Effects of Workshop Trainings on Practice Element Utilization among Therapists in a Youth Public Mental Health System

McLennan, Priya A.; Mueller, Charles W.; Heck, Ronald H.; Nakamura, Brad J.

doi:10.1080/23794925.2019.1612298

Cited by 3 publications

(13 citation statements)

References 29 publications

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“…All training questionnaire data were collected as participants progressed through as many as three state-sponsored voluntary 1-day trainings: (a) Introduction to Hawai‘i’s Public Sector Mental Health System (INTRO), (b) Core Practice Elements for Anxiety and Trauma (ANX), and (c) Core Practice Elements for Disruptive Behaviors (DBD; more information about training content and procedures on this larger statewide effort can be found in Lim et al [2012] and McLennan et al [2019]). Each training was seen as a discrete component that was used as part of a larger training protocol (Lim et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…The EBPAS, MPAS, and KEBSQ were administered after each of the ANX and DBD workshops. Although the EBPAS and MPAS questionnaires were useful for previous studies on this training effort (e.g., Lim et al, 2012; Nakamura et al, 2011), previous research by McLennan et al (2019) suggests that these therapists’ attitudes toward EBPs were not a significant predictor of subsequent technique utilization rates for either anxiety or disruptive behavior PDEBs, thus these measures were not leveraged for the current investigation.…”

Section: Methodsmentioning

confidence: 99%

“…The present study expanded upon McLennan et al’s (2019) work by examining the extent to which youths’ clinical progress improved as a result of therapists’ modular workshop training attendance. Study hypotheses are specified by a (effects of anxiety training on anxious youths’ outcomes) or b (effects of disruptive behavior training on disruptive behavior youths’ outcomes).…”

Section: Present Investigationmentioning

confidence: 99%

“…Studies that have investigated the effectiveness of modularized training and treatment strategies have found that this approach may be effective for positively influencing therapists’ knowledge and attitudes (Lim et al, 2012), and practice behaviors (McLennan et al, 2019). This type of training approach has also been shown to improve therapists’ treatment adherence/competence and satisfaction (Puspitasari et al, 2013).…”

Section: Modularized Approach To Training and Treatmentmentioning

confidence: 99%

“…Research studying this CAMHD training endeavor suggests that a targeted approach to training emphasizing technique modularity can result in improving therapists’ EBP knowledge and attitudes (Lim et al, 2012). Moreover, McLennan et al (2019) expanded upon original work in this area by examining therapists’ changes in practices posttraining. Their results suggested that anxiety trainings were associated with more anxiety PDEB usage while disruptive behavior trainings were associated with less disruptive behavior PDEB usage.…”

Section: Practices Derived From the Evidence Base (Pdeb) Quality Impr...mentioning

confidence: 99%

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Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System

McLennan

Laba

Nakamura

2022

Journal of Emotional and Behavioral Disorders

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Research suggests that a modular approach to treatment and training may be a promising method for promoting evidence-based practice (EBP) approaches. Furthermore, there is growing evidence that the effects of training on specific technique implementation are affected by therapist and youth factors as well as the type of problem area addressed during training. The current study expanded these findings by examining the extent to which youths’ clinical progress improved as a result of therapists’ attendance at modular workshop trainings. Longitudinal, archival data from community mental health providers ( n = 48) who participated in a series of anxiety and/or disruptive behavior workshops in modular approaches to EBPs for youth were examined using cross-classified multilevel modeling. Results indicated that youths’ month in treatment and therapists’ practice behaviors following their training significantly and positively influenced clinical progress. However, only therapists who attended a disruptive behavior training reported greater rates of improved youth treatment progress. Therapists’ knowledge of the trained techniques was not a significant moderator of outcomes. Results suggest that therapists may require differential training and implementation supports that vary as function of problem area to positively enhance youth outcomes. Limitations and implications for EBP dissemination and implementation are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Present Investigationmentioning

confidence: 99%

Section: Modularized Approach To Training and Treatmentmentioning

confidence: 99%

Section: Practices Derived From the Evidence Base (Pdeb) Quality Impr...mentioning

confidence: 99%

See 3 more Smart Citations

Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System

McLennan

Laba

Nakamura

2022

Journal of Emotional and Behavioral Disorders

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Implementation of Evidence-Based Practices within Treatment-As-Usual and Evidence-Based Practice Initiatives

Cho

Tugendrajch

McMillen

et al. 2022

Adm Policy Ment Health

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Utilizing a university and state collaboration to advance student training and support public mental health care.

Holmes,

Daleiden,

Orimoto

et al. 2024

Training and Education in Professional Psychology

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This article describes a 20+-year learning collaboration between a clinical psychology program and a state mental health department focused in part on the joint mission of educating and training doctoral students in the development and implementation of data-based decision making in public mental health systems of care. Funded by the state government, the collaboration was designed to assure meaningful contributions to service improvement and to prepare doctoral psychology students for leadership roles in public service. This partnership provided paid graduate assistantships and opportunities for students and others to contribute to accumulated clinical science via practice-based research. We provide a brief contextual overview of events that set the stage for the university/state department team-up; the vision, goals, and structural processes of the collaborative training opportunity; and students’ roles and educational objectives. We then describe outcomes to date including contributions to the system of care and clinical science, placement of students and early-career staff in public service leadership positions, and students’ retrospective perceptions of their learning and development affected by their training experiences in the collaboration. Finally, the authors discuss implications and recommendations for universities that might consider implementing such a partnership.

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Effects of Workshop Trainings on Practice Element Utilization among Therapists in a Youth Public Mental Health System

Cited by 3 publications

References 29 publications

Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System

Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System

Implementation of Evidence-Based Practices within Treatment-As-Usual and Evidence-Based Practice Initiatives

Utilizing a university and state collaboration to advance student training and support public mental health care.

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