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

Author

Listed:
  • Xavier Gasol

    (Borderline Personality Disorder Institute Foundation, 08221 Terrassa, Spain)

  • María Vicenta Navarro-Haro

    (Department of Psychology and Sociology, University of Zaragoza, 44003 Teruel, Spain
    Instituto de Investigación Sanitaria de Aragón (IISA), 50009 Zaragoza, Spain)

  • Isabel Fernández-Felipe

    (Department of Basic Psychology, Clinical Psychology and Psychobiology, Universitat Jaume I, 12071 Castellón de la Plana, Spain)

  • Azucena García-Palacios

    (Department of Basic Psychology, Clinical Psychology and Psychobiology, Universitat Jaume I, 12071 Castellón de la Plana, Spain
    CIBER of Physiopathology of Obesity and Nutrition (CIBEROBN), ISCIII CB06/03/0052 Instituto Salud Carlos III, 28029 Madrid, Spain)

  • Carlos Suso-Ribera

    (Department of Basic Psychology, Clinical Psychology and Psychobiology, Universitat Jaume I, 12071 Castellón de la Plana, Spain
    CIBER of Physiopathology of Obesity and Nutrition (CIBEROBN), ISCIII CB06/03/0052 Instituto Salud Carlos III, 28029 Madrid, Spain)

  • Miquel Gasol-Colomina

    (Borderline Personality Disorder Institute Foundation, 08221 Terrassa, Spain)

Abstract

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.

Suggested Citation

  • Xavier Gasol & María Vicenta Navarro-Haro & Isabel Fernández-Felipe & Azucena García-Palacios & Carlos Suso-Ribera & Miquel Gasol-Colomina, 2022. "Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System," IJERPH, MDPI, vol. 19(1), pages 1-14, January.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:1:p:494-:d:716565
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    References listed on IDEAS

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    1. Silvia Gabrielli & Silvia Rizzi & Sara Carbone & Enrico Maria Piras, 2021. "School Interventions for Bullying–Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects," IJERPH, MDPI, vol. 18(21), pages 1-13, November.
    2. Browne, Gina & Gafni, Amiram & Roberts, Jacqueline & Byrne, Carolyn & Majumdar, Basanti, 2004. "Effective/efficient mental health programs for school-age children: a synthesis of reviews," Social Science & Medicine, Elsevier, vol. 58(7), pages 1367-1384, April.
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