5 - (SYM 43) A Novel School-based DBT Skills Training Program for At-risk Adolescents:
feedback from Participants

Background: Previous studies indicate that DBT skills training is a promising early intervention to prevent the development of internalizing disorders but identify challenges regarding the implementation of DBT skills groups in the school setting. We review student satisfaction surveys and suggestions for improvement of a school-based early intervention Dialectical Behavioral Program delivered in a continuation high school setting.

Method: Participants (n = 59) were adolescents aged 15 to 19, with diverse ethnic and socioeconomic backgrounds. Student feedback was collected via quantitative satisfaction questionnaires administered at the end of every other session, as well as qualitative feedback from focus groups conducted following the completion of the intervention. Student satisfaction was determined by reviewing descriptive statistics from the quantitative survey data, as well as the qualitative focus group data, which was subjected to a thematic analysis.

Results: An analysis of the quantitative data reveals that students were overall satisfied with the SOARing intervention (M = 3.41 out of 4, with 4 being “extremely satisfied;” SD = 0.07). Satisfaction was stable across time, as well as across different areas of satisfaction, including enjoyment, clarity, and gains in knowledge. Preliminary qualitative analyses reinforce the results of the quantitative data, indicating that students are overall satisfied with the intervention. Students stated “I love it. It was so fun. It was very helpful.” Potential improvements to the program included “board games or something that can relate to the topic of whatever we're talking about.”

Conclusion: These results provide insight into the success of the SOARing program and potential areas for improvement, allowing for continued refinement of the intervention.