The Effectiveness of Dialectical Behavior Therapy on Rumination and Cognitive Avoidance in Teachers

Teachers are exposed to chronic occupational stress that may contribute to maladaptive cognitive processes, including rumination and cognitive avoidance. Dialectical Behavior Therapy (DBT), originally developed for emotion dysregulation, has increasingly been applied as a transdiagnostic and skills-based intervention in non-clinical populations. DBT emphasizes mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness skills that may enhance adaptive coping and psychological resilience.

This randomized controlled trial was conducted to examine the effects of a DBT skills training program among middle-school teachers in Isfahan, Iran. Participants assigned to the intervention group attended ten structured group sessions delivered in a face-to-face format. The program was based on Linehan's DBT skills training model and focused on developing practical strategies for emotional and cognitive self-regulation. Participants in the control group did not receive the intervention during the study period.

The study was designed to evaluate whether a structured DBT-based psychoeducational program could improve cognitive and emotional functioning and contribute to the growing evidence supporting the use of DBT in educational and non-clinical settings.

Inclusion criteria

• Female middle-school teachers from districts 4 and 5 of Isfahan, Iran.
• Age between 35 and 52 years.
• Willingness to participate and provide written informed consent.
• Ability to attend the intervention sessions and complete study assessments.

Exclusion criteria

• Absence from more than two intervention sessions.
• Withdrawal of consent at any stage of the study.
• Failure to complete post-intervention or follow-up assessments.