The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools

This study examined the feasibility and promise of using virtual Dialectical Behavior Therapy Skills Training (DBT‐ST) with educators. DBT‐ST was offered to 39 educators (89% female, mean age 46.45) in one high‐poverty school district during the COVID‐19 pandemic using a pre–post design. Educators attended five of eight groups (Mode = 8) and there were statistically significant decreases in stress (p = .001, rrb = −.51) and dysfunctional coping (p = .000, rrb = −.57), and increases in DBT skill use (p = .016, rrb = .44). Ratings on anxiety and depression were unchanged. The χ2 analyses indicated a significant relationship between stress and attendance with the high stress group more likely to attend the groups than the low stress group, χ2(1) = 4.88, p = .027. DBT‐ST may be feasible for teachers but future considerations regarding the role of mental health personnel in delivering teacher health and wellness interventions is warranted. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Randomized clinical trial of a brief, scalable intervention for mental health sequelae in college students during the COVID-19 pandemic.

This randomized clinical trial aimed to determine feasibility, acceptability, and initial efficacy of brief Dialectical Behavior Therapy (DBT) skills videos in reducing psychological distress among college students during the COVID-19 pandemic. Over six weeks, 153 undergraduates at a large, public American university completed pre-assessment, intervention, and post-assessment periods. During the intervention, participants were randomized to receive animated DBT skills videos for 14 successive days (n = 99) or continue assessment (n = 54). All participants received 4x daily ecological momentary assessments on affect, self-efficacy of managing emotions, and unbearableness of emotions. The study was feasible and the intervention was acceptable, as demonstrated by moderate to high compliance rates and video ratings. There were significant pre-post video reductions in negative affect and increases in positive affect. There was a significant time × condition interaction on unbearableness of emotions; control participants rated their emotions as more unbearable in the last four vs. first two weeks, whereas the intervention participants did not rate their emotions as any more unbearable. Main effects of condition on negative affect and self-efficacy were not significant. DBT skills videos may help college students avoid worsening mental health. This brief, highly scalable intervention could extend the reach of mental health treatment.