SCHOOL-BASED OPPORTUNITIES FOR ADOLESCENT RECOVERY (SOARING): PRELIMINARY FEASIBILITY OF A UNIVERSAL DBT-BASED SKILLS PROGRAM FOR AT-RISK ADOLESCENTS RESIDING IN AN UNDERSERVED COMMUNITY
CHALITA ANTOMMARCHI, M.A.
Loma Linda University
2021 Western Psychological Association, Virtual Conference
OUTLINE
Disclaimer
Due to the events involving COVID-19 and subsequent school closures, Project SOARing was restructured to be used as a class in an online setting. This presentation and data reflects these changes.
COVID-19
BACKGROUND
[1]
ADOLESCENCE
Internalizing Symptoms
Eating Behaviors
Substance Use
Burnout
Decrease in Attendance
Externalizing Symptoms
Suicidal Ideation and Attempt
Self-Injury
Interpersonal Issues
Adrian et al., 2011; Backer et al., 2009; Bender et al., 2012; Berking et al., 2014; Bry & Geroge, 1980; Herts et al., 2012; Hoffman et al., 2012; Lansing et al., 2017; McLaughlin et al., 2011; Rajappa et al., 2011; Rapee et al., 2005; Safer et al., 2007; Silk et al., 2003; Van Loon et al., 2019
LOW SOCIOECONOMIC STATUS
Adolescence
Decreased emotion regulation
Low socioeconomic status
Increase in ACEs
Lower academic performance
Lower self-regulation
Stressors
Immigration status
neglect
Inconsistent parenting
Neighborhood crime
Abuse
Emotion Dysregulation
Decreased anger tolerance
Decreased sadness tolerance
Decreased Impulse control
Other negative consequences
Mental health symptoms
Delayed cognitive development
Early onset Delinquency
Motivation
Interpersonal Issues
Academic performance
Increased risk of learning disabilities
Criss et al., 2016; Evans & Kim, 2012; Foege, 1998; Graham et al., 1999; Hardaway et al., 2011; Kim et al., 2013; Lansing et al., 2017; McClelland & Cameron, 2011; Morrison et al., 2010; Wadsworth, 2011
“all of the behaviors and disorders that have been targeted in studies of DBT for adolescents can be conceptualized by poor emotion regulation”
- MacPherson et al., 2012
EARLY INTERVENTION
Anderman, 2002; Bry & George, 1980; Calear & Christensen, 2010; Campbell & Ramey, 1995; Guerra & Bradshaw, 2008; Hasani & Shahmoradifar, 2016; Jayanthi et al., 2014; Kowalenko et al., 2005; Lansing et al., 2017; McClelland & Cameron, 2011; Rapee et al., 2005; Shahbazirad & Azizi, 2018; Van Loon et al. 2019
SCHOOL BASED INTERVENTIONS
Implements awareness
Mental health education
Acquisition of coping skills
Universal or targeted levels
Transportation dilemmas
Learning cues
Safe and equal environment
Convenient location
Low-cost alternative
Eliminates stigma
Time restrictions
Effective!
Barrett & Pahl, 2006; Kraag et al., 2006; Masia-Werner et al., 2006; Mendelson et al., 2010; Van Loon et al., 2019; Waters, 2011; Zenner et al., 2014
LACK OF ACCESS
Atkins et al., 2006; Atkins et al., 1998; Black and Fernando, 2013; Santiago et al., 2012
SCHOOL-BASED OPPORTUNITIES FOR ADOLESCENT RECOVERY
Emotion dysregulation coping strategies utilized in adolescence to prevent symptomatology
Preliminary feasibility for DBT-based skills in a universal intervention program for at-risk adolescents in a school-based, online setting
AIMS & HYPOTHESES
Aim 1.1 - Overall Positive Experience
Aim 1.2 - Consistent Positive Experience
Aim 1.3 - Preliminary Effectiveness
METHODS
[2]
SIERRA HIGH SCHOOL
46 PARTICIPANTS
Mean age: 16.38 years
GENDER
Male (60.87%), Female (39.13%)
ETHNIC BACKGROUND
Hispanic (88.95%), Black/African American (8.70%), White/Caucaisan (4.35%)
PROCEDURE
Recruitment
Post- Measures
Post-Measures
Pre-Measures
Students met with school counselor and teacher and verbal consent was obtained
Pre-assessment measures given before the first day of class
Post-session measures are assigned each day after class
Post-assessment measures given the last day of class
PROCEDURE
Recruitment
Students met with school counselor and teacher and verbal consent was obtained
PROCEDURE
Pre-Measures
Pre-assessment measures given before the first day of class
PROCEDURE
Post-Measures
Post-session measures are assigned each day after class
PROCEDURE
Post- Measures
Post-assessment measures given the last day of class
STUDY DESIGN
DBT Universal
Pre-Measure: MAAS, DERS, SDQ, and YOQ-SR
Post-Session Measure: Post-Session Survey Evaluation Form
Post-Measure: MAAS, DERS, SDQ, and YOQ-SR
MEASURES
SOARing Post-Session Evaluation Form
Self-report survey developed for this project to gain information from participants about group sessions
Youth Outcomes Questionnaire – Self Report (YOQ-SR)
Shortened, standardized questionnaire used to monitor symptomatology on a bi-weekly basis
PROJECT SOARING (SCHOOL-BASED OPPORTUNITIES FOR ADOLESCENT RECOVERY)
Mazza et al., 2016
DIALECTICAL BEHAVIORAL THERAPY (DBT)
Acceptance
Mindfulness
Being in the present moment without judgment
Distress Tolerance
Navigating uncomfortable or painful situations, Controlling urges to engage in harmful behaviors
Change
Emotion Regulation
Understanding the function and behavior of emotions, Navigating and controlling urges to act on emotions
Interpersonal Effectiveness
Getting needs met, Maintaining relationships
Linehan, 1993; Linehan et al., 1993
GROUP SESSION OUTLINE
Session Component | Time Spent |
Recap of previous session | 5-10 minutes |
Skills training | 30-40 minutes |
Questions and feedback | 5-10 minutes |
RESULTS
[3]
OVERALL POSITIVE EXPERIENCE
OVERALL POSITIVE EXPERIENCE
Students consistently rated positive remarks for each session.
“It was chill.”
“I loved the energy and how comfortable I felt the whole time they were presenting.”
“I liked everything about the workshop.”
“It was just interesting to be there.”
“I learned a lot.”
“I liked all of the things that the workshop had to teach me and the class.”
CONSISTENT POSITIVE EXPERIENCE
CONSISTENT POSITIVE EXPERIENCE
Students reported consistent, positive group session experiences over time.
“I related to a lot of the things presented.”
“I got to communicate with the people and most people had the same situation that I went through.”
“It feels like a safe place.”
“The whole interactive part.”
“I like when we got into little groups.”
“ACCEPTS skill and what they mean.”
“What the system of emotions were.”
“It made me learn more.”
“Being heard.”
“I’m not alone.”
PRELIMINARY FEASIBILITY
DISCUSSION
[4]
SOARING TO NEW HEIGHTS
SOARING TO NEW HEIGHTS
LIMITATIONS & FUTURE DIRECTIONS
[5]
LIMITATIONS
COVID-19
Abrupt Closure
of School
Insufficient
Time
No Previous Online
Adaptation
Sample Size
Preliminary
Feasibility
Incomplete Data
Online Platform
Confidentiality
Caretaking
Responsibilities
A SPECIAL THANK YOU TO…
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