What Motivates Mental Health Clinicians-in-Training to Implement Evidence-Based Assessment? A Survey of Social Work Trainees

Лушин, Виктор; Becker‐Haimes, Emily M.; Mandell, David S.; Conrad, Jordan A.; Kaploun, Victor; Bailey, Sophia; Bo, Ai; Beidas, Rinad S.

doi:10.1007/s10488-019-00923-4

Cited by 10 publications

(16 citation statements)

References 55 publications

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“…Clinicians who have not been practicing for very long with relatively favorable views towards traditional, standardized assessment and outcome-monitoring tools may also be more receptive to EMA than other therapists. It may be particularly beneficial to target trainees, who may be more receptive to novel practices (Lushin et al, 2019). It is possible that therapists who have been in practice for a long time see EMA as less helpful because they are simply less familiar with the concept and with the terms relating to its use.…”

Section: Discussionmentioning

confidence: 99%

An Initial Study of Practicing Psychologists’ Views of the Utility of Ecological Momentary Assessment for Difficult Psychotherapy Cases

Ellison

2020

Adm Policy Ment Health

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Section: Discussionmentioning

confidence: 99%

An Initial Study of Practicing Psychologists’ Views of the Utility of Ecological Momentary Assessment for Difficult Psychotherapy Cases

Ellison

2020

Adm Policy Ment Health

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“…As mental health systems struggle with the costs of training personnel (Beidas et al, 2011), there is a need to identify training modalities-reviewing the CFI, watching videos, simulating practice cases, or a combination-that optimize cost effectiveness and long-term sustainability. Clarifying training needs based on the individual characteristics of clinicians, broader organizational contexts, and the types of patients served (Jackson et al, 2019) can identify ways of integrating CFI training into everyday practice (Lushin et al, 2019). Training impacts and requirements may evolve over time, and the role of modalities such as booster sessions and peer support networks in sustaining long-term implementation needs further exploration.…”

Section: Discussionmentioning

confidence: 99%

The Cultural Formulation Interview since DSM-5: Prospects for training, research, and clinical practice

Aggarwal

Jarvis

Gómez-Carrillo

et al. 2020

Transcult Psychiatry

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While social science research has demonstrated the importance of culture in shaping psychiatric illness, clinical methods for assessing the cultural dimensions of illness have not been adopted as part of routine care. Reasons for limited integration include the impression that attention to culture requires specialized skills, is only relevant to a subset of patients from unfamiliar backgrounds, and takes too much time to be useful. The DSM-5 Cultural Formulation Interview (CFI), published in 2013, was developed to provide a simplified approach to collecting information needed for cultural assessment. It offers a 16-question interview protocol that has been field tested at sites around the world. However, little is known about how CFI implementation has affected training, health services, and clinical outcomes. This article offers a comprehensive narrative review that synthesizes peer-reviewed, published studies on CFI use. A total of 25 studies were identified, with sample sizes ranging from 1 to 460 participants. In all pilot CFI studies 960 unique subjects were enrolled, and in final CFI studies 739 were enrolled. Studies focused on how the CFI affects clinical practice; explored the CFI through research paradigms in medical communication, implementation science, and family psychiatry; and examined clinician training. In most studies, patients and clinicians reported that using the CFI improved clinical rapport. This evidence base offers an opportunity to consider implications for training, research, and clinical practice and to identify crucial areas for further research.

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“…We then used dominance analysis (Budescu & Azen, 2004; Lushin et al, 2019) to examine the relative importance of the following determinants: (a) professional role of the adult in the observed dyad, (b) the overall numbers of adults and (c) children in the classroom, (d) the overall challenging behavior in the classroom, and (e) the number of adults assigned to individual children in the classroom, for the formal and informal delivery of one-to-one interventions in adult–child dyads. Dominance analysis calculates the average change in the explained outcome variance resulting from adding a predictor/determinant to all possible subset regression models (Budescu & Azen, 2004).…”

Section: Methodsmentioning

confidence: 99%

The role of staffing and classroom characteristics on preschool teachers’ use of one-to-one intervention with children with autism

Лушин

Marcus

Gaston

et al. 2020

Autism

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For preschool children with autism, individual behavioral interventions are among the best-tested treatments. However, they are rarely implemented in special education preschools. We observed one-to-one behavioral interventions formally and informally delivered by staff ( N = 51) in 12 classrooms across three preschools for children with autism, aged 3–6 years, in a major US city. We estimated associations between the use of one-to-one intervention and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. A small number of classroom characteristics explained considerable portions of outcome variance: 23% for formally delivered one-to-one interventions and 41% for informally delivered interventions. The number of individually assigned personal care aides in the classroom was negatively correlated with less formal delivery of one-to-one intervention. Classroom challenging behavior was positively associated with formal delivery of one-to-one interventions. Interventionist’s professional roles and the number of children in the class accounted for the largest amounts of variance in informal intervention delivery. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. Lay abstract For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff ( n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3–6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff–student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist’s professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff.

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What Motivates Mental Health Clinicians-in-Training to Implement Evidence-Based Assessment? A Survey of Social Work Trainees

Cited by 10 publications

References 55 publications

An Initial Study of Practicing Psychologists’ Views of the Utility of Ecological Momentary Assessment for Difficult Psychotherapy Cases

An Initial Study of Practicing Psychologists’ Views of the Utility of Ecological Momentary Assessment for Difficult Psychotherapy Cases

The Cultural Formulation Interview since DSM-5: Prospects for training, research, and clinical practice

The role of staffing and classroom characteristics on preschool teachers’ use of one-to-one intervention with children with autism

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