Comparing effectiveness between short version and full version of STEPPS for university students in Japan.

[Speaker] Terashima, Hitomi:1
[Co-author] Okubo, Chisa:2, Isato, Ayako:3, Yamada, Keisuke:4, Miyamae, Mitsuhiro:5, Fujisato, Hiroko:6
1:Wayo Women's University (Japan), 2:University of Tsukuba (Japan), 3:RlSSHO University (Japan), 4:Tsukuba International University (Japan), 5:National Center of Neurology and Psychiatry (Japan), 6:Kanto Junior College (Japan)

Systems training for emotional predictability and problem solving (STEPPS) is a group treatment for Borderline Personality Disorder (Blum et al, 2012). STEPPS is useful for those with emotional intensity particularly in adolescence. However 20 sessions is not suitable for school settings. This study aimed to compare effectiveness between short (12 sessions) and full (20 sessions) version of STEPPS for university students. Seven students participated in the short version and six students in the full version. They completed Quick Evaluation of Severity over Time (QuEST) and Emotion Regulation Questionnaire (ERQ) at pre- and post-STEPPS. Significant differences between pre- and post-intervention were indicated on QuEST for both short and full versions, and on ERQ only for short version. Within-group effect sizes on QuEST are 0.91 for both versions and on reappraisal of ERQ is 0.78 for short version. This indicates short version is as useful as full version for university students.
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