Effectiveness of School Based Dialectical Behavior Therapy for Early Adolescent Middle School Students

This study expanded the research regarding comprehensive, school-based Dialectical Behavior Therapy (SB-DBT) by examining its effectiveness with the early adolescent population as perceived by the participants themselves. It was hypothesized that students’ interpersonal effectiveness, emotion regulation, resiliency skills, and depression would improve from pre- to post-participation in SB-DBT. Archival data from a public middle school in a suburban region of a northeastern state were used to measure program effectiveness. Participants included 12 students between the ages of 10 and 14 years who participated in a 24-week SB-DBT program at school. Nonparametric statistical methods measured the mean pre- and post-test scores on self-report measures of the Difficulties in Emotions Regulation Scale (DERS), the Resiliency Scales for Children and Adolescents (RSCA), and the Behavior Assessment System for Children, Third Edition (BASC-3). Disciplinary referrals also were compared pre- and post-intervention. Results demonstrated significant improvement in students’ self-efficacy skills but not perceptions of depression. Findings also suggested improvements within the area of emotion regulation skills. Exploratory analyses identified most significant findings in reducing participants’ emotional vulnerability. Generally speaking, interpersonal effectiveness skills did not evidence significant change; however, additional analyses revealed significant increases in trust in others and tolerance of differences, specific constructs of interpersonal effectiveness skills measured by the RSCA. These skills are essential for navigating social differences and handling conflicts. Future studies should continue to examine the efficacy of SB-DBT with the younger adolescent population as well as consider other variables such as on-the-go coaching and parent training in contributing to program outcomes