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Problem Solving with Algorithms and Data Structures using C++ ¶

By Brad Miller and David Ranum, Luther College, and Jan Pearce, Berea College

• 1.1. Objectives
• 1.2. Getting Started
• 1.3. What Is Computer Science?
• 1.4. What Is Programming?
• 1.5. Why Study Data Structures and Abstract Data Types?
• 1.6. Why Study Algorithms?
• 1.7. Reviewing Basic C++
• 1.8. Getting Started with Data
• 1.9.1. Numeric Data
• 1.9.2. Boolean Data
• 1.9.3. Character Data
• 1.9.4. Pointers
• 1.10.1. Arrays
• 1.10.2. Vectors
• 1.10.3. Strings
• 1.10.4. Hash Tables
• 1.10.5. Unordered Sets
• 1.11.1. Parameter Passing: by Value versus by Reference
• 1.11.2. Arrays as Parameters in Functions
• 1.11.3. Function Overloading
• 1.12.1. A Fraction Class
• 1.12.2. Abstraction and Encapsulation
• 1.12.3. Polymorphism
• 1.12.4. Self Check
• 1.13.1. Logic Gates and Circuits
• 1.13.2. Building Circuits
• 1.14.1. Introduction to Turtles
• 1.14.2. Turtle & TurtleScreen
• 1.14.3. Geometry, Shapes, and Stamps
• 1.14.4. Advanced Features
• 1.15. Summary
• 1.16. Discussion Questions
• 1.17. Programming Exercises
• 1.18. Glossary
• 1.19. Matching
• 2.1. Objectives
• 2.2.1. Some Needed Math Notation
• 2.2.2. Applying the Math Notation
• 2.3. Big-O Notation
• 2.4.1. Solution 1: Checking Off
• 2.4.2. Solution 2: Sort and Compare
• 2.4.3. Solution 3: Brute Force
• 2.4.4. Solution 4: Count and Compare
• 2.5. Performance of C++ Data Collections
• 2.6. Analysis of Array and Vector Operators
• 2.7. Analysis of String Operators
• 2.8. Analysis of Hash Tables
• 2.9. Summary
• 2.10. Self Check
• 2.11. Discussion Questions
• 2.12. Programming Exercises
• 2.13. Glossary
• 2.14. Matching
• 3.1. Objectives
• 3.2. What Are Linear Structures?
• 3.3. What is a Stack?
• 3.4. The Stack Abstract Data Type
• 3.5. Using a Stack in C++
• 3.6. Simple Balanced Parentheses
• 3.7. Balanced Symbols - A General Case
• 3.8. Converting Decimal Numbers to Binary Numbers
• 3.9.1. Conversion of Infix Expressions to Prefix and Postfix
• 3.9.2. General Infix-to-Postfix Conversion
• 3.9.3. Postfix Evaluation
• 3.10. What Is a Queue?
• 3.11. The Queue Abstract Data Type
• 3.12. Using a Queue in C++
• 3.13. Simulation: Hot Potato
• 3.14.1. Main Simulation Steps
• 3.14.2. C++ Implementation
• 3.14.3. Discussion
• 3.15. What Is a Deque?
• 3.16. The Deque Abstract Data Type
• 3.17. Using a Deque in C++
• 3.18. Palindrome-Checker
• 3.19. Summary
• 3.20. Discussion Questions
• 3.21. Programming Exercises
• 3.22. Glossary
• 3.23. Matching
• 4.1. Objectives
• 4.2. What Are Linked Structures?
• 4.3. Implementing an Unordered Linked List
• 4.4. The Node Class
• 4.5. The Unordered Linked List Class
• 4.6.1. Analysis of Linked Lists
• 4.7.1. Forward lists
• 4.7.2. Lists
• 4.8. Summary
• 4.9. Discussion Questions
• 4.10. Programming Exercises
• 4.11. Glossary
• 4.12. Matching
• 5.1. Objectives
• 5.2. What Is Recursion?
• 5.3. Calculating the Sum of a Vector of Numbers
• 5.4. The Three Laws of Recursion
• 5.5. Converting an Integer to a String in Any Base
• 5.6. Stack Frames: Implementing Recursion
• 5.7. Introduction: Visualizing Recursion
• 5.8. Sierpinski Triangle
• 5.9. Complex Recursive Problems
• 5.10. Tower of Hanoi
• 5.11. Exploring a Maze
• 5.12. Dynamic Programming
• 5.13. Summary
• 5.14. Self-check
• 5.15. Discussion Questions
• 5.16. Programming Exercises
• 5.17. Glossary
• 5.18. Matching
• 6.1. Objectives
• 6.2. Searching
• 6.3.1. Analysis of Sequential Search
• 6.4.1. Analysis of Binary Search
• 6.5.1. Hash Functions
• 6.5.2. Collision Resolution
• 6.5.3. Implementing the Map Abstract Data Type
• 6.5.4. Analysis of Hashing
• 6.6. Self Check
• 6.7. Summary
• 6.8. Discussion Questions
• 6.9. Programming Exercises
• 6.10. Glossary
• 6.11. Matching
• 7.1. Objectives
• 7.2. Sorting
• 7.3. The Bubble Sort
• 7.4. The Selection Sort
• 7.5. The Insertion Sort
• 7.6. The Shell Sort
• 7.7. The Merge Sort
• 7.8. The Quick Sort
• 7.9. Self Check
• 7.10. Summary
• 7.11. Discussion Questions
• 7.12. Programming Exercises
• 7.13. Glossary
• 7.14. Matching
• 8.1. Objectives
• 8.2. Examples of Trees
• 8.3. Vocabulary and Definitions
• 8.4. Nodes and References
• 8.5. Parse Tree
• 8.6. Tree Traversals
• 8.7. Priority Queues with Binary Heaps
• 8.8. Priority Queues with Binary Heaps Example
• 8.9. Binary Heap Operations
• 8.10.1. The Structure Property
• 8.10.2. The Heap Order Property
• 8.10.3. Heap Operations
• 8.11. Binary Search Trees
• 8.12. Search Tree Operations
• 8.13. Search Tree Implementation
• 8.14. Search Tree Analysis
• 8.15. Balanced Binary Search Trees
• 8.16. AVL Tree Performance
• 8.17. AVL Tree Implementation
• 8.18. Summary of Map ADT Implementations
• 8.19. Summary
• 8.20. Discussion Questions
• 8.21. Programming Exercises
• 8.22. Glossary
• 8.23. Matching
• 9.1. Objectives
• 9.2. Vocabulary and Definitions
• 9.3. The Graph Abstract Data Type
• 9.4. An Adjacency Matrix
• 9.5. An Adjacency List
• 9.6. Implementation
• 9.7. The Word Ladder Problem
• 9.8. Building the Word Ladder Graph
• 9.9. Implementing Breadth First Search
• 9.10. Breadth First Search Analysis
• 9.11. The Knight’s Tour Problem
• 9.12. Building the Knight’s Tour Graph
• 9.13. Implementing Knight’s Tour
• 9.14. Knight’s Tour Analysis
• 9.15. General Depth First Search
• 9.16. Depth First Search Analysis
• 9.17. Topological Sorting
• 9.18. Strongly Connected Components
• 9.19. Shortest Path Problems
• 9.20. Dijkstra’s Algorithm
• 9.21. Analysis of Dijkstra’s Algorithm
• 9.22. Prim’s Spanning Tree Algorithm
• 9.23. Summary
• 9.24. Discussion Questions
• 9.25. Programming Exercises
• 9.26. Glossary
• 9.27. Matching

Acknowledgements ¶

We are very grateful to Franklin Beedle Publishers for allowing us to make the original Python version of this interactive textbook freely available. The original online version was dedicated to the memory of our first editor, Jim Leisy, who wanted us to “change the world.”

Indices and tables ¶

Module Index

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C programming for problem solving. Paperback – Import, 9 October 2020

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• ISBN-10 9354191339
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• Publication date 9 October 2020
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• Publisher ‏ : ‎ Hemant Jain (9 October 2020)
• Language ‏ : ‎ English
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Book description

Table of contents.

• Copyright Page
• What is Programming?
• How do we Write a Program?
• What is an Algorithm?
• What is a Programming Language?
• What Kinds of Instructions Can be Written in a Programming Language?
• What is Software Maintenance?
• Software Maintenance Case Study: An Introduction to Software Maintenance
• 1.3 - What's Inside the Computer?
• Software Piracy
• Privacy of Data
• Use of Computer Resources
• Software Engineering
• Ask Questions
• Look for Things that are Familiar
• Solve by Analogy
• Means-Ends Analysis
• Divide and Conquer
• The Building-Block Approach
• Merging Solutions
• Mental Blocks: The Fear of Starting
• Algorithmic Problem Solving
• Problem-Solving Case Study: Leap Year Algorithm
• Quick Check
• Exam Preparation Exercises
• Programming Warm-Up Exercises
• Case Study Follow-Up
• Line Number
• C++ Program Structure
• Syntax and Semantics
• Syntax Templates
• Naming Program Elements: Identifiers
• Data and Data Types
• Naming Elements: Declarations
• Taking Action: Executable Statements
• Beyond Minimalism: Adding Comments to a Program
• Blocks (Compound Statements)
• The C++ Preprocessor
• Software Maintenance Case Study: Adding Titles to Names
• Creating Blank Lines
• Inserting Blanks within a Line
• Special Characters
• Entering a Program
• Compiling and Running a Program
• Problem-Solving Case Study: Printing a Chessboard
• Testing and Debugging
• Programming Problems
• 3.1 - Overview of C++ Data Types
• Integral Types
• Floating-Point Types
• Named Constant Declarations
• Variable Declarations
• Arithmetic Operators
• Increment and Decrement Operators
• Precedence Rules
• Type Coercion and Type Casting
• Software Maintenance Case Study: Precedence Error
• Value-Returning Functions
• Library Functions
• Void Functions
• Integers and Strings
• Floating-Point Numbers
• The length and size Functions
• The find Function
• The substr Function
• Accessing Characters within a String: The at Function
• Converting to Lowercase and Uppercase
• Problem-Solving Case Study: Mortgage Payment Calculator
• Input Streams and the Extraction Operator (>>)
• The Reading Marker and the Newline Character
• Reading Character Data with the get Function
• Skipping Characters with the ignore Function
• Reading String Data
• 4.2 - Interactive Input/Output
• 4.3 - Noninteractive Input/Output
• Using Files
• Run-Time Input of File Names
• 4.5 - Input Failure
• 4.6 - Software Design Methodologies
• Implementing the Design
• A Perspective on Design
• Problem-Solving Case Study: Displaying a Name in Multiple Formats
• Testing and Debugging Hints
• The bool Data Type
• Logical Expressions
• The If-Then-Else Form
• The If-Then Form
• A Common Mistake
• Software Maintenance Case Study: Incorrect Output
• The Dangling else
• Precedence of Operators
• Relational Operators with Floating-Point Types
• 5.6 - Testing the State of an I/O Stream
• Problem-Solving Case Study: BMI Calculator
• Testing in the Problem-Solving Phase: The Algorithm Walk-Through
• Testing in the Implementation Phase
• The Test Plan
• Tests Performed Automatically During Compilation and Execution
• 6.1 - The While Statement
• 6.2 - Phases of Loop Execution
• Count-Controlled Loops
• Event-Controlled Loops
• Looping Subtasks
• Software Maintenance Case Study: Make a Program General
• Designing the Flow of Control
• Designing the Process within the Loop
• The Loop Exit
• Designing Nested Loops
• Problem-Solving Case Study: Recording Studio Design
• Loop-Testing Strategy
• Test Plans Involving Loops
• 7.1 - The Switch Statement
• 7.2 - The Do-While Statement
• Software Maintenance Case Study: Changing a Loop Implementation
• 7.4 - The Break and Continue Statements
• 7.5 - Guidelines for Choosing a Looping Statement
• Assignment Operators and Assignment Expressions
• Bitwise Operators
• The Cast Operation
• The sizeof Operator
• The ?: Operator
• Operator Precedence
• Type Coercion in Arithmetic and Relational Expressions
• Problem-Solving Case Study: The Rich Uncle
• When to Use Functions
• Why Do Modules Need an Interface Design?
• Designing Interfaces
• Writing Modules as Void Functions
• Flow of Control in Function Calls
• Function Parameters
• Function Call (Invocation)
• Function Declarations and Definitions
• Local Variables
• The Return Statement
• Value Parameters
• Reference Parameters
• Using Expressions with Parameters
• A Last Word of Caution About Argument and Parameter Lists
• Writing Assertions as Function Documentation
• Problem-Solving Case Study: Lawn Care Company Billing
• The assert Library Function
• Scope Rules
• Variable Declarations and Definitions
• Initializations in Declarations
• Software Maintenance Case Study: Debug a Simple Program
• Side Effects
• Global Constants
• Complete Example
• Boolean Functions
• Interface Design and Side Effects
• When to Use Value-Returning Functions
• 9.5 - Type Coercion in Assignments, Argument Passing, and Return of a Function Value
• Problem-Solving Case Study: Health Profile
• Stubs and Drivers
• Numeric Types
• The Typedef Statement
• Enumeration Types
• Named and Anonymous Data Types
• 10.3 - Simple Versus Structured Data Types
• Accessing Individual Components
• Aggregate Operations on Structs
• More About Struct Declarations
• Binding Like Items
• 10.5 - Hierarchical Records
• Problem-Solving Case Study: Stylistical Analysis of Text
• Coping with Input Errors
• Declaring Arrays
• Accessing Individual Components of an Array
• Out-of-Bounds Array Indexes
• Initializing Arrays in Declarations
• (Lack of) Aggregate Array Operations
• Examples of Declaring and Accessing Arrays
• Passing Arrays as Arguments
• Commenting Arrays
• Using Typedef with Arrays
• Arrays of Records
• Subarray Processing
• Indexes with Semantic Content
• 11.4 - Two-Dimensional Arrays
• 11.5 - Passing Two-Dimensional Arrays as Arguments
• Sum the Rows
• Sum the Columns Revised
• Sum the Columns
• Initialize the Array
• Print the Array
• 11.7 - Another way of Defining Two-Dimensional Arrays
• Problem-Solving Case Study: Calculating Exam Statistics
• Problem-Solving Case Study: Favorite Rock Group
• One-Dimensional Arrays
• Complex Structures
• Multidimensional Arrays
• 12.1 - Abstract Data Types
• Implementing the Member Functions
• Classes, Objects, and Members
• Built-in Operations on Objects
• Class Scope
• User-Written Header Files
• Specification and Implementation Files
• Compiling and Linking a Multifile Program
• 12.4 - What is an Object?
• Encapsulation
• Abstraction
• Designing for Modifiability and Reuse
• Software Maintenance Case Study: Comparing Two TimeOfDay Objects
• Specification of the ADT
• Implementation File
• Design of an Entry Class
• Diagramming a Class
• Diagramming Composition of Classes
• Problem-Solving Case Study: Create an Array of Name Objects
• 13.1 - What is a List?
• Refining Responsibilities
• Data Representation
• Example Program
• Basic Operations
• Insertion and Deletion
• Sequential Search
• Software Maintenance Case Study: Enhancing Class List with a Sort
• Binary Search
• Insert and Delete
• Problem-Solving Case Study: Calculating Exam Statistics Revisited
• Pointer Variables
• Pointer Expressions
• 14.2 - Reference Types
• Allocating Dynamic Data
• Deleting Dynamic Data
• Constants and Dynamic Data
• 14.4 - Sequential Versus Linked Structures
• 14.5 - Creating a Dynamic Linked List: A Walk-Through Example
• Creating an Empty Linked List
• Inserting into a Linked List
• Traversals of a Linked List
• Deleting from a Linked List
• Resetting the List
• Getting the Next Item
• Testing for the Full Linked List
• Searching the List
• Shallow Versus Deep Copying
• Copy-Constructor
• Insert(60) (pick up with loop)
• Insert(100)
• Problem-Solving Case Study: Creating a Sorted List of Entry Objects
• 15.1 - Object-Oriented Programming
• Inheritance and the Object-Oriented Design Process
• Deriving One Class from Another Class
• Specification of the ExpandedEntry Class
• Implementation of the ExpandedEntry Class
• Constructor Execution Order
• Software Maintenance Case Study: Extending TimeOfDay with Support for a Time Zone
• The Slicing Problem
• Virtual Functions
• Brainstorming
• Scenario Exploration
• Responsibility Algorithms
• A Final Word
• Problem-Solving Case Study: Creating an Appointment Calendar
• Defining a Class Template
• Instantiating a Class Template
• Another Way of Implementing Incoming Parameters: const References
• Organization of Program Code
• A Word of Caution
• Function Overloading
• Defining a Function Template Outside a Class
• Instantiating a Function Template
• Using *this
• The throw Statement
• The try-catch Statement
• Nonlocal Exception Handlers
• Rethrowing an Exception
• Standard Exceptions
• Software Maintenance Case Study: Adding Exceptions to the Date Class
• Problem-Solving Case Study: Starship Weight and Balance
• 17.1 - Abstract Data Structures versus Implementations
• Priority Queues
• Bidirectional Lists
• The vector Template
• The list Template
• The stack Template
• The queue Template
• The priority_queue Template
• The deque Template
• Software Maintenance Case Study: Appointment Calendar Using STL List
• Binary Trees
• Hash Tables
• The set Template
• The map Template
• Problem-Solving Case Study: Creating a Deck of Cards
• 18.1 - What is Recursion?
• 18.2 - Recursive Algorithms with Simple Variables
• 18.3 - Towers of Hanoi
• Software Maintenance Case Study: Substituting Binary Search for Linear Search
• Printing a Dynamic Linked List in Reverse Order
• Copying a Dynamic Linked List
• Problem-Solving Case Study: Quicksort

Product information

• Title: Programming and Problem Solving with C++, 5th Edition
• Author(s): Nell Dale, Chip Weems
• Release date: May 2009
• Publisher(s): Jones & Bartlett Learning
• ISBN: 9780763778149

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Programming and Problem Solving with C++: Comprehensive: Comprehensive 6th Edition

• ISBN-10 1449694268
• ISBN-13 978-1449694265
• Edition 6th
• Publisher Jones & Bartlett Learning
• Publication date March 20, 2013
• Language English
• Print length 1068 pages
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About the author, product details.

• Publisher ‏ : ‎ Jones & Bartlett Learning; 6th edition (March 20, 2013)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 1068 pages
• ISBN-10 ‏ : ‎ 1449694268
• ISBN-13 ‏ : ‎ 978-1449694265
• Item Weight ‏ : ‎ 3.75 pounds
• #1,684 in C++ Programming Language
• #12,849 in Decision-Making & Problem Solving
• #76,985 in Professional

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My Journey of Learning Problem-Solving Skills through Coding Contests

I still remember the day I gave my first coding contest because I learned many things afterwards. when I was in my first year I didn’t know how to strengthen my problem-solving skills so I went to my seniors and ask a solution for it and then they gave a solution if you want to test your problem-solving skills you should participate in weekly coding contests. but firstly you should have learned some basic patterns of DSA . it will enhance your problem-solving skills and your speed will gradually increase do not overthink if you are not able to solve the problem you can see the solution after the contest and learn how the problem will solved. I took this advice seriously.

My first coding contest

when I was in my first year I knew that Geeksforgeeks conducted a weekly coding contest and it also provided amazing goodies who scored a good rank in the contest so I registered for the contest there were 4 questions in the contest and I solved the first question easily because it is related to a prime number which I recently learned but the second question seems tough to me I find the right approach but not able to implement it during the contest. After all, it is related to an array and at that time did not know the concept of prefix sum . but was not demotivated by this because it was the first time I had given such kind of contest and remembered what my senior said to me after the contest ended I saw the solution and learned the concept of prefix sum and the next time I gave the contest this approach helped a lot of times.

Tips I want to give from my learnings

• Participate in weekly contests will give you different benefits
• Your timing and problem-solving speed will be increased by giving weekly contest
• And never demotivated when a new question comes and you are not able to solve it just see the solution after the contest ends and learn how the question solved
• Whenever you learn a new concept like binary search, sliding window or two pointers solve different questions using these concepts and you never forget these concepts
• Remember you can not become a proficient problem solver in a day it takes time so trust the process and believe in consistency.

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Dialectical behavior therapy skills training for emotional problem solving for adolescents.

Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) is an adaptation of DBT® designed for adolescents in middle and high school. DBT STEPS-A aims to help adolescents “build a life worth living” by developing skills such as emotion management, relationship building, and decision-making to help them navigate challenging situations and stressors that can arise during adolescence. DBT STEPS-A’s approach is grounded in the idea that two seemingly opposing facts can both be true, most notably that the curriculum’s goals include both acceptance and change. DBT STEPS-A instructors strive to help adolescents both accept themselves and make changes in their behavior.

DBT STEPS-A can be delivered school-wide as a general education intervention with just classroom-based group skills training, or in a tiered approach with additional components for adolescents who need more support. The tiered approach can be applied in schools that use a response to intervention model where adolescents are designated into three academic support tiers: (1) general education, (2) needing additional academic or social emotional support, or (3) receiving intensive support through the special education system. All three tiers receive the classroom-based group skills training. Adolescents in Tier 2 and Tier 3 also receive individual coaching focused on practicing the skills learned in group skills training. Adolescents in Tier 3 participate in multi-family group skills training sessions with their parents, and their instructors participate in consultation team meetings where they discuss any implementation challenges and receive support designed to improve their capacity to deliver the curriculum.

During the group skills training, instructors guide adolescents in identifying target behaviors to increase or decrease (e.g., increasing studying and going to school and decreasing substance use). Instructors also teach behavioral skills to groups of adolescents over four modules: (1) mindfulness, (2) distress tolerance, (3) emotion regulation, and (4) interpersonal effectiveness. The mindfulness and distress tolerance modules focus on building acceptance-oriented skills while the emotion regulation and interpersonal effectiveness modules focus on building change-oriented skills. In the mindfulness module, instructors emphasize accepting current circumstances and being present. In the distress tolerance module, instructors instruct adolescents on how to accept and tolerate painful situations without engaging in harmful behaviors. In the emotion regulation module, instructors strive to help participants become less susceptible to painful emotions. Finally, in the interpersonal effectiveness module, instructors teach adolescents to ask for what they want, to say no when necessary, and to maintain respectful relationships with themselves and others. 

DBT STEPS-A does not currently meet criteria to receive a rating because no studies of the program achieved a rating of moderate or high on design and execution.

Date Research Evidence Last Reviewed: May 2024

The following sources informed the program or service description, target population, and program or service delivery and implementation information: the program or service manual, and the program or service developer’s website.

This information does not necessarily represent the views of the program or service developers. For more information on how this program or service was reviewed, visit the Review Process page or download the Handbook .

Target Population

DBT STEPS-A is designed for adolescents ages 12–19 in middle and high school. DBT STEPS-A is designed to be delivered school-wide to adolescents in general education settings. In schools with a response to intervention model, instructors can deliver DBT STEPS-A with additional components for students in the special education system or who need more support.

Program or Service Delivery and Implementation

Instructors typically deliver DBT STEPS-A to groups of adolescents over 30 sessions. Sessions can be delivered weekly or over 20–40 weeks depending on the school schedule. Instructors start with an orientation session followed by a session introducing the concept of dialectics. Next, instructors provide three sessions on mindfulness followed by 5-7 sessions on each of the other three skills modules. Instructors also provide an additional two sessions of mindfulness between each module.

When implemented as a school-wide intervention or for adolescents receiving Tier 1 support, instructors typically deliver the classroom-based skills training in 50-minute sessions. Instructors generally deliver the four skills modules once per week over two semesters or twice per week over one semester. 

For teens receiving Tier 2 and Tier 3 support, instructors deliver DBT STEPS-A skills training in a smaller classroom setting to groups of 10–15 students. Instructors may complete two cycles of the four skills modules, or split each session over two class periods, to give adolescents more opportunities to learn and practice the skills in each module. 

For teens receiving Tier 2 and Tier 3 support, instructors provide individual coaching as needed to adolescents. For adolescents receiving Tier 3 support, instructors typically offer additional monitoring and mentoring for 15–45 minutes weekly. Finally, instructors can offer evening multi-family group skills training sessions once or twice a month for adolescents in Tier 3 and their parents. 

Schools may have multiple instructors delivering DBT STEPS-A to adolescents receiving Tier 3 support. In this case, instructor consultation teams meet weekly for 45–90 minutes throughout the program period.

Location/Delivery Setting

Recommended locations/delivery settings.

Instructors deliver DBT STEPS-A in school settings. DBT STEPS-A can be delivered as a standalone mandatory course, as part of an existing course, such as a health course, or as an elective course. 

Education, Certifications and Training

Instructors are typically general education teachers or school personnel, such as health teachers, school counselors, school psychologists, or social workers. Instructors delivering DBT STEPS-A to adolescents receiving Tier 2 and Tier 3 support should have adolescent mental health expertise. 

DBT STEPS-A training is recommended for instructors. The three-day DBT STEPS-A training provides a comprehensive overview of DBT STEPS-A sessions, describes implementation strategies, identifies potential challenges and solutions for delivering the curriculum and supporting students, and provides instructors with opportunities to practice delivering the curriculum with other training participants.

Program or Service Documentation

Book/manual/available documentation used for review.

Mazza, J. J., Dexter-Mazza, E. T., Miller, A. L., Rathus, J. H., & Murphy, H. E. (2016). DBT skills in schools: Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A). Guilford Press.

Available languages

The DBT STEPS-A manual is available in English.

Other supporting materials

Overview of DBT STEPS-A

DBT STEPS-A Training Information

For More Information

Website: https://www.dbtinschools.com/  

Email:  [email protected]  

Note: The details on Dosage; Location; Education, Certifications, and Training; Other Supporting Materials; and For More Information sections above are provided to website users for informational purposes only. This information is not exhaustive and may be subject to change.

Extent of Evidence

Studies reviewed, studies rated low.

Flynn, D., Joyce, M., Weihrauch, M., & Corcoran, P. (2018). Innovations in Practice: Dialectical Behaviour Therapy — Skills training for emotional problem solving for adolescents (DBT STEPS-A): Evaluation of a pilot implementation in Irish post‐primary schools. Child and Adolescent Mental Health, 23(4), 376-380. https://doi.org/10.1111/camh.12284

Martinez, R. R., Jr., Marraccini, M., Knotek, S. E., Neshkes, R. A., & Vanderburg, J. (2021). Effects of Dialectical Behavioral Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) program of rural ninth-grade students. School Mental Health, 14, 165-178. https://doi.org/10.1007/s12310-021-09463-5

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