A qualitative research of adolescents with behavioral problems about their experience in a dialectical behavior therapy skills training group

• Main Authors: Eva Sesma Pardo, Aránzazu Fernández Rivas, Pablo Orgaz Barnier, Marina Beá Mirabent, Iñaki Kerexeta Lizeaga, Aída Díaz Cosgaya, Ana Catalán Alcántara, Esther Vivanco González, Blaise Aguirre, Miguel Angel González Torres
• Format: Article
• Language: English
• Published: BMC 2020-05-01
• Series: BMC Psychiatry
• Subjects: Adolescents; Dialectical behavior therapy; Emotional dysregulation; Qualitative research; Focus groups
• Online Access: http://link.springer.com/article/10.1186/s12888-020-02649-2

Abstract Background Several quantitative studies support the effectiveness of the Dialectical Behavior Therapy (DBT) psychosocial skills training group component for adolescents with impulse-control disorder and/or emotional dysregulation. However, qualitative research to assess this psychotherapeutic tool in the adolescent population is sparse. This study aims to examine the subjective experience of adolescents with behavioral issues who have completed DBT skills training group, as well as using this experience to extract hypotheses regarding its usefulness which can then be verified at a later time by means of quantitative instruments. Methods We developed a qualitative study by using focus groups with adolescents (N = 20) whose diagnosis includes symptoms such as behavior disorder, impulse-control disorder and/or emotional dysregulation, and good informants, who have completed DBT skills training. Three focus groups were created. Results The subjective experience of adolescents who have completed a DBT skills training group is collected in four main categories: experience of illness, motivation for therapy, experience of therapy and results of the therapy. Conclusions Adolescents with behavioral problems assess their participation in the DBT skills training group positively, even recommending its usefulness to healthy population. Beyond learning skills, they emphasize the intrapsychic changes (as improvement in reflective activity) that they objectify after the group experience.