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