomized Controlled Trial

2021 ◽  
Author(s):  
Laura Pedrini ◽  
Roberta Rossi ◽  
Laura Rosa Magni ◽  
Mariangela Lanfredi ◽  
Serena Meloni ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotional Regulation ◽  
Emotional Problem ◽  
Skills Training ◽  
Control Group ◽  
Post Intervention ◽  
Adolescent Students ◽  
Biological Features ◽  
Biological Variables ◽  
The Impact

Abstract Background: Emotional dysregulation (ED) constitutes a relevant factor involved in the onset and maintenance of many mental disorders. Targeting ED during adolescence could be determinant both to identify high risk individuals and to promote preventive interventions. This study will aim to evaluate the impact of a brief Dialectical Behavioral Therapy (DBT)-based intervention for adolescent students by measuring changes in emotional regulation skills and impulsive behaviors. Moreover, alterations in biological features related to stress response and inflammation will be assessed as potential biological variables associated to ED.Methods: This is a randomized trial. A total of 20 classes of adolescent students will be recruited among high schools in Brescia, a city in the North of Italy. They will be randomized to the psychoeducational intervention (experimental group) or to a control condition (control group). The intervention will be based on DBT Skills Training for Emotional Problem Solving for Adolescents, and it will consist in four monthly 2-hours sessions (for a total of 8 hours) scheduled during regular school-time. Participants will be assessed at baseline, post-intervention, and at 3 and 6-month of follow-up. The primary outcome measures will be represented by changes in the use of emotional regulation skills (measured by the DBT-Ways of Coping Checklist) and by changes in the frequency of impulsive behaviours (measured by an ad-hoc created checklist). Salivary samples will be collected at baseline and post-intervention to explore possible biological features underlying ED.Discussion: Data from the present project will offer the opportunity to better understand the complex phenomenon of ED. Repeated assessment will cover several domains (emotional, behavioral, social, biological) as potential factors associated with ED. Moreover, it will be possible to measure the effect of the proposed intervention, contributing to improve knowledge on the impact of school-based universal preventive programs. Finally, the current trial will propose an integrated screening- and intervention-based model. Ultimately, this could reduce barriers to youth’s mental health care by fostering collaboration between schools and mental health services. Trial registration: ClinicalTrials.gov ID: NCT04349709. Registration date: 16/04/2020https://clinicaltrials.gov/ct2/show/NCT04349709

Evaluating the Effectiveness of a Dialectical Behaviour Therapy (DBT) Informed Programme in a Community Perinatal Team

2018 ◽  
Vol 46 (5) ◽  
pp. 541-553 ◽  
Author(s):  
Hannah Wilson ◽  
Alexandra L. Donachie
Keyword(s):  
Mental Health ◽  
Emotional Regulation ◽  
Emotion Dysregulation ◽  
Distress Tolerance ◽  
Training Group ◽  
Skills Training ◽  
Perinatal Period ◽  
Emotional Dysregulation ◽  
Intervention Period ◽  
Behaviour Therapy

Background:Adapted DBT programmes have been well documented but little has been published on such programmes in the perinatal period.Aim:To assess the effectiveness of a stand-alone DBT skills group for perinatal women with emotion dysregulation.Method:A stand-alone DBT-informed skills training group was offered to 21 women with emotional dysregulation under the care of a perinatal community mental health team; 14 completed the programme. Staff received support via a consultation group. Modules included mindfulness, emotional regulation, distress tolerance and interpersonal effectiveness adapted to the specific demands of parenting infants. Outcome measures were collected at three time points: assessment, start of the group and at the end.Results:Statistical analysis showed significant reduction in CORE scores over the intervention period (t(13) = 5.32,p< .001; Cohen'sd= 0.83), with similar effects on the Mental Health Confidence Scale (t(13) = ‒8.03,p< .001, Cohen'sd= 0.83) and Living with Emotions Scale (t(13) = ‒9.42,p< .001, Cohen'sd= 0.93). There were no significant changes on these three measures from assessment to start of the group.Conclusions:In this uncontrolled study, the intervention period was associated with reduced distress, increased confidence and ability to regulate emotion. Recommendations for continuing this model of service delivery are made. Further research is needed.

scholarly journals Emotional Regulation in Teens and Improvement of Constructive Skills (EmoTIConS): study protocol for a randomized controlled trial

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Laura Pedrini ◽  
Roberta Rossi ◽  
Laura Rosa Magni ◽  
Mariangela Lanfredi ◽  
Serena Meloni ◽  
...  
Keyword(s):  
Mental Health ◽  
Emotional Regulation ◽  
Skills Training ◽  
Emotional Dysregulation ◽  
Control Group ◽  
Post Intervention ◽  
Adolescent Students ◽  
Biological Features ◽  
Biological Variables ◽  
The Impact

Abstract Background Emotional dysregulation (ED) constitutes a relevant factor involved in the onset and maintenance of many mental disorders. Targeting ED during adolescence could be a determinant both to identify high-risk individuals and to promote preventive interventions. This study will aim to evaluate the impact of a brief Dialectical Behavioral Therapy (DBT)-based intervention for adolescent students by measuring changes in emotional regulation skills and impulsive behaviors. Moreover, alterations in biological features related to stress response and inflammation will be assessed as potential biological variables associated with ED. Methods This is a randomized trial. A total of 20 classes of adolescent students will be recruited among high schools in Brescia, a city in northern Italy. They will be randomized to the psychoeducational intervention (experimental group) or to a control condition (control group). The intervention will be based on DBT Skills Training for Emotional Problem Solving for Adolescents, and will consist of four monthly, 2-h sessions (for a total of 8 h) scheduled during regular school time. Participants will be assessed at baseline, post-intervention, and at 3 and 6 months of follow-up. The primary outcome measures will be represented by changes in the use of emotional regulation skills and by changes in the frequency of impulsive behaviors. Salivary samples will be collected at baseline and post-intervention to explore possible biological features underlying ED. Discussion Data from the present project will offer the opportunity to better understand the complex phenomenon of ED. Repeated assessment will cover several domains (emotional, behavioral, social, biological) as potential factors associated with ED. Moreover, it will be possible to establish the effect of the proposed intervention, thus helping to improve knowledge on the impact of school-based universal preventive programs. Finally, the current trial will propose an integrated screening and intervention-based model. Ultimately, this could reduce barriers to youths’ mental health care by fostering collaboration between schools and mental health services. Trial registration ClinicalTrials.gov https://clinicaltrials.gov/ct2/show/NCT04349709?cond=emotional+dysregulation&cntry=IT&draw=2&rank=1. Registered on April 16, 2020.

scholarly journals The Building Educators’ Skills in Adolescent Mental Health Training Program for Secondary School Educators: Protocol for a Cluster Randomized Controlled Trial

10.2196/25870 ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. e25870
Author(s):  
Belinda L Parker ◽  
Cassandra Chakouch ◽  
Mirjana Subotic-Kerry ◽  
Philip J Batterham ◽  
Andrew Mackinnon ◽  
...  
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Training Program ◽  
Health Knowledge ◽  
Controlled Trial ◽  
Adolescent Mental Health ◽  
Mental Health Training ◽  
Health Training ◽  
Mental Health Knowledge

Background In Australia, secondary school educators are well positioned to recognize mental illness among students and provide support. However, many report that they lack the knowledge and confidence to do so, and few mental health training programs available for educators are evidence based. To address this gap, the Black Dog Institute (BDI) developed a web-based training program (Building Educators’ Skills in Adolescent Mental Health [BEAM]) that aims to improve mental health knowledge, confidence, and helping behaviors among secondary school educators in leadership positions. A pilot study of the training program found it to be positively associated with increased confidence and helping behaviors among educators and reduced personal psychological distress. An adequately powered randomized controlled trial (RCT) is needed. Objective The primary objective of this cluster RCT is to evaluate the effectiveness of the BEAM program for improving educators’ confidence in managing student mental health. The trial will also evaluate the effect of the BEAM program in increasing educators’ frequency of providing help to students and improving their mental health knowledge and reducing educators’ psychological distress and stigma toward students with mental health issues. Methods The target sample size is 234 educators from 47 secondary schools across New South Wales, Australia. Four waves of recruitment and enrollment into the trial are planned. Schools will participate in one wave only and will be randomized to the intervention or waitlist control conditions. Participants from the same school will be assigned to the same condition. Assessments will be conducted at baseline, posttest (10 weeks after baseline), and follow-up (22 weeks after baseline) using the BDI eHealth research platform. Intervention participants will receive access to the BEAM program for 10 weeks upon completion of baseline, and the control condition will receive access for 10 weeks upon completion of the follow-up assessment. Results Recruitment for this trial began on July 21, 2020, with the first baseline assessments occurring on August 17, 2020. To date, 295 participants from 71 schools have completed baseline. Due to the unexpected success of recruitment in the first 3 waves, the final fourth wave has been abandoned. Intervention participants are currently receiving the program, with follow-up due for completion in March 2021. Conclusions This is one of the first RCTs to examine the effectiveness of a web-based adolescent mental health training program for Australian secondary school educators in leadership positions. If found to be effective, this training program will offer a sustainable and scalable delivery method for upskilling educators in caring for students’ mental health. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12620000876998; https://covid-19.cochrane.org/studies/crs-14669208 International Registered Report Identifier (IRRID) DERR1-10.2196/25870

scholarly journals How Labor Values Affect Mental Health: An Analysis From the Perspective of Social Support

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuliang Gu ◽  
Xiaomei Chao
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Life Satisfaction ◽  
Psychological Distress ◽  
Secondary School ◽  
Secondary School Students ◽  
Satisfaction With Life Scale ◽  
School Students ◽  
Mediating Role ◽  
Primary And Secondary School

To explore the positive and negative effects of labor values on mental health from the aspects of life satisfaction and psychological distress, and further verify the mediating role of social support. A total of 2,691 primary and secondary school students were surveyed by Labor Values Scale, the Multidimensional Scale of Social Support, General Health Questionnaire and Satisfaction with Life Scale, and the results of which showed that as: (1) labor values can positively predict life satisfaction, while they are negatively correlated with psychological distress; (2) social support can play a mediating role between labor values and life satisfaction; and (3) social support can also play a mediating role in the relationship between labor values and psychological distress. This study revealed that the specific path and mechanism of labor values on mental health. This provided a reference for families and schools to further implement the education of labor values on primary and secondary school students and helped to promote the social construction of an education system that aimed at cultivating individual all-round development.

Building Educators’ Skills in Adolescent Mental Health (BEAM): Examining the acceptability and preliminary effectiveness of a web-based training program for Australian secondary school teachers. (Preprint)

2021 ◽  
Author(s):  
Belinda Louise Parker ◽  
Melissa Anderson ◽  
Philip J Batterham ◽  
Aimee Gayed ◽  
Mirjana Subotic-Kerry ◽  
...  
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Secondary School ◽  
Training Program ◽  
Secondary School Teachers ◽  
Adolescent Mental Health ◽  
School Teachers ◽  
Web Based ◽  
Post Test

BACKGROUND Secondary schools are increasingly supporting adolescent students’ mental health and wellbeing, yet many teachers report that they lack the skills and confidence to do so. The Building Educators’ Skills in Adolescent Mental Health (BEAM) is a web-based training program developed to improve secondary school teachers’ knowledge and confidence in caring for students’ mental health. OBJECTIVE This pilot study aimed to evaluate the acceptability and preliminary effectiveness of this new training program for improving mental health knowledge, attitudes, confidence, helping behaviors and psychological distress among secondary school teachers. METHODS A single arm, pre-post pilot trial was conducted from July to December 2019 among secondary school teachers located in New South Wales, Australia, who were in leadership positions responsible for managing student wellbeing (i.e., Year Advisors). Participants had access to the BEAM program for six weeks. Self-report surveys, delivered at baseline, post-intervention (6-weeks post-baseline) and follow-up (19 weeks post-baseline) were used to measure changes in mental health outcomes. Acceptability was assessed by program use, barriers, satisfaction, and participants’ perceptions of program effectiveness. RESULTS A total of 70 secondary school teachers took part (Mage=36.5 years, SD=9.41, range=24-60). Significant improvements in confidence were reported at post-test and follow-up, as well as psychological distress at post-test, and helping behaviors at follow-up. Participants agreed that the program was easy to understand and relevant; but completion was challenged by lack of time, competing priorities, and forgetfulness. CONCLUSIONS Findings indicate that the BEAM program may be an effective way to enhance secondary school teachers’ abilities to care for students’ mental health; however, modifications are required to improve adherence and attrition. CLINICALTRIAL Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12619000821190; Universal Trial Number (UTN): U1111-1232-7680.

A Different Type of Supervision: Training Clinical Mental Health Counseling Interns in Dialectical Behavior Therapy

2016 ◽  
Vol 38 (3) ◽  
pp. 233-247 ◽  
Author(s):  
Thomas A. Field
Keyword(s):  
Mental Health ◽  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Skills Training ◽  
Mental Health Counseling ◽  
Evidence Based Practices ◽  
Health Counseling ◽  
Psychiatric Setting ◽  
Counseling Interns ◽  
Basic Qualitative Study

A basic qualitative study examined the role of supervision in learning dialectical behavior therapy (DBT). Ten master's-level clinical mental health counseling interns completed in-depth interviews regarding their experiences of supervision when providing DBT skills training groups to adolescents in an inpatient psychiatric setting. Supervision was described as an activity in tandem with observation and shadowing, with the supervisor functioning as a consultant and teacher. Themes highlighted the importance of structure in mitigating trainee performance anxiety, and a focus on skills training during supervision. Implications for supervising counseling interns in evidence-based practices such as DBT are discussed.

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