The current study sought to narrow the gap in available research by examining the efficacy of Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT-STEPS-A) as a social emotional learning (SEL) curriculum in proactively increasing the use of effective DBT skills, and decreasing dysfunctional coping, including blaming others, among early adolescents. Archival data collected in the fall of 2018 was used to answer the research questions posed in this study. The existing data sample was gathered from two sixth grade physical education classes at a public school district located in a suburban area of the northeast region of the United States. The Dialectical Behavior Therapy Ways of Coping Checklist (DBT-WCCL) was administered to a control group and intervention group pre- and post- intervention. The treatment group received a modified version of DBT STEPS-A once weekly over the course of 11 weeks while the control group participated in the standard physical education curriculum. Overall, results were not statistically significant, although the treatment group’s reduction in blaming others approached statistical significance when compared with the control group. Within this study, 15% to 41% of participants endorsed DBT skill use that was deemed helpful, which was less than anticipated. Although statistically significant differences did not emerge, 91% of participants reported that the program was helpful and 74% of participants would recommend this program to a friend. Implications of these findings are discussed and suggestions for future research are presented.
|Advisor:||Guiney, Meaghan C|
|Commitee:||Raffaele Mendez, Linda, Dries, Carlea|
|School:||Fairleigh Dickinson University|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Keywords:||DBT-STEPS-A, Early adolescents|
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