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. 2022 Jun:92:102055.
doi: 10.1016/j.evalprogplan.2022.102055. Epub 2022 Feb 13.

Testing a community developed training protocol for an evidence-based treatment

Lauren B Quetsch  1 , Amy D Herschell  2 , David Kolko  3 , Brittany K Liebsack  4 , Regina A Carroll  4
Affiliations

Testing a community developed training protocol for an evidence-based treatment

Lauren B Quetsch et al. Eval Program Plann. 2022 Jun.

Abstract

The implementation of evidence-based treatments (EBTs) in community behavioral health settings is a recommended practice, yet training experienced by community-based clinicians may require novel and creative training methods. The current study focused on creating a training protocol for Alternative for Families: a Cognitive-Behavioral Therapy from both evidence-based foundations and community-based agency feedback to promote better EBT integration into agencies. Twenty-four clinicians from three agencies were trained using a community-informed training protocol. Outcomes for clinician-reports of organizational functioning, self-reports of skill and knowledge, and observational single-subject data of clinician skills were assessed. Minimal improvements were found for clinician skills across self-report and observations. More research on tailoring trainings to meet needs of community agencies and clinicians should be explored to determine best practice in wide-scale implementation efforts.

Keywords: Alternative for Families: a Cognitive-Behavioral Therapy; Clinician training; Cognitive-behavior therapy; Implementation.

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Conflict of interest statement

Declaration of interest:

None. The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Figures

Figure 1a.
Figure 1a.
Clinician 1 percentage of component skills used during therapy sessions with enrolled clients
Figure 1b.
Figure 1b.
Clinician 1 accurate use of identified component skills during each session with enrolled client. Component skill 1 = establish an agenda; component 2 = teach a skill; component 3 = demonstrate the skill; component 4 = give feedback on the skill; and component 5 = assign home practice.
Figure 2a.
Figure 2a.
Clinician 2 percentage of component skills used during therapy sessions with enrolled clients.
Figure 2b.
Figure 2b.
Clinician 2 accurate use of identified component skills during each session with enrolled client. Component skill 1 = establish an agenda; component 2 = teach a skill; component 3 = demonstrate the skill; component 4 = give feedback on the skill; and component 5 = assign home practice
Figure 3a.
Figure 3a.
Clinician 3 percentage of component skills used during therapy sessions with enrolled clients.
Figure 3b.
Figure 3b.
Clinician 3 accurate use of identified component skills during each session with enrolled client. Component skill 1 = establish an agenda; component 2 = teach a skill; component 3 = demonstrate the skill; component 4 = give feedback on the skill; and component 5 = assign home practice
Figure 4a.
Figure 4a.
Clinician 4 percentage of component skills used during therapy sessions with enrolled clients.
Figure 4b.
Figure 4b.
Clinician 4 accurate use of identified component skills during each session with enrolled client. Component skill 1 = establish an agenda; component 2 = teach a skill; component 3 = demonstrate the skill; component 4 = give feedback on the skill; and component 5 = assign home practice.
Figure 5a.
Figure 5a.
Clinician 5 percentage of component skills used during therapy sessions with enrolled clients.
Figure 5b.
Figure 5b.
Clinician 5 accurate use of identified component skills during each session with enrolled client. Component skill 1 = establish an agenda; component 2 = teach a skill; component 3 = demonstrate the skill; component 4 = give feedback on the skill; and component 5 = assign home practice
Figure 6a.
Figure 6a.
Clinician 6 percentage of component skills used during therapy sessions with enrolled clients.
Figure 6b.
Figure 6b.
Clinician 6 accurate use of identified component skills during each session with enrolled client. Component skill 1 = establish an agenda; component 2 = teach a skill; component 3 = demonstrate the skill; component 4 = give feedback on the skill; and component 5 = assign home practice
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