Dialectical Behavior Therapy Skills Training Research Articles

DBT Skills Training Groups for School Personnel Working in High-Need Schools

The COVID-19 pandemic presented unprecedented challenges for school communities with long term impacts still unknown. School personnel working in high need, low wealth schools are uniquely at risk for pandemic-related stress given extensive changes to their work life and concerns regarding student trauma exposure. We delivered DBT skills training to 39 school personnel (89% female, mean years of experience was 18.49 [SD = 7.88]). Close to 20% of the sample reported moderate-to-severe anxiety, depression, and stress and substantial impact of COVID-19 on loved ones. Multilevel regressions indicated significant decreases in stress between the 1st-2nd sessions attended (p = .004), and the 3rd-6th sessions attended (p = .04). Sessions 7-8 were not associated with significant decreases in stress (p = .51). Study limitations, implications, and conclusions are discussed.

Contextual-compassion training for borderline personality disorder with long lasting symptoms: a randomized clinical trial

Long-term follow-up studies have shown that the symptoms of borderline personality disorder (BPD) tend to remit over time. However, many patients present long lasting symptoms (LLS), including low mood, emptiness, and persistent impairment in psychosocial adjustment. Given the high rate of LLS in BPD patients, new treatment strategies are needed. We conducted a randomized clinical trial (RCT) to evaluate the efficacy of a novel intervention that combines self-compassion and contextual-based skills for patients with persistent symptoms. Sixty BPD individuals with LLS who had received dialectical behavior therapy skills training (DBT-ST) in the previous six months were recruited and randomized to receive the experimental intervention or treatment as usual (TAU) for 12 weeks. All participants were evaluated pre- and post-intervention and at 3-months follow-up. The primary outcome measure was self-reported well-being. Other clinical variables were also evaluated, including depressive symptoms, BPD symptoms, functionality, self-compassion, and self-criticism. Participants in the experimental arm showed a significant increase in indicators of well-being (e.g., happiness and quality of life) and a significant decrease in depressive symptoms. These results were sustained—and even continued to improve—at the three-month follow-up. No significant changes were observed in BPD severity, self-criticism, or self-compassion. More RCTs are needed to test the efficacy of new interventions targeting this population with persistent symptoms, not only to reduce symptoms but also to promote well-being and personal recovery.

Providing LGBTQIA+ affirming mental health services in schools: A cultural adaptation of dialectical behavior therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A).

Despite growing concerns related to the youth mental health crisis and the well-being of sexual and gender minority youth, specifically, most mental health interventions fail to meet the unique needs of this population. Research and clinical guidance have recommended that approaching mental health treatments through a lens of minority stress and intersectionality can be particularly helpful in addressing the mental health concerns of LGBTQIA+ (lesbian, gay, bisexual, transgender, questioning/queer, intersex, and asexual, with the '+' capturing other identities within the gender and sexually diverse population) youth. Because many adolescents do not have access to mental health care, schools have an important role to play in meeting the mental health needs of LGBTQIA+ youth. To address these issues, we propose LGBTQIA+ affirming adaptations to the dialectical behavior therapy (DBT) Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) curriculum using Pachankis et al.'s (2023) Adaptation Model to provide practitioners with a culturally affirming model of this social-emotional curriculum, while highlighting the utility of this framework in adapting other evidence-based interventions in schools. We walk readers through each module of DBT STEPS-A and provide rationale for adapting these skills for LGBTQIA+ youth. We offer specific adaptations that facilitators can make through psychoeducation and skills training. For example, we provide sample dialectics that mirror the experience of minority stress and propose examples of coping skills that are relevant for LGBTQIA+ youth (e.g., distracting and self-soothing to tolerate distress). Finally, the role of school psychologists in meeting the mental health needs of LGBTQIA+ youth is discussed along with implications for practice and future research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Mapping Dialectical Behavior Therapy Skills to Clinical Domains Implicated in Contemporary Addiction Research: A Conceptual Synthesis and Promise for Precision Medicine

Recent addiction research has identified clinical domains that are central to the development and maintenance of alcohol use disorder (AUD). Yet existing psychotherapy approaches are not typically organized around these clinical domains and are often limited in scope. Dialectical behavior therapy (DBT) is an intensive, multicomponent cognitive behavioral treatment that includes individual psychotherapy, group-based skills training, phone coaching, and consultation team for DBT therapists. Despite its efficacy on various mental health conditions, access to full DBT is often a challenge. In this paper, we describe how the skills training component of DBT can be flexibly applied to target clinical domains that underlie the three stages of the addiction cycle or impair quality of life during recovery from AUD. Using three clinical case vignettes, we illustrate how DBT skills can be mapped onto addiction clinical domains (e.g., Dialectical Abstinence and Clear Mind on executive function, STOP and TIP skills on incentive salience, Check the Facts and Opposite Action on negative emotionality, and ABC PLEASE skill on quality of life). Based on this integrated framework, we offer practical recommendations for case conceptualization, stigma reduction, and implementation through multiple delivery options. Implications on precision medicine were also discussed. Together, this conceptual synthesis serves as a bridge for practitioners to learn about contemporary addiction theories and for addiction researchers to appreciate the value of DBT in substance use treatment. The promotion of DBT skills training as a standalone or adjunctive intervention may help address the significant treatment gap in alcohol and substance use behaviors.

Resilience eDBT: Development and Usability Evaluation of a Dialectical Behavior Therapy Skills Training App for Eating Disorders.

Dialectical behavior therapy (DBT) is an evidence-based treatment for disorders characterized by recurrent binge eating. Yet, access to specialized treatment like DBT remains limited. To increase the accessibility of DBT, we developed a DBT skills training app (Resilience: eDBT) for the management of eating disorder (ED) symptoms. This paper delineates the developmental process of Resilience and tests its usability. Descriptive information on the development and features of Resilience is provided, including its framework, content structure and delivery formats, functionality, data storage procedure, and privacy protocols. Usability was assessed via a mixed methods approach in 10 symptomatic individuals. Qualitative data were organized based on an existing framework, which included six themes: usability, visual design, user engagement, content, therapeutic persuasiveness, and therapeutic alliance. Resilience demonstrated good usability via a Systems Usability Scale score of 85.5, which exceeded the recommended cutoff of 68. Positive aspects of the app, according to interview data, were the ease of use and the visual design, while the addition of peer support was suggested as an opportunity for improvement. A novel DBT-based app may serve as an acceptable, low-intensity option or adjunct to traditional treatment for targeting ED symptoms that emerge in daily life. However, notable limitations include the small sample size and the single time point at which the usability assessment was conducted.

Effects of Dialectical Behavior Therapy (DBT) Skills Training on Depression and Anxiety Disorders - A Pilot Study under Routine Care Conditions

Skills training as an integral part of dialectical behavioral therapy (DBT) is highly effective in the treatment of borderline personality disorder. Research interest is increasingly focused on the transdiagnostic effects of the skills training on depression and anxiety disorders. The present study examined the extent to which the findings of high-quality randomized controlled studies can be transferred to everyday treatment under routine care conditions. N=26 patients without personality disorders were treated in a day clinic over a period of eight weeks. In the control group, 11 patients received routine care treatment and in the experimental group 15 patients additionally received weekly skills training. Symptom distress, as well as emotion regulation and mindfulness were assessed longitudinally at three time points. Multilevel analyzes were used to examine whether there was an additive effect of the skills training. The experimental group was superior to the control group in all endpoints. The effect sizes were comparable to those from experimental research. Improvements in mindfulness were significantly correlated with reductions in symptom distress. The findings fit into previous research efforts and complement them with a naturalistic research perspective. The advantages and disadvantages of an experimental and naturalistic research perspective are discussed, and relevant limitations of the present study are highlighted. Skills training is an established, flexible, modular therapy program that is ideal for improving the adaptability of patients with different psychological diagnoses.

Randomized effectiveness-implementation trial of dialectical behavior therapy interventions for young people with borderline personality disorder symptoms.

Dialectical behavior therapy (DBT) is an evidence-based treatment for people with emerging borderline personality disorder (BPD). In "real world" clinical settings, standard DBT is resource intensive. Emerging evidence suggests that group-based DBT skills training alone can lead to promising outcomes. This hybrid type 1 effectiveness-implementation trial directly compared the effectiveness of an 8-week group DBT-skills training program and a 16-week DBT-informed program including individual treatment and group-based skills training. This pragmatic trial employed a staggered, parallel-groups design. We recruited 104 participants, aged 16-25 years, with emotion dysregulation or emerging BPD symptoms. Participants were randomized to receive either program at a youth mental health service located in the Gold Coast, Australia. Data was collected via online surveys at baseline, 8-week, 16-week, and 24-week follow-up. Mixed effect linear models compared groups on the primary outcomes of emotion dysregulation and BPD symptoms, and secondary outcomes of suicidal ideation, coping skills, depression, anxiety, and stress. Across groups there were significant and sustained improvements relating to emotion dysregulation, BPD symptoms, stress, depression, and emotion-focused coping; but not suicide risk, anxiety, or task-focused coping. There was no significant time by group differences between the 8-week and 16-week interventions on any primary or secondary outcome. The more intensive mode of delivering DBT was not more effective than the brief group-based skills training. Both interventions resulted in significant improvements across both primary and most secondary outcomes. These results have implications for clinical practice regarding length and intensity of DBT treatment in young people.

Feasibility and acceptability of an online group dialectical behavioural therapy skills training in a Transdiagnostic group with Anxiety and Depression

Transdiagnostic approaches offers a paradigm shift in managing psychiatric disorders. Emotion regulation difficulties are a transdiagnostic prevalent across various mood and personality disorders. Dialectical Behavioural Therapy Skills Training (DBT-ST), initially designed as part of treatment for borderline personality disorder, targets emotion regulation and has shown promise in diverse psychiatric conditions. In lower middle-income countries with resource-constrained settings, online delivery of evidence-based interventions holds potential to bridge treatment gaps. This study assesses the feasibility and acceptability of online group DBT skills training for individuals with depression or anxiety disorders in India. Mental health professionals practising in India referred twenty-four eligible participants currently not engaged in psychotherapy. Of these, 18 initiated the 8-week virtual group DBT-ST program, with 12 completing it (66 % female, 18-35 years of age, 5 on concurrent medication). They provided feedback on therapy content's usefulness. Baseline, post-intervention, and one-month follow-up assessments measured changes in emotion regulation difficulties, depression, and anxiety symptoms. Treatment retained 66.7 % of participants, all participants found the intervention beneficial. Repeated measures ANOVA indicates significant reductions in self-reported difficulties in emotion regulation, depression, and anxiety symptoms post-intervention. These findings highlight the promise of transdiagnostic interventions like DBT-ST that merit further evaluations using RCTs with larger sample sizes.

Effects of brief dialectical behavior therapy skills training on Malay‐speaking school teachers: A controlled study

Effects of brief dialectical behavior therapy skills training on Malay‐speaking school teachers: A controlled study

Effectiveness of Dialectical Behavior Therapy (DBT) in a Forensic Psychiatric Hospital.

Dialectical behavior therapy (DBT) has strong evidence in support of its effectiveness in reducing suicide attempts, anger, impulsivity, and substance abuse. It has been implemented in a variety of forensic settings to help with these challenges, despite limited research on the efficacy of DBT within this population. The current study presents treatment outcomes from an established DBT program in a maximum-security forensic facility. Outcomes included self-reported functioning, behavioral outcomes, and assessment of DBT skills knowledge among inpatients who participated in either comprehensive DBT or DBT skills training. Behaviorally, the study found a significant decrease in rates of patient assaults and reduced use of "Pro re nata" (PRN) medication for anxiety or agitation over the course of DBT treatment. During the first six months of treatment, self-reported symptoms of depression, emotional and behavioral dysregulation, and psychological inflexibility significantly decreased. Within this time frame, patients also displayed a significant decrease in the use of dysfunctional coping skills and a significant increase in knowledge pertaining to emotion regulation and interpersonal effectiveness. The results of this study largely support the use of DBT in forensic settings.

Long-lasting symptoms in borderline personality disorder: Defining an emergent population with differential clinical and therapeutic features.

Although the clinical symptoms of borderline personality disorder (BPD) tend to remit over time, a substantial proportion continues to present "long-lasting symptoms" (LLS). This term refers to individuals who present some degree of clinical improvement, but low mood, feelings of emptiness, and poor psychosocial adjustment typically persist. The aim of this study was to compare the sociodemographic, clinical, and therapeutic variables in individuals with BPD with and without LLS. A total of 620 participants with BPD were included and subdivided into two groups: non-LLS group (n = 549, mean age = 28.02 [6.1] and range, 18-40 years) and LLS group (n = 71, mean age = 44.69 [3.6] and range, 41-56 years). The groups were compared in sociodemographic, clinical, and drug treatment characteristics. We also evaluated the impact of dialectical behavioral therapy-skills training (DBT-ST) on polypharmacy. The prevalence of individuals with long-lasting BPD symptoms increased significantly over a 20-year period (from <1% to 16%). The LLS group was characterized by less clinical severity, higher comorbidity with affective disorders but lower comorbidity with eating disorders, more disability, and more medication taking. Patients with LLS who received DBT-ST experienced a significant decrease in the use of benzodiazepines and the number of medications prescribed compared with those who did not receive DBT-ST. Clinicians should be aware of the specific features of older patients with BPD in order to better identify and address their specific therapeutic needs.

A Randomized Controlled Pilot Trial of a Brief Dialectical Behavior Therapy Skills Training-Informed Intervention for Test Anxiety

ABSTRACT Data testing the effectiveness of third-wave interventions to decrease college students’ test anxiety is sparse. We conducted a randomized controlled trial with college students to examine whether an intervention using several DBT skills (DBT; Linehan, 2015a, 2015b) would decrease test anxiety. Participants (N = 48) were randomly assigned to one of two conditions, the brief DBT condition (n = 26) or the control condition (n = 22), a brain-training activity group. Participants in both conditions met for a single, two-hour session. After the intervention, participants completed an exam in their psychology course. Results indicated that individuals in the DBT intervention group had greater reductions in levels of test anxiety and state anxiety, and greater increases in mindfulness, than individuals in the control group. This study provides data supporting DBT skills training as a promising treatment for students with test anxiety.

Effectiveness of an online dialectical behavior therapy skills training in adults with attention-deficit/hyperactivity disorder: A randomized controlled trial

Objective The current study aims to examine the efficacy of an add-on dialectical behavior therapy skills training (DBT-ST) on adult attention-deficit/hyperactivity disorder (ADHD). The DBT-ST was applied online under the pandemic conditions that occurred after the study had started. Methods The current randomized controlled trial consists of an intervention group to whom the DBT-ST was applied in online setting and a waitlist control group who received treatment as usual (TAU). Data were collected pre-, post-, and mid-treatment. ADHD symptoms (with the sub-dimensions of inattention and hyperactivity), impulsivity, mindfulness, difficulty with emotion regulation, interpersonal effectiveness, distress tolerance, life satisfaction, functionality in daily life, and general psychological symptom levels were measured with self-report scales. The data were analyzed using mixed-design ANOVA. Results The global ADHD, inattention, and hyperactivity symptoms of the DBT-ST group significantly decreased more than those in the TAU control group. The DBT-ST group also showed a significant decrease regarding difficulty with emotion regulation and increases in life satisfaction and functionality, though the group × time effect was not significant. Conclusion DBT-ST was found effective against the participants’ ADHD symptoms. The treatment was additionally found to improve their emotion regulation and quality of life. Further investigation is needed to investigate DBT-ST in an online setting.

변증법적 행동치료 기술훈련 집단상담 경험에 대한 근거이론 연구

Objectives The purpose of this study is to explore the experiences and changes of participants in a Dialectical Behavior Therapy(DBT) skills training group counseling.&#x0D; Methods To do this, a 12-week DBT skills training group counseling was conducted for 11 graduate students, and data from participant reflections recording data and reports were collected for each session, and analyzed using a grounded theory approach. The open coding, axis coding, process analysis and selective coding was conducted.&#x0D; Results The analysis resulted in a total of 154 concepts, 43 subcategories, and 19 categories. The central phe-nomena that emerged were ‘self-awareness and hope’ and ‘will for growth,’ while causal conditions included ‘emotional difficulties,’ ‘cognitive difficulties,’ ‘behavioral difficulties,’ and ‘self-identity difficulties.’ Contextual conditions encompassed ‘hesitancy about group participation,’ ‘confronting one's own inadequacies,’ and ‘difficulties in applying the skills.’ Mediating conditions included ‘group cohesion’ and ‘positive interactions within the group.’ Action/interaction strategies involved ‘opening the heart’ and ‘trying,’ and the outcomes included ‘e-motional change,’ ‘cognitive change,’ ‘behavioral change,’ ‘self-identity change,’ and ‘interpersonal relationship change.’ Process analysis revealed the stages of DBT skills training group counseling as ‘facing pain and in-adequacy,’ ‘willingness for change,’ ‘self-disclosure and mutual encouragement,’ ‘effort,’ and ‘growth and change.’&#x0D; Conclusions The study confirmed the group counseling experience and positive changes of the DBT skills training group counseling participants.

Comparison of the Effectiveness of Dialectical Behavior Therapy Skills Training (DBT-ST) and Mindfulness-Based Cognitive Therapy (MBCT) on Cognitive Emotion Regulation in Individuals with Symptoms of Borderline Personality Disorder

Objective: Borderline Personality Disorder (BPD) is the most common personality disorder in psychiatric settings and one of the disorders that causes the most harm to individuals. The aim of the present study was to compare the effectiveness of Dialectical Behavior Therapy Skills Training (DBT-ST) and Mindfulness-Based Cognitive Therapy (MBCT) on cognitive emotion regulation in individuals with symptoms of Borderline Personality Disorder. Methods and Materials: This research was a semi-experimental study, utilizing a pre-test, post-test design with a control group and a follow-up period. The statistical population included all clients aged 18 to 45 who referred to counseling centers in the city of Sari during the first half of 2022 and had files. From all these individuals, those willing to cooperate were selected through purposive non-random sampling, resulting in a sample of 45 participants. These individuals were then randomly assigned to three groups (Group 1: Dialectical Behavior Therapy Skills Training, n = 15; Group 2: Mindfulness-Based Cognitive Therapy, n = 15; and Group 3: Control group, n = 15). Data collection was conducted using the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001). The Dialectical Behavior Therapy Skills Training group (2003) participated in 12 weekly 90-minute group sessions, and the Mindfulness-Based Cognitive Therapy group (2002) participated in 8 weekly 90-minute group sessions. Data were analyzed using repeated measures ANOVA. Findings: The results indicated that Dialectical Behavior Therapy Skills Training and Mindfulness-Based Cognitive Therapy were effective on cognitive emotion regulation in individuals with symptoms of Borderline Personality Disorder (P = 0.001). There was a significant difference in the effectiveness of Dialectical Behavior Therapy Skills Training and Mindfulness-Based Cognitive Therapy on cognitive emotion regulation between the experimental groups and the control group. Conclusion: Based on the results of this study, it can be concluded that Dialectical Behavior Therapy Skills Training and Mindfulness-Based Cognitive Therapy, through individuals' cognitive coping strategies, can lead to improvements in psychological indicators and enhancement of mental health in individuals with symptoms of Borderline Personality Disorder.

Comparing the Effectiveness of Acceptance and Commitment Therapy (ACT) and Dialectical Behavior Therapy Skills Training (DBT-ST) on Self-Care and Psychological Well-being in Patients with Type 2 Diabetes

Objective: Diabetes is a chronic, multifaceted, threatening disease with significant psychological consequences. The present study aimed to compare the effectiveness of Acceptance and Commitment Therapy (ACT) and Dialectical Behavior Therapy Skills Training (DBT-ST) on self-care and psychological well-being in patients with Type 2 diabetes. Methods and Materials: The present study was a quasi-experimental, pre-test-post-test with a control group design. The population included all patients with Type 2 diabetes visiting a medical clinic in the city of Sari, among whom 45 were conveniently selected and randomly assigned into two experimental groups (Acceptance and Commitment Therapy and Dialectical Behavior Therapy Skills Training) and one control group. Data were collected using the Self-Care Questionnaire (Toobert et al., 2000), and the Psychological Well-being Scale (Ryff &amp; Keyes, 1995) at three stages: pre-test, post-test, and follow-up, and were analyzed using analysis of variance with repeated measures. Findings: The results showed that both Dialectical Behavior Therapy Skills Training and Acceptance and Commitment Therapy were effective on the scores of self-care and psychological well-being. However, the effect of Acceptance and Commitment Therapy was greater than that of Dialectical Behavior Therapy Skills Training on the scores of self-care and psychological well-being. Conclusion: Based on the results of this study, it can be stated that Acceptance and Commitment Therapy and Dialectical Behavior Therapy Skills Training, through cognitive coping strategies, can lead to the improvement of psychological indicators and enhance the mental and physical health of patients with Type 2 diabetes.

Efficiency of assertiveness training on the stress, anxiety, and depression levels of college students (Randomized control trial).

The significance of assertiveness in promoting mental health is well acknowledged. To investigate the impact of assertiveness training on lowering anxiety, stress, and depression among college students at a private university in Cairo. In this study, three questionnaires were used: demographic, Depression Anxiety Stress Scales (DASS-21), and Rathus Assertiveness Schedule. Students were randomly allocated to either a group that underwent assertiveness training (experimental group) or a control group. A randomized controlled trial (RCT) was utilized with a pre- and post-assessment. The training program is an adapted version of DBT skills training. The training program includes mindfulness, assertiveness, and problem-solving skills through eight 90-min group sessions. There were (n = 50) students in the experimental group compared with (n = 50) the control group. Assertiveness group, in comparison with control group, resulted in significantly greater reductions in stress as shown in DASS scores (the effect size, d = 0.52, P < .000), anxiety (the effect size, d = 0.30, P < .000), depression (the effect size, d = 0.21, P < .000), and total scores of DASS (the effect size, d = 0.45, P < .000). Assertiveness group, in comparison with control group, resulted in significantly greater increase in assertiveness as shown in RAS scores (the effect size, d = 0.38, P < .000). It is possible that increasing an individual's level of assertiveness might be a helpful strategy for reducing feelings of anxiety, stress, and depression.

Transdiagnostic skills training group of dialectical behavior therapy: a long-term naturalistic study

IntroductionDialectical Behavior Therapy (DBT) has assembled a large body of evidence for the treatment of emotional dysregulation in borderline personality disorder (BPD), but also in other disorders characterized by emotional dysregulation (e.g., bipolar disorder (BD) and ADHD). Standalone skills learning groups address the problem of limited resources in several clinical settings. Furthermore, transdiagnostic skills groups facilitate the recruitment and decrease the scattering of resources in psychiatric settings. However, few studies have focused on the pertinence of transdiagnostic standalone skills groups in naturalistic settings as well as their long-term outcomes. The goal of this study is to assess the impact of participation in a transdiagnostic DBT skills group one year after its completion.MethodTransdiagnostic DBT skills training groups were provided for BPD, BD and ADHD patients in a University Psychiatric Department (Strasbourg, France), between 2019 and 2020. They consisted of 16 group sessions of 2.5 h and 3 individual sessions. At 1-year follow-up, ad-hoc questionnaires were proposed to all participants to assess the perceived impacts, the changes in symptomatology, and the maintenance of skills learned.Result22 of the 31 participants were interviewed at the one-year post-group session (64% BPD, 41% ADHD and 27% BD). 73% participants estimated that group impact was important or very important, 64% stated using the skills learned often or very often, mainly emotion regulation skills. An improvement in emotional instability, substance use, impulsivity and suicidal thoughts was reported by respectively 100%, 91%, 86% and 85% of participants. Quality of life improved according to 90% participants. All patients reported an improvement in suicidality during the post-group year, especially in suicide attempts. Psychotropic medication decreased in 59% of participants.DiscussionOur one-year naturalistic study suggests that transdiagnostic DBT skills training groups are promising for the treatment of emotional dysregulation in people with BPD, BD and/or ADHD. The observational design and the lack of control group are the main limitations. Randomized controlled studies are required to confirm the long-term efficacy of transdiagnostic skills learning groups in naturalistic settings.

Effectiveness of internet-delivered dialectical behavior therapy skills training on executive functions among college students with borderline personality traits: a non-randomized controlled trial.

Given the enormous influence of emotions on cognitive processes, individuals with borderline personality disorder (BPD) suffer from marked deficits in higher-order thinking abilities. Considering the prevalence of BPD among college students, this study aimed to investigate the changes in perceived executive functioning among college students with traits/presence of BPD undergoing internet-delivered dialectical behavior therapy skills training (DBT-ST) that included the mindfulness and emotion regulation modules. An internet-delivered version of DBT-ST was opted for, as technological advancements in the present era promote the use of online platforms for psychotherapy. This non-randomized controlled trial consisted of 36 college students with traits/presence of BPD. The intervention group attended 13 sessions of DBT-ST, and the control group attended 13 sessions of behavioral activation. Perceived executive functioning was assessed using the Behavior Rating Inventory of Executive Functions for Adults. A 2-way repeated measures analysis of variance was used to evaluate the treatment impact on the outcome variable. Results showed that the DBT-ST group had larger improvements in their abilities to initiate, plan, and organize current and future-oriented task demands and to organize their everyday environment, compared to the control group. Both, the DBT-ST group and the control group demonstrated improvements in emotional control, working memory, and their abilities to shift and task monitor. Findings suggest that the internet-delivered version of DBT-ST, consisting of the mindfulness and emotion regulation modules, can foster notable improvements in executive functions among college students with traits/presence of BPD. Improved executive functioning is one of the several multifaceted outcomes of dialectical behavior therapy.

Feasibility and Efficacy of Intensive Dialectical Behavior Therapy Skills Training in An Outpatient Setting for A Group of Patients with Extensive Care Needs - A Transdiagnostic Approach

PurposeDialectical behavior therapy (DBT) is a treatment originally developed för chronically suicidal adults. It is common to adapt it by using one specific component, the DBT skills training (DBT-ST) and apply it in a group therapy setting for a variety of mental disorders. The primary aim of the study was to explore whether patients with extended care needs would report improved mental health after participating in an intensive form of DBT-ST. The secondary aim was to explore whether the use of psychiatric inpatient care for the group would decrease.MethodsThirty-seven participants completed the Clinical Outcomes in Routine Evaluation - Outcome Measure (CORE-OM), and visual analogue scale (VAS) at three time points: pre-intervention, post-intervention and at 6-month follow-up after intensive DBT-ST. ResultsOne-way ANOVA showed a significant effect for time on the CORE-OM: F (2,35) = 7.93, p = .001, η2 = 0.312 (large effect size). Post hoc tests indicated a significant difference between pre-intervention and post-intervention (p = .001) and between pre-intervention and follow-up (p = .01). A Friedman test indicated a statistically significant difference in the VAS scale scores across the three time points, with p-values between 0.00 and 0.05. There was no difference in psychiatric healthcare consumption.ConclusionThese study results confirm to some extent the feasibility and effectiveness of the intensive DBT-ST in a transdiagnostic clinical setting. The participants had a positive outcome from the skills training program, but psychiatric healthcare consumption did not decrease.