Training frontline community agency staff in dialectical behaviour therapy: building capacity to meet the mental health needs of street-involved youth

Abstract

Purpose The purpose of this paper is to evaluate the effectiveness of the dialectical behavior therapy (DBT) training which was provided to community agency staff (N=18) implementing DBT in the community with street-involved youth. Design/methodology/approach Staff participated in a multi-component approach to training which consisted of webinars, online training, self-study manuals, and ongoing peer consultation. To evaluate assess the effectiveness of the training, questionnaires assessing evaluating DBT skills knowledge, behavioral anticipation and confidence, and DBT skills use, were completed at baseline, immediately post-training, four to six months post-training, and 12-16 months post-training. Additionally, the mental health outcomes for youth receiving the DBT intervention are reported to support the effectiveness of the training outcomes. Findings Results demonstrate that the DBT skills, knowledge, and confidence of community agency staff improved significantly from pre to post-training and that knowledge and confidence were sustained over time. Additionally, the training was clinically effective as demonstrated by the significant improvement in mental health outcomes for street-involved youth participating in the intervention. Practical implications Findings suggest that this evidence-based intervention can be taught to a range of staff working in community service agencies providing care to street-involved youth and that the intervention can be delivered effectively. Originality/value These findings help to close the knowledge-practice gap between evidence-based treatment (EBT) research and practice while promoting the implementation of EBT in the community to enhance positive youth outcomes.

Training Needs of Peer and Non-Peer Transition Service Providers: Results of a National Survey

“…Research on the training methods used to assure applications of new learning in day-to-day practice indicates that ongoing multi-component training initiatives are most effective 38 and that consultation and assistance from supervisors and administrators and support from peers are essential following training workshops. 10,23,39 Additionally, geographic location and concrete issues such as cost, distance, workload, and organizational commitment to support participation in training and improvements in practice affect engagement in training and applications of new learning in practice.…”

Is Online Training an Effective Workforce Development Strategy for Transition Service Providers? Results of a Comparative Study

“…Studies of therapist training in EBPs suggest that multi-component trainings that involved treatment manuals, workshops, consultation, taped review of practice sessions, supervisor training, booster sessions, and completion of case reviews resulted in increased knowledge and skills and improved client outcomes (McCay et al, 2017). Unfortunately, resource limitations make it difficult for community agencies to offer such multi-method training programs (McCay et al, 2017). Training is also more effective when guided by principles of adult learning (Kadushin & Harkness, 2002).…”

“…Learning is also facilitated in supportive team environments when members are willing to challenge their own thinking and feel comfortable speaking out (Gururaja, Yang, Paige, & Chauvin, 2008;Lick, 2005;Senge, 1990). Knowledge translation is more likely to occur when organizations provide the time, resources, and effective supervision for service providers to: implement new skills in practice, obtain ongoing peer coaching and feedback, and learn to deal with ongoing and emerging challenges (Joyce & Showers, 2002;McCay et al, 2017;Morris & Stuart, 2002;Reeves et al, 2006).…”

“…Research-based knowledge of effective practices with individuals with mental health needs is under-utilized by service providers (McCay et al, 2017), particularly in publicly funded systems (Bruns et al, 2016). Training has been identified as a core component needed to implement and sustain the effective use of evidence-based practices (EBPs; Bertram, Blasé, & Fixsen, 2015; Fixsen, Blasé, Naoom, & Wallace, 2009; James, Thompson, & Ringle, 2017).…”

“…Online training has emerged as a promising cost-effective training approach in human services (Dimeff et al, 2009; Ruzek et al, 2014; Westbrook, McManus, Clark, & Bennett-Levy, 2012). Research also indicates that learning outcomes are enhanced when training participants receive organizational support, peer consultation, and opportunities to apply skills in practice (Beidas & Kendall, 2010; McCay et al, 2017; Morris & Stuart, 2002; Reeves et al, 2006). Responding to the need for accessible training for service providers working with youth with mental health needs in the transition years, our research team developed and evaluated a 10-module web-based training program, Promoting Positive Pathways to Adulthood (PPPA; Jivanjee, Brennan, Grover, & Sellmaier, 2016).…”