A classroom guidance curriculum following the dialectical behavior therapy skills training for emotion problem solving for adolescents (DBT STEPS-A) was evaluated using a pretest–posttest nonequivalent groups quasi-experimental design. Data from 94 ninth-grade students (42 treatment, 52 control) enrolled in a rural high school were analyzed via hierarchical linear modeling. Results indicated a treatment effect on students’ self-reported social resilience and emotion regulation difficulties, indicating potential for the classroom guidance curriculum. Results from exploratory analyses also supported a treatment effect for understanding and acceptance of DBT skills. The findings have direct implications for school counselors and other school-based mental health professionals, highlighting the positive effects of proactively employing universal social and emotional learning interventions targeting the development of adolescent social and emotional skill building. A discussion on future practice and research is also included.

使用前测-后测非等效组准实验设计评估了遵循辩证行为治疗青少年情感问题解决技能培训（DBT STEPS-A）的课堂指导课程。通过分层线性模型分析了就读于农村高中的 94 名九年级学生（42 名治疗组，52 名对照组）的数据。结果表明对学生自我报告的社会适应力和情绪调节困难的治疗效果，表明课堂指导课程的潜力。探索性分析的结果也支持了对 DBT 技能的理解和接受的治疗效果。研究结果对学校辅导员和其他校内心理健康专业人员有直接影响，强调积极采用针对青少年社交和情感技能培养发展的普遍社会和情感学习干预措施的积极影响。还包括对未来实践和研究的讨论。