DBT Skills in Elementary Schools

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, and how to address these within a multi-tiered systems of support framework. 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 curricula to help all students learn emotion regulation skills. A codeveloper of the DBT STEPS-A and DBT STEPS-E curricula, he provides consultation and training to school personnel internationally. Dr. Mazza is a cofounder of DBT in Schools, LLC.Elizabeth T. Dexter-Mazza, PsyD, President and cofounder of DBT in Schools, LLC, is a codeveloper of the DBT STEPS-A and DBT STEPS-E curricula. She provides DBT training and consultation to schools, mental health agencies, and mental health providers around the world. Certified as a DBT therapist by the DBT-Linehan Board of Certification, Dr. Dexter-Mazza completed her postdoctoral fellowship under the direction of Marsha M. Linehan at the University of Washington. She served as Clinical Director and a research therapist for Dr. Linehan’s research studies, providing comprehensive DBT to clients. Dr. Dexter-Mazza has published many book chapters and peer-reviewed articles on DBT, borderline personality disorder, and graduate school training in managing suicidal clients.Jill H. Rathus, PhD, is a former Professor of Psychology at Long Island University Post, where she directed the DBT Clinical Research Lab. She is also cofounder and codirector of Cognitive Behavioral Associates, a treatment and training center in Great Neck, New York. Dr. Rathus is coauthor of books including Dialectical Behavior Therapy with Suicidal Adolescents and DBT Skills Manual for Adolescents, and is a coauthor of the DBT STEPS-A and DBT STEPS-E curricula for secondary and elementary school settings. She consults internationally, has trained thousands of mental health professionals in the United States and worldwide, and is widely published in peer-reviewed journals. Dr. Rathus is a recipient of the Cindy Sanderson Outstanding Educator Award from the International Society for the Improvement and Training of DBT and serves as Co-Chair of the Treatment Integrity Committee of the World DBT Association.Alec L. Miller, PsyD, is cofounder of Cognitive and Behavioral Consultants, a treatment, training, and consultation center in White Plains and Manhattan, New York; cofounder and Board Chair of the nonprofit Access Psychology Foundation; and Clinical Professor of Psychiatry and Behavioral Sciences at Montefiore Medical Center of the Albert Einstein College of Medicine, Bronx, New York. Since the 1990s, Dr. Miller has adapted and applied DBT to youth in outpatient, inpatient, and school settings, as well as to youth who have chronic medical illnesses. His publications include over 100 peer-reviewed articles and book chapters, as well as the coauthored books Dialectical Behavior Therapy with Suicidal Adolescents and DBT Skills Manual for Adolescents and the DBT STEPS-A and DBT STEPS-E curricula for secondary and elementary school settings. Dr. Miller has trained thousands of clinicians and school personnel in DBT internationally.

“This book represents a significant innovation in prevention-focused school-based mental health care by bringing empirically validated DBT skills into elementary schools. The DBT STEPS-E curriculum is uniquely grounded in contemporary psychological science, and is aligned with the developmental and contextual needs of K-5 students. The lessons are accessible to educators and mental health professionals while maintaining fidelity to the evidence base, ensuring that children acquire core skills in emotion regulation, decision making, and coping. This is an excellent resource that will shape how schools embed best practices into the classroom to promote mental health in the next generation.”--Nathaniel P. von der Embse, PhD, NCSP, School Psychology Program, University of South Florida"DBT STEPS-E is highly user friendly. It includes scripted lesson plans along with recommendations for modifications to support a range of learners. This book will be of great interest to school-based mental health professionals, whether they will be supporting DBT STEPS-E implementation at Tier 1 in classrooms, delivering the curriculum as a Tier 2 intervention with small groups of students, or both."--Stephen Kilgus, PhD, School Psychology Program, University of Wisconsin–Madison"From four leading experts who truly understand the importance of emotion regulation to mental health, this is a comprehensive and highly practical guide. Given the youth mental health crisis, teaching students how to develop emotion regulation, coping, and decision-making skills is critical, and there is no better time to begin than in elementary school. Providing a DBT-based curriculum and lesson guide informed by the authors’ previous work with adolescents, this excellent book should be required reading for mental health professionals, principals, and teachers in elementary schools."--David N. Miller, PhD, Department of Educational and Counseling Psychology, University at Albany, State University of New York"As a school psychologist, I had the privilege of serving on one of the earliest DBT in Schools teams at Ardsley High School in 2008. Based on that experience, I see this manual as an invaluable resource. The DBT STEPS-E lesson plans are clear and easy to follow. The activities are fun and engaging. Most important, the program equips students with essential skills for life--how to get through emotional difficulties without making things worse, make good choices, and communicate effectively with others."--Dawn Catucci, MSEd, LMHC, former school psychologist; mental health counselor, Pleasantville, New York-

• I. Overview of DBT STEPS-E1. What Is DBT Skills Training for Emotional Problem Solving in Elementary Schools (DBT STEPS-E)?2. Need for a Downward Extension to Elementary GradesII. Implementation of DBT STEPS-E3. Overview of the DBT STEPS-E Curricula: Skill Modules and Specific Skills4. Implementation Issues, Adaptations, and the School Environment5. Feedback from the FieldIII. Lesson Plans and Handouts for Grades K–2- Lesson 1. Orientation- Lesson 2. Both Sides Thinking- Lesson 3. “How-To†Guide for Both Sides Thinking- Lesson 4. Understanding How Emotions Work- Lesson 5. Mindfulness: Finding Wise Mind- Lesson 6. Mindfulness: “What†Skills- Lesson 7. Don’t Make It Worse: Introduction to Don’t Make It Worse Skills and SEA- Lesson 8. Don’t Make It Worse: CAP Skills for Managing Strong Emotions- Lesson 9. Emotion Regulation: Overview and Check the Facts- Lesson 10. Emotion Regulation: Opposite Action to Change Emotions- Lesson 11. Interpersonal Effectiveness: DEAR Skills (Objective Effectiveness)- Lesson 12. Interpersonal Effectiveness: FACE Skills (Self-Respect Effectiveness)Student Handouts and Activity Sheets for Grades K–2IV. Lesson Plans and Handouts for Grades 3-5DBT STEPS-E Skills Daily Diary Card- Lesson 1. Orientation- Lesson 2. Both Sides Thinking- Lesson 3. “How To†Guide for Both Sides Thinking- Lesson 4. Understanding How Emotions Work- Lesson 5. Mindfulness: Finding Wise Mind- Lesson 6. Mindfulness: “What†Skills- Lesson 7. Mindfulness: “How†Skills- Lesson 8. Distress Tolerance: Introduction to Distress Tolerance Skills and SEAT- Lesson 9. Distress Tolerance: CAP Skills for Managing Strong Emotions- Lesson 10. Distress Tolerance: Thinking of Pros and Cons- Lesson 11. Emotion Regulation: Overview and Check the Facts- Lesson 12. Emotion Regulation: Opposite Action to Change Emotions- Lesson 13. Emotion Regulation: Wave Skill (Mindfulness of Current Emotion)- Lesson 14. Interpersonal Effectiveness: DEAR Skills (Objective Effectiveness)- Lesson 15. Interpersonal Effectiveness: GIVE Skills (Relationship Effectiveness)- Lesson 16. Interpersonal Effectiveness: FACE Skills (Self-Respect Effectiveness)Student Handouts and Activity Sheets for Grades 3–5ReferencesIndex