DBT Skills Training Groups for School Personnel Working in High-Need Schools
An Analysis of Attendance and Stress
DOI:
https://doi.org/10.70085/jtse.v3i2.5720Keywords:
Stress, Coping, Educator Mental Health, Secondary Trauma, DBT, Skills Training, School Personnel, Dialectical Behavior TherapyAbstract
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.
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