Ellen E Fitzsimmons-Craft1, Cara Bohon1, G Terence Wilson1, Booil Jo1, Sangeeta Mondal1, Olivia Laing1, R Robinson Welch1, Ramesh Raghavan1, Enola K Proctor1, W Stewart Agras1, Denise E Wilfley1. 1. Department of Psychiatry (Fitzsimmons-Craft, Laing, Welch, Wilfley), Washington University School of Medicine, and the George Warren Brown School of Social Work (Proctor), Washington University, St. Louis; Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California (Bohon, Jo, Mondal, Agras); Graduate School of Applied and Professional Psychology, Rutgers, State University of New Jersey, Piscataway (Wilson); Silver School of Social Work, New York University, New York City (Raghavan).
Abstract
OBJECTIVE: The authors compared maintenance of training outcomes for two approaches to training college therapists in interpersonal psychotherapy (IPT): train the trainer versus expert training. METHODS: A cluster-randomized trial was conducted in 24 college counseling centers. Therapists were recruited from enrolled centers, and the therapists enrolled students with depression and eating disorder symptoms. The therapists (N=184) provided data during baseline, posttraining (during the 12 months of expert consultation offered to the expert training group), and maintenance (approximately 7 months after the expert consultation ended). Outcomes were therapist fidelity (i.e., adherence and competence) and IPT knowledge. RESULTS: Both groups showed within-group improvement from baseline to the maintenance period for adherence, competence, and IPT knowledge; however, the train-the-trainer group had greater improvement over time in adherence and competence. CONCLUSIONS: Given that the effects of the train-the-trainer approach were better maintained, and this model's potential to train more therapists over time, the train-the-trainer approach may help increase dissemination of evidence-based treatments such as IPT.
OBJECTIVE: The authors compared maintenance of training outcomes for two approaches to training college therapists in interpersonal psychotherapy (IPT): train the trainer versus expert training. METHODS: A cluster-randomized trial was conducted in 24 college counseling centers. Therapists were recruited from enrolled centers, and the therapists enrolled students with depression and eating disorder symptoms. The therapists (N=184) provided data during baseline, posttraining (during the 12 months of expert consultation offered to the expert training group), and maintenance (approximately 7 months after the expert consultation ended). Outcomes were therapist fidelity (i.e., adherence and competence) and IPT knowledge. RESULTS: Both groups showed within-group improvement from baseline to the maintenance period for adherence, competence, and IPT knowledge; however, the train-the-trainer group had greater improvement over time in adherence and competence. CONCLUSIONS: Given that the effects of the train-the-trainer approach were better maintained, and this model's potential to train more therapists over time, the train-the-trainer approach may help increase dissemination of evidence-based treatments such as IPT.
Entities:
Keywords:
College mental health; Evidence-based treatment; Staff training; Sustainability; Train-the-trainer; Training
Authors: Steve Martino; Samuel A Ball; Charla Nich; Monica Canning-Ball; Bruce J Rounsaville; Kathleen M Carroll Journal: Addiction Date: 2010-10-06 Impact factor: 6.526
Authors: Susan M Breitenstein; Deborah Gross; Christine A Garvey; Carri Hill; Louis Fogg; Barbara Resnick Journal: Res Nurs Health Date: 2010-04 Impact factor: 2.228
Authors: Denise E Wilfley; W Stewart Agras; Ellen E Fitzsimmons-Craft; Cara Bohon; Dawn M Eichen; R Robinson Welch; Booil Jo; Ramesh Raghavan; Enola K Proctor; G Terence Wilson Journal: JAMA Psychiatry Date: 2020-02-01 Impact factor: 25.911
Authors: Russell E Glasgow; Samantha M Harden; Bridget Gaglio; Borsika Rabin; Matthew Lee Smith; Gwenndolyn C Porter; Marcia G Ory; Paul A Estabrooks Journal: Front Public Health Date: 2019-03-29