نبذة مختصرة : Recent legislative changes have prompted a focus on increasing the research base for educational psychologist practice in the post-16 sector. The potential for a distinctive educational psychologist contribution in supporting development of personal skills is highlighted. There is also an increasing emphasis on the need for a preventative focus to promote the positive mental health and wellbeing of children and young people. Research indicates that developing adolescents' emotion regulation skills may have benefits in promoting coping skills which support achievement of the above objectives. Modified versions of the group skills element of dialectical behaviour therapy have been used in the US post-18 context to develop student emotion regulation skills. There is very limited UK research exploring the application of these strategies. Research which has been undertaken has focused on quantitative measures. This mixed methods study explored the impact of an 8-week EP led psychoeducation intervention, based on dialectical behaviour therapy principles and techniques, on ten post-16 students in a further education setting. Small-medium and small effect sizes were recorded on the emotional reactivity and sense of relatedness resiliency scales respectively. The effect size for the sense of mastery scale fell below the 0.2 value considered to be indicative of a small effect size. Qualitative feedback highlighted student perceptions of strategies focusing on cognitive reappraisal, mindfulness, and biopsychosocial techniques as most useful. Valuable insight into student priorities for change and effective methods of supporting development of coping skills were also gained. The above localised perspective may provide some preliminary indication that a short intervention based on dialectical behaviour therapy principles and techniques could positively contribute to post-16 students' development of emotion regulation strategies.
Processing Request
No Comments.