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.)

Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.

Using a community-partnered research framework, the goal of this study was to rapidly assess coronavirus disease (COVID-19) impact on teachers, students, and families and guidance received to navigate distance learning. Participants were teachers (N = 430) working in elementary schools (n = 301), middle schools (n = 56), high schools (n = 60), and other schools (n = 13) in two large urban school districts heavily impacted by COVID-19. Results indicated teacher concerns regarding student instructional loss and exposure to direct and indirect COVID-related trauma. There were mean differences in teacher concern by school level (p = .001, η² = .033) with elementary teachers reporting the greatest concerns regarding instructional loss. Over 40% of teachers reported that more than 20% of their students had a family member infected with COVID-19 or employed as a frontline healthcare worker. Approximately 99% of teachers reported a significant gap in student access to the internet and distance learning devices. Teachers reported receiving more school than district guidance regarding distance learning, student engagement, and using social emotional learning (SEL) programs. Results informed professional development priorities for educators and immediate supports needed for students and families. Study limitations and future directions for research and practice are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).