Abstract School mental health issues have become an increasingly important issue for our youth. Schools are a vital resource for providing prevention-based services to students. This study evaluated a pilot implementation of a dialectical behavior therapy (DBT) based skills intervention in a single high school in the Midwest. The sample included a convenience sample of 39 students from three different teachers across three trimesters. Social-emotional learning (SEL) skills, DBT skill use, dysfunctional coping, fidelity, and intervention attendance information were collected. We used a hybrid fixed effects/multi-level model to evaluate the effects of the intervention (McNeish, 2023). Students increased their use of DBT-based skills ( b = 0.18, SE = 0.07), decreased their use of dysfunctional coping skills ( b = -0.12, SE = 0.07), and increased their overall SEL skills ( b = 2.59, SE = 2.02). There were significant differences in implementation fidelity across teachers ( $$\:{\eta\:}^{2}$$ = 0.18); however, only one teacher in one trimester had implementation fidelity slightly below 90%. Lastly, there were non-significant correlations between attendance, previous DBT exposure, and gender on changes in SEL, DBT skill use, or dysfunctional coping. Limitations and future research are discussed.

Schools are well positioned to address the growing youth mental health crisis by addressing students' social and emotional well-being through regular, consistent and caring connections. However, teachers often report a lack of information on how to address student mental health in the classroom. Dialectical Behavioral Therapy (DBT) focuses on helping individuals understand and manage intense emotions. "Utilizing DBT Skills in Schools" (UDSS) is a virtual training program supporting the integration of DBT into daily classroom activities. The UDSS curriculum, accessed by almost 700 school personnel, was viewed as a valuable asset to address emotion regulation, stress management, and validation skills. Surveys revealed increased knowledge of each DBT skill, a high level of intention to use the skills, and overwhelmingly favorable perceptions of the training. Open-ended responses reflected appreciation of the organization around skills and collaborative focus. The UDSS courses provide a more accessible, less time-intensive training for school professionals to learn introductory DBT skills that can be used with all students. UDSS provides flexible options to gain valuable skills to help teachers identify and manage strong emotions in the classroom.

Addiction to alcohol or drugs is prevalent in the United States, but most individuals with an alcohol or substance use disorder do not receive evidence-based addiction treatment. Dialectical behavior therapy (DBT) is a multi-component cognitive behavioral treatment that includes skills to manage addictive behavior, but its application to inpatient addiction treatment is less explored in the literature. This is a significant clinical gap because those who receive inpatient addiction treatment tend to exhibit more severe and persistent symptoms than outpatients, often requiring more intensive therapy and advanced coping skills training. In this article, adaptations of DBT skills to advance clinical care in inpatient addiction treatment settings are illustrated. First, key differences between teaching DBT skills in inpatient versus outpatient settings are described, and the psychologist's role as a consultant to the multidisciplinary treatment team is emphasized. Second, practical illustrations of how three specific DBT concepts/skills, namely Wise Mind, Dialectical Abstinence, and ABC PLEASE, can be integrated into inpatient addiction treatment are provided. Third, ethical and training related considerations are discussed in relation to the dialectical challenge of balancing the need to preserve fidelity to the DBT treatment model versus the need to increase access to useful DBT skills. Together, this paper provides the first comprehensive account of how psychologists can flexibly utilize DBT skills and dialectical thinking to promote patient behavioral change and foster multidisciplinary collaborative care in inpatient addiction treatment settings.

Machine learning predictive modeling can support scalable prevention of suicide-related behavior (SRB). SAFEGUARD is a three-pronged universal, indicated, and clinical SRB-prevention intervention system focused on key military career touchpoints. The targeted SAFEGUARD interventions are designed to improve on the mixed results of universal interventions. Level Up uses digital tools, personalized messaging, and remote booster sessions to deliver customized universal military-focused cognitive behavioral therapy skills training designed to reduce SRBs during first duty assignments. Operation Life Force delivers remote group dialectical behavior therapy skills training with a mental toughness focus to soldiers identified during annual physicals as high-risk for SRBs. Pathfinding delivers remote wrap-around case management after psychiatric inpatient discharge to soldiers identified as high-risk for SRBs. SAFEGUARD is a data-driven system for SRB prevention that delivers targeted best-practice interventions at critical points to optimize impact and efficiently use mental health resources across the military.

For adolescents living with higher body weight, changing lifestyle behaviours can be met with challenges due to psychosocial factors, such as mental health and emotional challenges. Few behavioural interventions have included skill development to manage these mental health and emotional challenges. The feasibility of a dialectical behavioural therapy (DBT)-enhanced lifestyle intervention will be evaluated through a pilot randomised controlled trial. We will recruit 90 adolescents aged 14-17 years with a body mass index Z-score >1.4 and mild-to-moderate depressive symptoms to participate with a caregiver in the trial. Adolescents will be randomised 2:2:1 to one of the three study arms: (A) behavioural lifestyle intervention with DBT skills training, (B) behavioural lifestyle intervention alone (ie, without DBT skills training) or (C) control. The interventions will include two sessions weekly for 16 weeks that include (1) one modified DBT skills training with two facilitators, supervised by a clinical psychologist, combined with one behavioural lifestyle session delivered by a dietitian and/or a kinesiologist and (2) two behavioural lifestyle sessions alone. DBT skills training will consist of teaching mindfulness, emotion regulation, distress tolerance, interpersonal effectiveness and walking the middle path modules. Behavioural sessions will be guided by evidence-based practices for goal setting, dietary counselling, improving sleep, reducing screen time and structured physical activity. The main outcomes are enrolment rates, adherence to the intervention and retention rates for follow-up measurements. The secondary outcome will be changes in the quality of life (Pediatric Quality of Life Inventory) and daily physical activity levels between baseline and immediately post-intervention. Adolescents will participate in a focus group incorporating photo elicitation to explore satisfaction, acceptability and perceived benefits of the study arms. This study has received ethical approval from the University of Manitoba's Biomedical Research Ethics Committee (HS24295-H2020:427), Hamilton Health Sciences & McMaster University (HiREB 18159) and The Conjoint Health Research Ethics Board (CHREB), University of Calgary (REB24-1084). Results will be disseminated through publication in peer-reviewed journals and be relevant to researchers and clinicians involved in paediatrics and paediatric weight management. NCT05338944.

ABSTRACT Background Dialectical Behavior Therapy (DBT) is a transdiagnostic evidence-based treatment, adapted for use with youth with suicidality and emotion dysregulation. There is increasing evidence of using DBT on psychiatric inpatient units for youth; however, there is little research on how to best incorporate families into DBT treatment in this setting. Objective The study’s objective was to describe the implementation process and assess the feasibility and acceptability of a DBT skills group for caregivers on inpatient psychiatry units for children and adolescents. Methods Participants included 135 caregivers who attended at least one session of the caregiver DBT skills group. The implementation of the group was described using the Quality Improvement Framework. Of the total participants, 40 caregivers completed a post-training survey to measure satisfaction with the group. The survey included two open-ended questions; qualitative data were analyzed by coding themes of caregivers’ responses. Additionally, feasibility was assessed by group attendance. Results During the first phase of recruitment, an average of 1.83 caregivers attended each group. Due to low attendance, the recruitment strategy changed and an average of 2.84 attended groups during the second phase. Caregivers generally endorsed acceptability of the group with strong agreement that they were satisfied with the group, learned new skills, and would participate in the group again. Qualitative responses demonstrated that caregivers found the group beneficial. Additionally, responses highlighted recommendations for improvement, including offering the groups during convenient times and ways to increase access. In the 3rd phase, accounting for feedback from the first two phases, average attendance increased to 4.65 participants per group. Conclusion This study provides preliminary support for the benefit of a weekly DBT skills group for caregivers to better incorporate families into therapeutic care while their child is on an inpatient psychiatric unit. More work is needed to increase feasibility of caregiver attendance.

This study examined the psychometric properties of Arabic translations of four measures assessing Dialectical Behaviour Therapy (DBT) skills, namely emotion regulation, mindfulness, distress tolerance, and interpersonal effectiveness, specifically within an Egyptian sample. A total of 278 adult participants completed the Difficulties in Emotion Regulation Scale (DERS), Freiburg Mindfulness Inventory (FMI), Distress Tolerance Scale (DTS), and Inventory of Interpersonal Problems (IIP), alongside the Beck Depression Inventory-II (BDI-II) for validity testing. Confirmatory Factor Analyses were conducted to assess structural validity, and reliability was evaluated using Cronbach’s alpha and split-half methods. Results supported the original factor structures of the DERS, FMI, and DTS with acceptable to good model fit, strong internal consistency, and expected convergent correlations with depressive symptoms. The IIP, however, demonstrated poor factorial validity, suggesting cultural differences in how interpersonal problems are conceptualised. Across all scales, Cronbach’s alpha values ranged from .82 to .94, indicating good to excellent internal consistency. Overall, the findings provide preliminary support for the use of Arabic-translated DBT skills measures in Egyptian populations, particularly for emotion regulation, mindfulness, and distress tolerance. However, the IIP requires further cultural adaptation and item refinement. These results contribute to the growing validation literature on DBT-related constructs in non-Western contexts and offer an empirical foundation for future clinical and research applications of DBT in Arabic-speaking settings.

We conducted a systematic review and meta-analysis to assess the effectiveness of intensive community care and services (ICCS) compared with treatment as usual (TAU), including inpatient care, and to synthesize common psychosocial interventions used within ICCS. We searched 14 databases from January 1, 1999, to May 30, 2025, for quantitative studies of ICCS for adolescents predominantly (aged 12-18 years) with mental health problems. We used a random-effects meta-analysis of randomized controlled trials (RCTs) comparing ICCS vs TAU (and inpatient care only) on psychosocial functioning, mental health, and cost-effectiveness outcomes. We used a narrative synthesis with an adapted Delphi approach to identify common psychosocial interventions and theoretical mechanisms. The protocol was registered in PROSPERO. We included 48 publications on 38 unique ICCS samples (N = 16,546 adolescents; median age, 14.5 years) involving admission avoidance/home treatment, assertive outreach, and family preservation models. Meta-analysis of 11 unique RCTs (range, 297-1,294 participants per outcome) showed that, compared with TAU, ICCS yielded statistically significant improvements in psychosocial functioning (Hedges g = 0.15, 95% CI = 0.04, 0.26; 9 RCTs), reductions in inpatient admission days (-0.48 -0.82, -0.15; 4 RCTs), total emotional and behavioral problems (-0.15, -0.30, -0.01; 5 RCTs), and externalizing symptoms (-0.18, -0.30, -0.06; 6 RCTs) post treatment. The effect for psychosocial functioning increased and remained significant when comparing ICCS with inpatient care only (0.25, 0.04, 0.46; 5 RCTs). No significant differences were found for internalizing symptoms, family functioning, or total costs. The narrative synthesis showed that psychosocial interventions consistently included enhanced engagement strategies, cognitive- behavioral therapy, family systems approaches, and dialectical behavior therapy skills. For adolescents with severe mental health problems, ICCS yielded small but significant improvements in psychosocial functioning, and reductions in inpatient days and emotional and behavioral symptoms, while achieving comparable effects for other outcomes. Findings support the expansion of ICCS as a viable alternative to inpatient care. Future research should prioritize multisite RCTs and developing and evaluating standardized psychosocial intervention guidelines to enhance treatment fidelity and outcomes. Psychosocial interventions for young people with acute and complex mental health problems requiring intensive treatment: a systematic review and meta-analysis; https://www.crd.york.ac.uk/PROSPERO/view/CRD42024574885.

Aim To determine the effect of implementing dialectical behavior therapy (DBT) skills training groups on emotional regulation difficulties, distress tolerance, and social functioning among patients with bipolar disorder (BD). Methods A randomized controlled trial was conducted with 120 patients diagnosed with BD who were attending follow‐up at the outpatient clinic. Participants were randomly assigned to either the experimental group, which received 16 group psychoeducation sessions held twice weekly, or the control group, which received standard outpatient care. Analysis of variance (ANOVA) with repeated measures was applied to compare normally distributed quantitative variables across more than two time points or stages, with post hoc tests used for pairwise comparisons. Results The experimental group of DBT skills training demonstrated significant improvement over the control group in the overall emotional regulation difficulties scale ( F = 60.0, p ≤ 0.001, F = 1.0, p = 1.000, respectively), distress tolerance (104.40 ± 2.39 to 60.0 ± 3.55 and 57.70 ± 2.94, p < 0.001), and social functioning ( F = 295.503, p ≤ 0.001, F = 11.107, p = 0.918, respectively). Conclusion The DBT skills training has demonstrated improvements in all the measured outcomes across the one‐ and 3‐month intervals of follow‐ups. The existing findings suggest replication on a larger scale with diverse populations. Additionally, nurse‐led DBT skills training groups are indicated in tertiary mental health settings. Implication The structured approach of DBT skills training is well‐suited for addressing the complex needs of patients with BD, enhancing the overall efficacy of the treatment. Further research is needed to identify which skills are best suited for specific issues about emotional regulation. Trial Registration ClinicalTrials.gov identifier: NCT05741268

Emotion dysregulation is common in many different psychiatric disorders and it can be effectively treated with the well-established Dialectical Behavioral Therapy (DBT). Despite its clinical relevance and increasing scientific interest, emotional dysregulation (ED) is sometimes conflated with emotional lability (EL). However, these constructs differ: ED involves top-down neurobiological processes, while EL involves bottom-up processes. As psychotherapy essentially influences top-down processes compared to pharmacotherapy, this study aimed to investigate whether ED is more sensitive to DBT than EL. Our naturalistic study involved the 39 participants (sex ratio=9m/30w, mean age=33.23) who completed questionnaires assessing ED (DERS-36) and EL (ALS-18) before then after transdiagnostic DBT skills training (DBT-ST). The diagnoses of participants included BPD (64%), BD (23%), ADHD (23%), addiction (17%) or eating disorder (17%). DBT was performed in a transdiagnostic group over 4months. After DBT-ST, ED improved significantly with a medium effect size (d=0.73), while EL showed no significant change (d=0.13). The percentages of improvement on DERS were significantly higher than on ALS (p<0.002, d=0.50). The correlation between these both measures decreased during therapy from r=0.37 to r=0.32. Our findings indicate that ED improved more than EL after DBT and that their correlation diminished during therapy. These results suggest that ED is a different process from EL and that ED is more sensitive to treatments like DBT Skills Training. To confirm these findings, further studies are needed ideally with larger sample size, long-term follow-up and a controlled design.

Aggression is a growing issue, ranking among the top causes of mortality in youth and is a frequent reason for referral to child psychiatry clinics. The presence psychological causes, like emotion dysregulation, has been confirmed. The authors adapted Dialectical Behavior Therapy (DBT) skills for children’s developmental level, as well as the Arabic language and culture. The study sample included 66 children with a diagnosis of ADHD and impulsive aggression who had not previously taken medication for their condition. They were randomized into two groups: an intervention group (Group A) that, along with their parents, attended a weekly Arabic DBT-C skills training program, and a control group (Group B) that received primary ADHD medication and regular psychoeducation sessions. The Arabic DBT-C skills training significantly reduced the severity of impulsive aggression. This was associated with improvements in the children’s executive functions, psychological resilience, ADHD symptoms (particularly impulsivity and hyperactivity), and their parents’ emotion dysregulation. These effects were maintained at a 3-month follow-up. Regression analysis identified that the reduction in aggression severity was primarily associated with improvements in self-motivation and response inhibition executive functions, improved parental emotion dysregulation, and an increased resilience i.e. use of adaptive skills by the children. The Arabic DBT-C skills training is a proven, acceptable, and effective therapeutic tool for impulsive aggression in children with ADHD, and it was found to be superior to the combination of Atomoxetine and psychoeducation.

Background: Substance use disorders (SUDs) are a major global health burden, and third-wave therapies that target transdiagnostic processes such as psychological flexibility and mindfulness have emerged as promising options. This systematic review synthesized evidence on third-wave interventions for adults with diagnostic and statistical manual of mental disorder (DSM)-defined SUDs. Methods: A comprehensive search of seven databases (2014–2025) identified randomized and non-randomized studies of acceptance and commitment therapy (ACT), related mindfulness-based programs, and dialectical behavioral therapy skills training. Two reviewers screened records, extracted data, assessed risk of bias with Risk of Bias 2 (RoB 2) and risk of bias in non-randomized studies of interventions (ROBINS-I), and synthesized findings using SWiM-consistent narrative methods. The review was prospectively registered in PROSPERO (CRD420251028610). Results: Forty-seven studies (35 randomized, 12 non-randomized) met inclusion criteria. Across modalities, third-wave interventions yielded small-to-moderate benefits on abstinence, craving, and substance use outcomes compared with control conditions, with larger and more consistent gains in psychological flexibility, emotion regulation, and mindfulness. Effect sizes varied and most trials showed some concerns or serious risk of bias, resulting in generally low-to-moderate certainty of evidence. Conclusions: Third-wave interventions may serve as adjunctive or alternative SUD treatments by engaging targeted mechanisms, enhancing psychological functioning, and producing modest but clinically relevant substance-use benefits. More rigorous, adequately powered mechanism-focused trials are needed to clarify comparative efficacy and guide process-based personalization and implementation in routine addiction services.

ABSTRACT Mindfulness, emotion regulation, and distress tolerance are hypothesised mechanisms that underpin Dialectical Behaviour Therapy (DBT) for binge eating, yet their role in app-based interventions is unclear. This study examined whether (1) a digital DBT app improved these skills compared to a control condition and (2) baseline skill levels predicted post-treatment symptom change. This secondary analysis drew on data from a randomised controlled trial (n = 576) of adults with recurrent binge eating. Participants in the intervention (n = 287) completed a six-week self-guided DBT app, while controls (n = 289) were waitlisted. Mindfulness, emotion regulation, and distress tolerance were assessed at baseline, post-test, and 12-week follow-up. Outcomes were binge eating episodes and the Eating Disorder Examination Questionnaire (EDEQ). Linear mixed models tested treatment effects, while univariate and multivariate models assessed baseline predictors. The app produced small-to-moderate improvements in four emotion regulation facets—lack of emotional clarity (d = -0.33), limited strategies (d = -0.22), difficulty with goal-directed behaviour (d = -0.28), and non-acceptance (d = -0.30)—and in the mindfulness facet of observing (d = 0.28). No group differences emerged for distress tolerance. Baseline non-acceptance predicted EDEQ improvement in univariate analyses, but not objective binge eating or multivariate models. A self-guided DBT app may strengthen components of mindfulness and emotion regulation. These results may point towards possible mechanisms through which DBT treatments work. That core DBT skills at baseline were unrelated to outcomes suggesting that they may bear little prognostic value, however may be suitable for broad implementation.

Supplemental Material for Acculturation of Dialectical Behavior Therapy (DBT) Skills Training for Family Caregivers of Suicidal Patients in Taiwan: Initial Feasibility and Outcomes

Introduction: Intensive short-term dynamic psychotherapy (ISTDP) focuses on emotional processing and the resolution of internal conflicts. This randomized pilot and feasibility study evaluated the implementation of a novel 12-week group program based on ISTDP model, and compared clinical outcomes in reducing symptoms associated with personality vulnerabilities (e.g., emotion regulation, self-harm). The setting of the study was an Australian Public Hospital Service. Methods: Participants were referred to a brief intervention service for personality disorders and were randomly assigned to either the ISTDP group or the dialectical behavior therapy (DBT) group. Outcome measures included questionnaires assessing mood and distress, emotion dysregulation, disassociation, and DBT skill use. Feasibility outcomes, such as recruitment, attrition, and potential participants' experiences of the therapy, were also evaluated. Results: A total of 15 participants were recruited, with nine randomly allocated to the ISTDP group and six to the DBT group. Both groups showed improvements in clinical symptoms, including reductions in depression, emotion dysregulation, and dissociation. The ISTDP group also demonstrated a reduction in anxiety and stress. Follow-up surveys indicated that participants found both group interventions relevant, useful, and beneficial for managing their thoughts and emotions. Conclusion: Both the ISTDP and DBT interventions were well received by participants, and no adverse events were reported, further supporting their potential for implementation in public hospital settings and feasibility.

Research suggests that standalone dialectical behaviour therapy (DBT) skills training results in reduced emotion regulation difficulties, depression, and anxiety across various clinical populations. Although autistic individuals experience heightened emotion regulation difficulties compared to the general population, limited research is available on the effectiveness of DBT for autistic populations, particularly adapted DBT programmes to meet the specific needs of the autistic community. In this study, we aimed to examine the preliminary impact of a neurodiversity-affirming informed DBT group skills training programme (NDA-DBT) on emotion regulation difficulties, psychological distress, mindfulness and quality of life. We collected data from 12 participants using the Difficulties in Emotion Regulation Scale, Depression Anxiety and Stress Scale, Five Facet Mindfulness Questionnaire, and World Health Organization Quality of Life-Brief (WHOQOL-BREF). Preliminary results of the pilot study suggest decreased emotion regulation difficulties and psychological distress, increased mindfulness skills and improvement across the psychological and social quality of life domains. The results of this pilot study suggest that the NDA-DBT programme seems promising for reducing emotion regulation difficulties and psychological distress and increasing mindfulness skills. Future research on neurodiversity-affirming informed DBT will assist the autistic community in accessing psychological support adapted to their unique needs and challenges.

ABSTRACTBackgroundPeople living longer with metastatic non‐small cell lung cancer (mNSCLC) experience heightened psychological distress and decrements in quality of life. Therefore, we developed LiveWell, an 8‐session adapted dialectical behavioral therapy skills training (DBT‐ST) protocol delivered one‐on‐one via telehealth to reduce psychological distress.AimTo conduct a single‐arm pilot trial examining the feasibility and acceptability of LiveWell and explore change in outcome variables.MethodsPatients receiving systemic therapy for mNSCLC with at least mild distress participated. Outcomes were feasibility (accrual N = 30 in 18 months, > 80% sessions attended, < 25% attrition) and acceptability (> 80% participant satisfaction). Distress (depression and anxiety symptoms; primary outcomes), intolerance of uncertainty, emotion regulation, illness acceptance, symptoms (e.g., fatigue, dyspnea, pain), skill use, and quality of life (secondary outcomes) were assessed at baseline, post‐intervention (primary endpoint), and 1‐month post‐intervention and examined with paired sample t‐tests.ResultsThirty participants (Mage = 63 years, 77% female) consented and completed the baseline assessment. LiveWell met feasibility (accrual N = 30 in 8 months, 93% sessions attended, 87% retention at post‐intervention) and acceptability (96% satisfaction) benchmarks. Participants demonstrated reductions in distress (depression d = 0.35, anxiety d = 0.22) from baseline to post‐treatment. Intolerance of uncertainty (d = 0.71), emotion regulation (d = 0.49), and illness acceptance (d = 0.45) improved. Fatigue and pain remained stable or improved (d's 0.07–0.38). Skill use increased (d = 0.65) and quality of life improved (d = 0.21). Improvements were maintained or enhanced at 1‐month follow‐up.ConclusionsLiveWell was feasible and acceptable, and participants demonstrated promising improvement in primary and secondary outcomes. Findings support a larger randomized efficacy trial.Trial registrationClinicalTrials.gov Identifier: NCT04973436

Results of the DBT-MXAU Program for Suicide Prevention among Mexican Adolescents: A Quasi-experimental Study

The use of psychoactive substances is a major global public health issue with profound physical, mental, and social consequences for individuals and their communities. Dialectical behavior therapy and acceptance and commitment therapy have gained recognition as effective interventions for addressing problematic substance use and associated emotional challenges. This case study details a 26-year-old Colombian patient with a history of problematic use of cannabis, cocaine base, and heroin, presenting with primary concerns including severe emotional dysregulation, experiential avoidance, and difficulties in maintaining social relationships. A unique aspect of this case is the application of an integrated dialectical behavior therapy and acceptance and commitment therapy treatment program, specifically tailored to Colombian cultural factors, targeting both substance use behaviors and emotional challenges. The treatment program included dialectical behavior therapy skills training to manage emotional dysregulation and reduce impulsive behaviors, combined with acceptance and commitment therapy–based techniques to enhance psychological flexibility and decrease experiential avoidance. Clinically, the patient exhibited significant improvements in emotional regulation and a reduction in substance use frequency. These changes, along with improved social functioning, emphasize the efficacy of this culturally adapted approach. This case contributes to the existing literature by demonstrating the adaptability and effectiveness of dialectical behavior therapy and acceptance and commitment therapy in treating substance use disorders within a Colombian context. It highlights the importance of cultural adaptations in therapeutic methods and sets a foundation for future studies. However, the descriptive nature of this case study and its inherent limitations regarding generalizability should be taken into account. Continued research with more rigorous methodologies is essential to validate and expand upon these findings, ensuring broader applicability across similar populations.

The Mid Essex Early Intervention in Psychosis (EIP) team provides formulation-driven psychological interventions based on clients’ needs, goals, and difficulties. Cognitive Behavioural Therapy for Psychosis (CBT-p) is the primary therapy model offered by the service (NICE, 2014). However, clinicians may also use other CBT approaches, such as Acceptance and Commitment Therapy (ACT), Compassion-Focused Therapy (CFT), or Dialectical Behaviour Therapy (DBT) skills, as well as other therapies like Eye Movement Desensitisation and Reprocessing therapy (EMDR), Cognitive Analytic Therapy (CAT), or Psychodynamic therapy, based on the specific needs of each individual. This evaluation aimed to assess the effectiveness of individual psychotherapy using the CORE-OM (Evans et al., 2000) by comparing pre- and post-therapy measures. Out of 30 clients, 12 (40%) showed overall clinical improvement, 28 (93.33%) had significant change in one or more subsections, and 19 (63.33%) transitioned to a lower severity band. In addition, 21 clients (70%) experienced a reliable change in their wellbeing scores, 15 (50%) in their symptoms, 20 (66.67%) in their functioning levels, and 6 (16.67%) in their risk scores. Paired T-tests revealed statistically significant improvements in overall clinical scores and subscales for wellbeing, functioning, and symptoms. However, no statistical change was observed for risk. This could be due to the low initial risk levels at the beginning of therapy. Overall, findings suggest that psychological treatment effectively improves clients’ overall levels of global distress and should continue to be offered to clients. Limitations of the evaluation are discussed, along with some ideas for improving the service.