The Effectiveness of Dialectical Behavior Therapy Skills to Reduction in Difficulty in Emotion Regulation Among Students

davarani, zeinab zeinali; Heydarinasab, Leila

doi:10.24205/03276716.2019.1158

Cited by 3 publications

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“…The research evaluating the effectiveness of DBT skills training for college students has been scarce but rapidly growing, and the structures and contents of adapted DBT skills training have been diverse. These DBT skills training programs adopted varied numbers of group sessions ranging from 7 to 13 sessions, were adapted to their academic schedules, and showed the effectiveness in decreasing depression, self‐blame, suicidal ideation, emotion dysregulation, and in increasing quality of life, problem‐solving skills, constructive self‐talk, and compliance to treatment (Blackford & Love, 2011; Chugani et al, 2013; Davarani & Heydarinasab, 2019; Lin et al, 2019; Meaney‐Tavares & Hasking, 2013; Muhomba et al, 2017; Uliaszek et al, 2016). The findings from these studies provide strong support for using adapted DBT skills training to treat individuals with mental health conditions in UCCs.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness, acceptability, and sustainability of a 4‐week DBT‐informed group therapy in increasing psychological resilience for college students with mental health issues

Lee

Arora

2023

J Clin Psychol

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Objective An adapted, time‐limited dialectical behavior therapy (DBT) skills training group therapy can prove to be an evidence‐based treatment that can easily fit the needs, demands, and limitations of University Counseling Centers to serve college students with mental disorders. The present naturalistic study investigated the effectiveness, acceptability, and sustainability of a 4‐week DBT‐informed group therapy in enhancing psychological resilience. Methods Participants included 59 college students with heterogeneous mental health concerns. They attended weekly 1.5‐hr DBT‐informed, resilience‐building group therapy for 4 weeks. Psychological resilience, mindfulness, emotional dysregulation, and overall distress were assessed at pretreatment and posttreatment, as well as at 1‐ and 3‐month follow‐ups. Results Findings showed increased psychological resilience among the participants at posttreatment and follow‐ups, and provided preliminary evidence for the role of mindfulness as an important contributor to enhancing psychological resilience even after controlling for risk factors, treatment dosage, pregroup psychological resilience, and changes in emotion dysregulation and overall distress. Conclusion A 4‐week DBT‐informed skills training group therapy can be utilized as a time‐efficient, cost‐effective, well‐accepted preventative treatment with the potential longitudinal impact to boost psychological resilience for college students with mental health issues.

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Section: Introductionmentioning

confidence: 99%

The effectiveness, acceptability, and sustainability of a 4‐week DBT‐informed group therapy in increasing psychological resilience for college students with mental health issues

Lee

Arora

2023

J Clin Psychol

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“…In previous studies, the effectiveness of MBSR and DBT interventions have been studied separately for depression, difficulty in emotion regulation, and other psychological characteristics in different statistical com-munities, such as psoriasis patients, patients with chronic pain, patients with diabetes, and couples with marital conflict [30][31][32][33][34]. However, no study is conducted to investigate the effectiveness of MBSR and DBT interventions on pathological worry and difficulty in emotion regulation in university exam students with depression symptoms.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Mindfulness-Based Stress Reduction and Dialectical Behavior Therapy on Pathological Worry and Difficulty in Emotion Regulation in Students With Depression Symptoms

Mousavi

Marashian²,

Bakhtiarpour³

2022

JRH

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Background: High school students may experience stress, worry, anxiety, educational problems, and psychological damage because of high workload, expansive cognitive assignments, and being in a competitive space regarding their assignments and the university entrance exam. The present study aims to investigate the effectiveness of mindfulness-based stress reduction (MBSR) and dialectical behavior therapy (DBT) on pathological worry and difficulty in emotion regulation in students with depression symptoms in Dehloran City, Iran. Methods: This was a quasi-experimental study based on a pretest-posttest design with a control group. The statistical population comprised all 12-grade female students studying for the university entrance exam in the academic year of 2020-2021 in Dehloran City, Iran. A total of 45 students were selected through convenience sampling and randomly divided into MBSR, DBT, and control groups. The research instruments included the difficulties in emotion regulation scale, Penn State worry questionnaire, and Beck depression inventory-II. The data were analyzed via descriptive statistics and multivariate analysis of covariance. Results: The Mean±SD of the pathological worry for MBSR, DBT, and control groups in the posttest phase were 33.67±3.69, 31.00±3.87, and 37.78±3.96, respectively. Moreover, the Mean±SD of the difficulty in emotion regulation in the posttest phase for MBSR, DBT, and control groups were 62.00±6.18, 61.60±6.95, and 72.20±6.84, respectively. The results indicated that the differences between MBSR and DBT groups with the control group were significant in terms of the scores for pathological worry and difficulty in emotion regulation of the university entrance exam applicants with depression symptoms in the posttest stage (P<0.001). Conclusion: MBSR and DBT can be recommended to school counselors as effective interventions to improve emotion regulation and pathological worry in university entrance exam applicants with depression symptoms.

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“…These techniques change and improve emotional maladaptation. The dialectical-behavior skills training (DBT-ST) consists of reducing the vulnerability to emotions, management the situation that triggered excitements, controlling attention to emotions and distracting attention from emotional stimuli [13]. The DBT-ST developed by includes mindfulness techniques (2 sessions), interpersonal skills (4 sessions), emotional regulation (4 sessions), distress tolerance (3 sessions), skills enhancement, and relapse prevention (1 session), which is 3-months (13 sessions), each session is 120 minutes [11].…”

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confidence: 99%

Effectiveness of dialectic-behavioral skills training based on Soler model alone and along with family education in reduction of borderline personality disorder symptoms with three months follow up

Safarzadeh

Bakhtiari

Shaeiri

et al. 2023

RJTAO

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High prevalence of borderline personality disorder, high comorbidity with other psychiatric disorders, impulsive reactions necessitate psychological interventions on this group of patients.Objective: this study aimed to indicate the effect of dialectical behavior therapy individually and along with family therapy on borderline personality symptoms. Materials and methods. Eight patients were selected based on diagnostic and statistical manual of mental disorders (DSM-5), borderline personality disorder severity Index (BPDSI) and semi-structural interview (SCID-II). They divided into two groups: individual intervention and individual intervention with family education. All receivedSoler-based dialectical behavioral skills training (3-months) in 13 sessions of 120 minutes. In four stages, beginning of sessions, the median of treatment, end of the treatment, and three months after treatment, BPDSI questionnaire were filled and family of the second group completed McMaster questionnaire. Results. The findings of Friedman test show the effectiveness of dialectic-behavioral skills training based on Soler model as a short-term model alone and along with family education in reducing the symptoms of borderline personality disorder. Wilcoxon test indicate the effectiveness of this method in reducing the symptoms in post-test. Three months follow-up indicates the stability of the results with a 95% confidence level. U Mann-Whitney indicates no significant difference between two groups. Conclusion. Dialectical-behavior skills training based on the Soler model is effective in reducing the symptoms of borderline personality disorder and improving family function. It is recommended as a short term method to control the symptoms of borderline personality disorder and improvement the performance and communication among family members.

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The Effectiveness of Dialectical Behavior Therapy Skills to Reduction in Difficulty in Emotion Regulation Among Students

Cited by 3 publications

References 0 publications

The effectiveness, acceptability, and sustainability of a 4‐week DBT‐informed group therapy in increasing psychological resilience for college students with mental health issues

The effectiveness, acceptability, and sustainability of a 4‐week DBT‐informed group therapy in increasing psychological resilience for college students with mental health issues

Effectiveness of Mindfulness-Based Stress Reduction and Dialectical Behavior Therapy on Pathological Worry and Difficulty in Emotion Regulation in Students With Depression Symptoms

Effectiveness of dialectic-behavioral skills training based on Soler model alone and along with family education in reduction of borderline personality disorder symptoms with three months follow up

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