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DBT® Skills in Schools : Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A).

By: Mazza, James J.
Contributor(s): Dexter-Mazza, Elizabeth T | Miller, Alec L | Rathus, Jill H | Murphy, Heather E | Linehan, Marsha M.
Material type: TextTextSeries: eBooks on Demand.The Guilford Practical Intervention in the Schools Ser: Publisher: New York : Guilford Publications, 2016Copyright date: ©2016Description: 1 online resource (514 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781462525614.Subject(s): EDUCATION / Counseling / GeneralGenre/Form: Electronic books.Additional physical formats: Print version:: DBT® Skills in Schools : Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A)DDC classification: 616.89142 LOC classification: RC489.B4 -- .D38 2016Online resources: Click here to view this ebook.
Contents:
Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- Dedication -- About the Authors -- Foreword -- Preface -- Acknowledgments -- Contents -- Part I. Overview of DBT STEPS-A -- Chapter 1. What Is DBT Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A)? -- Welcome to DBT STEPS-A -- How This Book Is Organized -- The Need for Social-Emotional Learning Curricula for Adolescents -- Existing SEL Curricula -- Why DBT STEPS-A? -- Preliminary Research on the DBT STEPS-A Curriculum in School-Based Settings -- Potential Benefits to Schools in Using DBT STEPS-A -- Overview of the DBT STEPS-A Curriculum: Skill Modules and Specific Skills -- Curriculum Sequence -- Orientation (Lesson 1) -- Dialectics (Lesson 2) -- Mindfulness (Lessons 3-5, 13-14, and 23-24) -- Distress Tolerance (Lessons 6-12) -- Emotion Regulation (Lessons 15-21) -- Interpersonal Effectiveness (Lessons 25-29) -- Conclusion -- Chapter 2. Practical Issues in Schools -- Options for Implementation -- Options for Scheduling -- Curriculum Goals -- Skill Acquisition and Generalization -- Class Size and General Format -- Instructor Characteristics and Training -- Standard Lesson Structure -- Brief Mindfulness Exercise (5 Minutes) -- Homework Review (7-10 Minutes) -- Teaching of New Skill Content (25-35 Minutes) -- Lesson Summary and Homework Assignment (3-5 Minutes) -- Materials for Students -- Student Handouts -- Diary Cards -- Teacher Administrative Issues -- Assignments and Attendance -- Grades -- Lack of Satisfactory Progress in DBT STEPS-A -- Credits Applied to Graduation -- Special Rules for DBT STEPS-A Skills Classes -- Being Nonjudgmental -- Confidentiality -- Use of the Term "Target Behavior" -- Special Issues for DBT STEPS-A Instructors -- Alcohol and Drug Use -- Suicidal Behaviors -- Self-Harming Behaviors.
Chapter 3. Teaching DBT STEPS-A to Challenging Students -- The Response-to-Intervention Framework -- Beyond Special Education Tier 3 -- DBT STEPS‑A within an MTSS -- Strategies for Working with Students at Tiers 2 and 3 in General Education -- Strategies for Tier 2 Students -- Strategies for Tier 3 Students -- Services within Tiers 1-3 of SBMH -- DBT Skills and Services beyond School Settings -- Part II. Instructor Information, Lesson Plans, and Tests -- Lesson 1. Orientation -- Lesson 2. Dialectics -- Lesson 3. Mindfulness: Wise Mind -- Lesson 4. Mindfulness: "What" Skills -- Lesson 5. Mindfulness: "How" Skills -- Lesson 6. Distress Tolerance: Introduction to Crisis Survival Skills, and ACCEPTS -- Lesson 7. Distress Tolerance: Self-Soothe and IMPROVE the Moment -- Lesson 8. Distress Tolerance: TIP Skills for Managing Extreme Emotions -- Lesson 9. Distress Tolerance: Pros and Cons -- Lesson 10. Distress Tolerance: Introduction to Reality Acceptance Skills, and Radical Acceptance -- Lesson 11. Distress Tolerance: Turning the Mind and Willingness -- Lesson 12. Distress Tolerance: Mindfulness of Current Thoughts (and Distress Tolerance Test) -- Lesson 13. Mindfulness: Wise Mind -- Lesson 14. Mindfulness: "What" and "How" Skills -- Lesson 15. Emotion Regulation: Goals of Emotion Regulation and Functions of Emotions -- Lesson 16. Emotion Regulation: Describing Emotions -- Lesson 17. Emotion Regulation: Check the Facts and Opposite Action -- Lesson 18. Emotion Regulation: Problem Solving -- Lesson 19. Emotion Regulation: The A of ABC PLEASE -- Lesson 20. Emotion Regulation: The BC PLEASE of ABC PLEASE -- Lesson 21. Emotion Regulation: The Wave Skill-Mindfulness of Current Emotions -- Lesson 22. Emotion Regulation: Emotion Regulation Test -- Lesson 23. Mindfulness: Wise Mind Review -- Lesson 24. Mindfulness: "What" and "How" Skills Review.
Lesson 25. Interpersonal Effectiveness: Goals and Overview -- Lesson 26. Interpersonal Effectiveness: DEAR MAN Skills -- Lesson 27. Interpersonal Effectiveness: GIVE Skills -- Lesson 28. Interpersonal Effectiveness: FAST Skills -- Lesson 29. Interpersonal Effectiveness: Evaluating Options for How Intensely to Ask or Say No -- Lesson 30. Interpersonal Effectiveness: Interpersonal Effectiveness Test -- Distress Tolerance Test -- Distress Tolerance Test Answer Key -- Emotion Regulation Test -- Emotion Regulation Test Answer Key -- Interpersonal Effectiveness Test -- Interpersonal Effectiveness Test Answer Key -- Part III. Student Handouts -- References -- Index.
Summary: Dialectical behavior therapy (DBT) skills have been demonstrated to be effective in helping adolescents manage difficult emotional situations, cope with stress, and make better decisions.  From leading experts in DBT and school-based interventions, this unique manual offers the first nonclinical application of DBT skills. The book presents an innovative social-emotional learning curriculum designed to be taught at the universal level in grades 6-12. Explicit instructions for teaching the skills--mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness--are provided in 30 lesson plans, complete with numerous reproducible tools: 99 handouts, a diary card, and three student tests. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series.
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Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- Dedication -- About the Authors -- Foreword -- Preface -- Acknowledgments -- Contents -- Part I. Overview of DBT STEPS-A -- Chapter 1. What Is DBT Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A)? -- Welcome to DBT STEPS-A -- How This Book Is Organized -- The Need for Social-Emotional Learning Curricula for Adolescents -- Existing SEL Curricula -- Why DBT STEPS-A? -- Preliminary Research on the DBT STEPS-A Curriculum in School-Based Settings -- Potential Benefits to Schools in Using DBT STEPS-A -- Overview of the DBT STEPS-A Curriculum: Skill Modules and Specific Skills -- Curriculum Sequence -- Orientation (Lesson 1) -- Dialectics (Lesson 2) -- Mindfulness (Lessons 3-5, 13-14, and 23-24) -- Distress Tolerance (Lessons 6-12) -- Emotion Regulation (Lessons 15-21) -- Interpersonal Effectiveness (Lessons 25-29) -- Conclusion -- Chapter 2. Practical Issues in Schools -- Options for Implementation -- Options for Scheduling -- Curriculum Goals -- Skill Acquisition and Generalization -- Class Size and General Format -- Instructor Characteristics and Training -- Standard Lesson Structure -- Brief Mindfulness Exercise (5 Minutes) -- Homework Review (7-10 Minutes) -- Teaching of New Skill Content (25-35 Minutes) -- Lesson Summary and Homework Assignment (3-5 Minutes) -- Materials for Students -- Student Handouts -- Diary Cards -- Teacher Administrative Issues -- Assignments and Attendance -- Grades -- Lack of Satisfactory Progress in DBT STEPS-A -- Credits Applied to Graduation -- Special Rules for DBT STEPS-A Skills Classes -- Being Nonjudgmental -- Confidentiality -- Use of the Term "Target Behavior" -- Special Issues for DBT STEPS-A Instructors -- Alcohol and Drug Use -- Suicidal Behaviors -- Self-Harming Behaviors.

Chapter 3. Teaching DBT STEPS-A to Challenging Students -- The Response-to-Intervention Framework -- Beyond Special Education Tier 3 -- DBT STEPS‑A within an MTSS -- Strategies for Working with Students at Tiers 2 and 3 in General Education -- Strategies for Tier 2 Students -- Strategies for Tier 3 Students -- Services within Tiers 1-3 of SBMH -- DBT Skills and Services beyond School Settings -- Part II. Instructor Information, Lesson Plans, and Tests -- Lesson 1. Orientation -- Lesson 2. Dialectics -- Lesson 3. Mindfulness: Wise Mind -- Lesson 4. Mindfulness: "What" Skills -- Lesson 5. Mindfulness: "How" Skills -- Lesson 6. Distress Tolerance: Introduction to Crisis Survival Skills, and ACCEPTS -- Lesson 7. Distress Tolerance: Self-Soothe and IMPROVE the Moment -- Lesson 8. Distress Tolerance: TIP Skills for Managing Extreme Emotions -- Lesson 9. Distress Tolerance: Pros and Cons -- Lesson 10. Distress Tolerance: Introduction to Reality Acceptance Skills, and Radical Acceptance -- Lesson 11. Distress Tolerance: Turning the Mind and Willingness -- Lesson 12. Distress Tolerance: Mindfulness of Current Thoughts (and Distress Tolerance Test) -- Lesson 13. Mindfulness: Wise Mind -- Lesson 14. Mindfulness: "What" and "How" Skills -- Lesson 15. Emotion Regulation: Goals of Emotion Regulation and Functions of Emotions -- Lesson 16. Emotion Regulation: Describing Emotions -- Lesson 17. Emotion Regulation: Check the Facts and Opposite Action -- Lesson 18. Emotion Regulation: Problem Solving -- Lesson 19. Emotion Regulation: The A of ABC PLEASE -- Lesson 20. Emotion Regulation: The BC PLEASE of ABC PLEASE -- Lesson 21. Emotion Regulation: The Wave Skill-Mindfulness of Current Emotions -- Lesson 22. Emotion Regulation: Emotion Regulation Test -- Lesson 23. Mindfulness: Wise Mind Review -- Lesson 24. Mindfulness: "What" and "How" Skills Review.

Lesson 25. Interpersonal Effectiveness: Goals and Overview -- Lesson 26. Interpersonal Effectiveness: DEAR MAN Skills -- Lesson 27. Interpersonal Effectiveness: GIVE Skills -- Lesson 28. Interpersonal Effectiveness: FAST Skills -- Lesson 29. Interpersonal Effectiveness: Evaluating Options for How Intensely to Ask or Say No -- Lesson 30. Interpersonal Effectiveness: Interpersonal Effectiveness Test -- Distress Tolerance Test -- Distress Tolerance Test Answer Key -- Emotion Regulation Test -- Emotion Regulation Test Answer Key -- Interpersonal Effectiveness Test -- Interpersonal Effectiveness Test Answer Key -- Part III. Student Handouts -- References -- Index.

Dialectical behavior therapy (DBT) skills have been demonstrated to be effective in helping adolescents manage difficult emotional situations, cope with stress, and make better decisions.  From leading experts in DBT and school-based interventions, this unique manual offers the first nonclinical application of DBT skills. The book presents an innovative social-emotional learning curriculum designed to be taught at the universal level in grades 6-12. Explicit instructions for teaching the skills--mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness--are provided in 30 lesson plans, complete with numerous reproducible tools: 99 handouts, a diary card, and three student tests. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series.

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Author notes provided by Syndetics

James J. Mazza, PhD, is Professor in the College of Education at the University of Washington, where he teaches and conducts research in the field of adolescent mental health. Dr. Mazza''s research focuses particularly on adolescent internalizing disorders, such as depression, anxiety, posttraumatic stress disorder, exposure to violence, and, especially, suicidal behavior. His work also examines the complex relationships among adolescent mental health issues, social-emotional abilities, and academic skills through multi-tiered systems of support. Dr. Mazza has written extensively on how to identify youth who are at risk for suicidal behavior, as well as on how to develop social-emotional learning (SEL) curricula to help all students learn emotion regulation skills. He has worked with over 30 school districts and thousands of school personnel in developing and implementing comprehensive school-based suicide identification and prevention strategies for adolescents. Dr. Mazza also provides consultation and training to school personnel internationally on implementing DBT STEPS-A in schools, on developing mental health intervention services within multi-tiered systems of support, and on integrating SEL curricula as a part of a school system''s role in educating the whole child. He is the coowner of a private practice in Seattle, Washington.<br> <br> Elizabeth T. Dexter-Mazza, PsyD, is the co-owner of a private practice in Seattle, Washington, where she conducts comprehensive dialectical behavior therapy (DBT) and skillsbased coaching for adolescents and adults and provides parent coaching and support to family members and friends of individuals with emotion dysregulation. Dr. Dexter-Mazza provides training and consultation to schools, mental health agencies, and individuals in implementing DBT skills and therapy. She is also a trainer for Behavioral Tech, a company that offers DBT trainings to mental health professionals around the world. Dr. Dexter-Mazza completed her postdoctoral fellowship under the direction of Marsha M. Linehan at the Behavioral Research and Therapy Clinics (BRTC) at the University of Washington. She served as Clinical Director and a research therapist at the BRTC for Dr. Linehan''s research studies, which provided both individual DBT and DBT group skills training. Dr. Dexter-Mazza has published several book chapters and peer-reviewed articles on DBT, borderline personality disorder, and graduate school training in managing suicidal clients.<br> <br> Alec L. Miller, PsyD, is Co-Founder and Clinical Director of Cognitive and Behavioral Consultants, White Plains and New York, New York, and Clinical Professor of Psychiatry and Behavioral Sciences at Montefiore Medical Center/Albert Einstein College of Medicine, Bronx, New York. Dr. Miller served for over 20 years as Professor of Clinical Psychiatry and Behavioral Sciences, Chief of Child and Adolescent Psychology, Director of the Adolescent Depression and Suicide Program, and Associate Director of Psychology Training at Montefiore Medical Center. He is a scientific advisor to the American Foundation of Suicide Prevention and the National Educational Alliance of Borderline Personality Disorder, a Fellow of the American Psychological Association, and past Chair of the International Society for the Improvement and Training of DBT. He has published numerous peer-reviewed journal articles, book chapters, and books on topics including DBT, adolescent suicide, childhood maltreatment, and borderline personality disorder. He is the coauthor of DBT Skills in Schools , DBT Skills Manual for Adolescents , and Dialectical Behavior Therapy with Suicidal Adolescents . He has conducted over 400 lectures and workshops around the world, training thousands of mental health professionals in DBT.<br> <br> Jill H. Rathus, PhD, is Professor of Psychology at Long Island University Post, where she directs the DBT scientist-practitioner training program within the clinical psychology doctoral program. She is also Co-Director and Co-Founder of Cognitive Behavioral Associates, a group private practice in Great Neck, New York, specializing in DBT and cognitive-behavioral therapy (CBT). Her clinical and research interests include DBT, CBT, adolescent suicidality, intimate partner violence, anxiety disorders, and assessment. Dr. Rathus has developed and conducted programs in DBT for adolescents and adults as well as males referred for intimate partner violence, and has received foundation and university funding to study, adapt, and develop assessment tools for DBT. She has published numerous peer-reviewed articles and chapters on DBT, adolescent suicide, couple therapy, intimate partner violence, personality disorders, assessment, and anxiety disorders. She is the coauthor of books including DBT Skills in Schools , DBT Skills Manual for Adolescents , and Dialectical Behavior Therapy with Suicidal Adolescents .<br> <br> Heather E. Murphy, PhD, NCSP, has a private practice in Seattle, Washington, where she works with self-harming and suicidal adolescents. She is adjunct faculty in educational psychology at the University of Washington. Dr. Murphy previously worked as a school psychologist in elementary, middle, and high schools for 7 years. During that time, she developed districtwide procedures for intervening with suicidal youth and standard practices for responding to a suicide. Dr. Murphy''s research, publications, and clinical work focus on adolescent mental health, LGBT youth, and suicide intervention with adolescents.

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