Clinical Overview

Deblinger, Esther; Mannarino, Anthony P.; Cohen, Judith A.; Runyon, Melissa K.; Heflin, Anne H.

doi:10.1093/med:psych/9780199358748.003.0003

Cited by 2 publications

(2 citation statements)

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“…Drawn from the Clinical Practices Questionnaire (Deblinger, Cohen, Runyon, & Hanson, 2005), the TF-CBT Practices Scale measures therapy techniques, procedures, and practices commonly used in the mental health treatment of children with trauma symptoms. Specifically, 40 items measure practices that should be used when delivering TF-CBT (e.g., “Helped parents and children communicate openly about past traumatic events”), and 4 items assess practices that should not be used (e.g., “Allowed the child or their supportive parent to lead or direct most of the sessions”).…”

Section: Methodsmentioning

confidence: 99%

Statewide implementation of child trauma-focused practices using the community-based learning collaborative model.

Hanson

Saunders

Ralston³

et al. 2019

Psychological Services

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A significant number of youth in the United States experience traumatic events that substantially increase the risk of physical and behavioral health problems across the life span. This public health concern warrants concerted efforts to promote trauma-informed, evidence-based practices that facilitate recovery. Although youth-focused trauma-specific treatments exist, determining effective ways to disseminate and implement these services-so that they are available, accessible, and sustainable-poses an ongoing challenge. This paper describes a comprehensive model for such implementation, the community-based learning collaborative (CBLC), developed as part of Project BEST, a four-phase statewide initiative to promote trauma-focused practices. The CBLC augments the learning collaborative model by including clinical and nonclinical (i.e., broker) professionals from multiple service organizations within a targeted community. CBLCs aim to build capacity for sustained implementation of trauma-focused practices by promoting interprofessional collaboration among those involved in the coordination and provision of these services. This paper describes the iterative development of the CBLC by examining participant completion data across the three completed phases of Project BEST (N ϭ 13 CBLCs; 1,190 participants). Additionally, data from Project BEST's third phase (N ϭ 6 CBLCs; 639 participants) were used to evaluate changes in the frequency of specific practices, pre-to post-CBLC, and post-CBLC perceived utility of CBLC components. High participant completion rates, significant increases in reported trauma-focused practices, and positive ratings of the CBLC's utility provisionally support the feasibility and efficacy of the model's final iteration. Implications for implementation and CBLC improvements are discussed.

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Section: Methodsmentioning

confidence: 99%

Statewide implementation of child trauma-focused practices using the community-based learning collaborative model.

Hanson

Saunders

Ralston³

et al. 2019

Psychological Services

View full text Add to dashboard Cite

show abstract

“…Although observational coding systems represent the “gold standard” for determining treatment competence or fidelity, we used self-report methods to strike a balance between efficiency (i.e., feasibility for community practice) and validity. Specifically, data on clinicians’ self-reported competence in delivering TF-CBT were collected using a version of the TF-CBT Clinical Practices Questionnaire (CPQ; Deblinger, Cohen, Mannarino, Runyon, & Hanson, 2005), which was originally created by the developers of TF-CBT and subsequently modified for program evaluation purposes by the Project BEST directors, during the pre– and post–online questionnaires. The CPQ produces an overall competency score as well as four subscale scores for various clinical skills; those subscales include general clinical skills (e.g., established an agenda and structure for each therapy session), psychoeducation and cognitive coping (e.g., helped the child and parent expand their vocabularies to describe emotions), trauma-focused interventions (e.g., encouraged the child to describe thoughts, feelings, or sensations experienced during the traumatic event), and behavioral management (e.g., discussed with parents how to use a behavioral reward system).…”

Section: Methodsmentioning

confidence: 99%

Community-based implementation of trauma-focused interventions for youth: Economic impact of the learning collaborative model.

Dopp

Hanson

Saunders

et al. 2017

Psychological Services

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This study investigated the economics of the learning collaborative (LC) model in the implementation of Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT), an evidence-based intervention for traumatic stress in youth. We evaluated the cost-effectiveness of the LC model based on data from 13 LCs completed in the southeastern United States. Specifically, we calculated cost-effectiveness ratios (CERs) for two key service outcomes: (1) clinician TF-CBT competence, based on pre- and post-LC self-ratings (n = 574); and (2) trauma-related mental health symptoms (i.e., traumatic stress and depression), self- and caregiver-reported, for youth who received TF-CBT (n = 1,410). CERs represented the cost of achieving one standard unit of change on a measure (i.e., d = 1.0). The results indicated that (1) costs of $18,679 per clinician were associated with each unit increase in TF-CBT competency and (2) costs from $5,318 to $6,548 per youth were associated with each unit decrease in mental health symptoms. Thus, although the impact of LC participation on clinician competence did not produce a favorable CER, subsequent reductions in youth psychopathology demonstrated high cost-effectiveness. Clinicians and administrators in community provider agencies should consider these findings in their decisions about implementation of evidence-based interventions for youth with traumatic stress disorders.

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Clinical Overview

Cited by 2 publications

References 0 publications

Statewide implementation of child trauma-focused practices using the community-based learning collaborative model.

Statewide implementation of child trauma-focused practices using the community-based learning collaborative model.

Community-based implementation of trauma-focused interventions for youth: Economic impact of the learning collaborative model.

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