Abstract
Psychiatric problems are an increasing concern for youth in the United States, with these concerns targeted by school-based social-emotional learning programs. One intervention that may address these concerns is Dialectical Behavior Therapy (DBT) skills groups, an evidence-based treatment that may remediate youth psychiatric problems. Adapting DBT skills groups for schools and colleges may increase the accessibility of mental health interventions for youth. In this systematic review, seven studies were examined to determine the effectiveness and acceptability of standalone DBT skills groups as a school-based treatment for psychiatric problems. Preliminary effectiveness for school-based DBT skills groups in reducing psychiatric problems in youth (e.g., aggression, depression) was found in four college studies and in two primary/secondary school studies. Four studies reported preliminary acceptability for the intervention. Numerous methodological shortcomings (e.g., lack of fidelity to DBT protocols and blinded outcome measures) should be addressed with future research. Consistent effectiveness was found in college samples, but the lack of generalizable samples and mixed results precludes a strong statement about the effectiveness of DBT skills groups in primary/secondary schools. Nevertheless, this intervention shows some promise in remediating psychiatric problems in youth. More research should be conducted to elucidate the effectiveness and acceptability of this intervention.