Hendrée E Jones1, Abdul Subor Momand1, Ashley C Lensch2, Thom Browne3, Brian Morales4, Kevin E O'Grady5. 1. UNC Horizons and Department of Obstetrics and Gynecology, University of North Carolina at Chapel Hill, Chapel Hill, NC USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University, Baltimore, MD USA. 2. Choate Rosemary Hall, Wallingford, CT. 3. Colombo Plan Secretariat, Colombo, Sri Lanka. 4. Bureau of International Narcotics and Law Enforcement Affairs (INL), U.S. Department of State, Washington, DC USA. 5. Department of Psychology, University of Maryland, College Park, College Park, MD USA.
Abstract
Background: A worldwide and ever-growing population of children are using psychoactive substances. To slow this problem, the Child Intervention for Living Drug-Free (CHILD) Curriculum was created to train treatment providers on how to screen, assess, and treat children between the ages of 4-12 years of age exposed to or actively using psychoactive substances. The purpose of the present project was to evaluate the extent to which completion of a six-session training of the six courses of the CHILD Curriculum met the objective of increasing the participants' knowledge of the Curriculum's approach to treating children for substance use problems. Methods: 71 participants from Africa, Asia, and South America were invited for training and 100% accepted the invitation. Trainees completed an in-person small-group course, occurring over 32 days and comprising 256 total hours. During the CHILD Curriculum training, they completed six separate, 20-item, multiple choice knowledge assessment measures, one for each of the six courses comprising the Curriculum. Results: Significant (ps<.001) improvement in knowledge in each course was associated with a multivariate measure of strength of the relationship that indicated the change was substantial for five courses (R2s>.5) and moderate for a sixth course. Percentage change from baseline varied from a low of 17% to a high of 63%. Conclusion: The CHILD Curriculum provides a useful educational framework to ensure knowledge gains by trainees. This curriculum content and evaluation provides a framework for future training of providers to pre-adolescent children who use psychoactive substances or are at risk for such use.
Background: A worldwide and ever-growing population of children are using psychoactive substances. To slow this problem, the Child Intervention for Living Drug-Free (CHILD) Curriculum was created to train treatment providers on how to screen, assess, and treat children between the ages of 4-12 years of age exposed to or actively using psychoactive substances. The purpose of the present project was to evaluate the extent to which completion of a six-session training of the six courses of the CHILD Curriculum met the objective of increasing the participants' knowledge of the Curriculum's approach to treating children for substance use problems. Methods: 71 participants from Africa, Asia, and South America were invited for training and 100% accepted the invitation. Trainees completed an in-person small-group course, occurring over 32 days and comprising 256 total hours. During the CHILD Curriculum training, they completed six separate, 20-item, multiple choice knowledge assessment measures, one for each of the six courses comprising the Curriculum. Results: Significant (ps<.001) improvement in knowledge in each course was associated with a multivariate measure of strength of the relationship that indicated the change was substantial for five courses (R2s>.5) and moderate for a sixth course. Percentage change from baseline varied from a low of 17% to a high of 63%. Conclusion: The CHILD Curriculum provides a useful educational framework to ensure knowledge gains by trainees. This curriculum content and evaluation provides a framework for future training of providers to pre-adolescent children who use psychoactive substances or are at risk for such use.
Entities:
Keywords:
Child, pre-adolescent; Substance use; Substance use disorder treatment; Training
Authors: Lloyd J Edwards; Keith E Muller; Russell D Wolfinger; Bahjat F Qaqish; Oliver Schabenberger Journal: Stat Med Date: 2008-12-20 Impact factor: 2.373
Authors: Abdul Subor Momand; Elizabeth Mattfeld; Brian Morales; Manzoor Ul Haq; Thom Browne; Kevin E O'Grady; Hendrée E Jones Journal: Int J Pediatr Date: 2017-07-05