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Evaluation ViewAttendees 24

Clinical Round Tables

Child / Adolescent - School-Related Issues

Session: Increasing the Capacity for Joy in Youth by using DBT and CBT Interventions in Schools

Clinical Round Table 6 - Increasing the Capacity for Joy in Youth by Using DBT and CBT Interventions in Schools

Friday, November 17, 2023
2:30 PM – 4:00 PM PST
Location: Clearwater (702), Level 7
Earn 1.5 Credit
Keywords: DBT (Dialectical Behavior Therapy), School, Mindfulness
Recommended Readings: Mazza, J. J., Dexter-Mazza, E. T., Miller, A. L., Rathus, J. H., & Murphy, H. E. (2016). DBT? Skills in schools: Skills training for emotional problem solving for adolescents Dbt Steps-a. Guilford Publications.,   Miller, A. L., Gerardi, N., Mazza, J. J., & Dexter-Mazza, E. (2020). Research of dialectical behavior therapy in schools. In The handbook of dialectical behavior therapy (pp. 241-256). Academic Press.,   Gee, B., Reynolds, S., Carroll, B., Orchard, F., Clarke, T., Martin, D., ... & Pass, L. (2020). Practitioner Review: Effectiveness of indicated school-based interventions for adolescent depression and anxiety–a meta-analytic review. Journal of Child Psychology and Psychiatry, 61(7), 739-756.,   ,  
Over the last three years, youth ages 11-17 have been more likely than any other age group to experience moderate to severe symptoms of anxiety and depression (NIMH, 2020). Despite the intense need for mental health services, traditional outpatient therapy can be expensive and inaccessible (Kazdin, 2017). Thus, schools have been identified as a front-line resource for mental healthcare and ideally suited to address many barriers to care and accessing evidence-based resources in schools has never been more important (Miller, et al., in press; Reinke et al., 2021). Understanding the facilitators and barriers of school-based mental health service delivery is critical. The goal of this roundtable is to provide diverse perspectives on addressing youth mental health problems within the school context, before, during and after the pandemic. Panelists are leading experts in the field of translating evidence-based practices into school settings and have developed evidence-based prevention and/or intervention programs based in CBT, DBT, and mindfulness principles. The roundtable discussion will connect researchers, outpatient mental health providers, and school psychologists, and provide data on embedding evidence-based treatments into schools, both through universal prevention models and targeted interventions for students in need. The panelists will present strategies for the initial implementation and long term sustainability of prevention/intervention programs, barriers and facilitators of implementation in school settings, and lessons learned from program implementation during a pandemic. Furthermore, panelists will consider the role of universal prevention efforts in reducing educational and mental health disparities. By increasing accessibility of evidence-based practice in schools, our children can learn how to reduce their emotional pain and suffering and increase their capacity for joy and pleasure which in turn can improve the quality of their lives.  

Learning Objectives:

At the end of the session, the learner will be able to:
  • Describe the current data on universal prevention programs and school-based mental health research.
  • Identify factors that facilitate and adversely impact successful adoption, implementation, and sustainability of evidence-based programs.
  • Describe the role of mental health professionals in reducing disparities through increasing access to services in schools.