Emotional Behavioral Disorders: Dialectical Behavioral Therapy Elements in the K-12 Setting

Abstract

Students who have been identified as having an emotional behavioral disability (EBD) in the K-12 educational system and who receive special educational services face multiple barriers to academic success and positive life outcomes. These students commonly have difficulty maintaining emotional regulation. Typical school approaches to supporting students with EBD are reviewed. As many emotional behavioral disorders are diagnosed and addressed in a clinical mental health setting, a review of psychotherapy techniques, with a focus on dialectical behavior therapy (DBT) is included as an emotional regulation and validating environment. This study explores whether K- 12 academic institutions are seeking to develop skills that align with DBT strategies or if they are currently using a curriculum with a DBT focus, if educators are recognizing an invalidating environment as an antecedent of behavior, and inquiring about what strategies districts are currently implementing to help build a validating environment for facilitating a conducive setting for students to learn skills that lead to a greater ability to regulate emotion, develop healthier relationships, and increase their distress tolerance.