Top

Gepubliceerd in:

27-05-2023 | Original Paper

Identifying Beneficial Training Elements: Clinician Perceptions of Learning the Evidence-Based GenerationPMTO Intervention

Auteurs: Gianna M. Casaburo, Ronald Asiimwe, Melissa M. Yzaguirre, Meng Fang, Kendal Holtrop

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 8/2023

Abstract

Improving the process through which mental health professionals are trained in evidence-based practices (EBPs) represents an important opportunity for extending the implementation of EBPs in community settings. In this study, we used a qualitative approach to examine the specific training elements that were beneficial to clinicians’ experiences learning an evidence-based intervention. Individual, semi-structured interviews were conducted with mental health professionals completing training in the GenerationPMTO parenting intervention. Data were analyzed using the tenets of thematic analysis. Overall, participants reported positive experiences in the training and growth in their attitudes, knowledge, and confidence in GenerationPMTO. The qualitative findings also suggested seven specific training elements that participants perceived as beneficial: support, role plays, engagement, structure, writing/visuals, working with training families, and experiencing the GenPMTO model. These results are discussed within the context of the existing literature on EBP training and more broadly as they relate to expanding the implementation of evidence-based interventions. We also suggest implications for practice meant to enhance future EBP training efforts.

vorige artikel Preliminary Findings on Social Networks of American Indian Parents Participating in a Family Based Substance Use Prevention Program with their Children

volgende artikel Randomised Controlled Trial of a Brief, Low Intensity Parenting Intervention to Promote Healthy Living: The Lifestyle Triple P Seminar Series

Alleen toegankelijk voor geautoriseerde gebruikers

The Michigan implementation site refers to their individual family model of GenerationPMTO as PMTO. Accordingly, we will use the term PMTO in this manuscript to refer to this Michigan model of GenerationPMTO.

Aarons, G. A. (2004). Mental health provider attitudes toward adoption of evidence- based practice: The evidence-based practice attitude scale. https://doi.org/10.1023/B:MHSR.000002451.12294.65.

Aarons, G. A., Ehrhart, M. G., & Farahnak, L. R. (2014). The implementation leadership scale (ILS): development of a brief measure of unit level implementation leadership. Implementation Science, 9(1), 45. https://doi.org/10.1186/1748-5908-9-45.CrossRefPubMedPubMedCentral

Aarons, G. A., & Palinkas, L. A. (2007). Implementation of evidence-based practice in child welfare: Service provider perspectives. Administration and Policy in Mental Health and Mental Health Services Research, 34(4), 411–419. https://doi.org/10.1007/s10488-007-0121-3.CrossRefPubMed

Akin, B. A. (2016). Practitioner views on the core functions of coaching in the implementation of an evidence-based intervention in child welfare. Children and Youth Services Review, 68, 159–168. https://doi.org/10.1016/j.childyouth.2016.07.010.CrossRef

Akin, B. A., Mariscal, S. E., Bass, L., McArthur, V. B., Bhattarai, J., & Bruns, K. (2014). Implementation of an evidence-based intervention to reduce long-term foster care: Practitioner perceptions of key challenges and supports. Children and Youth Services Review, 46, 285–293. https://doi.org/10.1016/j.childyouth.2014.09.006.CrossRef

Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: A case of the tail wagging the dog? BMJ, 322(7294), 1115–1117. 10.1136%2Fbmj.322.7294.1115.CrossRefPubMedPubMedCentral

Barnett, M., Brookman-Frazee, L., Regan, J., Saifan, D., Stadnick, N., & Lau, A. (2017). How intervention and implementation characteristics relate to community therapists’ attitudes toward evidence-based practices: A mixed methods study. Administration and Policy in Mental Health and Mental Health Services Research, 44(6), 824–837. https://doi.org/10.1007/s10488-017-0795-0.CrossRefPubMed

Barry, C. A., Britten, N., Barber, N., Bradley, C., & Stevenson, F. (1999). Using reflexivity to optimize teamwork in qualitative research. Qualitative Health Research, 9(1), 26–44. https://doi.org/10.1177/104973299129121677.CrossRefPubMed

Beidas, R. S., & Kendall, P. C. (2010). Training therapists in evidence‐based practice: A critical review of studies from a systems‐contextual perspective. Clinical Psychology: Science and Practice, 17(1), 1–30. https://doi.org/10.1111/j.1468-2850.2009.01187.x.CrossRefPubMed

Beidas, R. S., Koerner, K., Weingardt, K. R., & Kendall, P. C. (2011). Training research: Practical recommendations for maximum impact. Administration and Policy in Mental Health and Mental Health Services Research, 38(4), 223–237. https://doi.org/10.1007/s10488-011-0338-z.CrossRefPubMed

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa.CrossRef

Chamberlain, P., Brown, C. H. & & Saldana, L. (2011). Observational measure of implementation progress in community based settings: The Stages of Implementation Completion (SIC).Implementation Science, 6, 16.CrossRef

Clark, R. C. (2019). Evidence-based training methods: A guide for training professionals. American Society for Training and Development.

Connor-Smith, J. K., & Weisz, J. R. (2003). Applying treatment outcome research in clinical practice: Techniques for adapting interventions to the real world. Child and Adolescent Mental Health, 8, 3–10. https://doi.org/10.1111/1475-3588.00038.CrossRefPubMed

Cook, J. M., Biyanova, T., & Coyne, J. C. (2009). Barriers to adoption of new treatments: an internet study of practicing community psychotherapists. Administration and Policy in Mental Health and Mental Health Services Research, 36(2), 83–90. https://doi.org/10.1007/s10488-008-0198-3.CrossRefPubMed

Cook, S. C., Schwartz, A. C., & Kaslow, N. J. (2017). Evidence-based psychotherapy: Advantages and challenges. Neurotherapeutics, 14(3), 537–545. https://doi.org/10.1007/s13311-017-0549-4.CrossRefPubMedPubMedCentral

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd Ed.). Sage.

Cross, W., Matthieu, M., Cerel, J., & Knox, K. (2007). Proximate outcomes of gatekeeper training for suicide prevention in the workplace. Suicide and Life-Threatening Behavior, 37, 659–670. https://guilfordjournals.com/doi/abs/10.1521/suli.2007.37.6.659.CrossRefPubMed

Damschroder, L. J., Aron, D. C., Keith, R. E., Kirsh, S. R., Alexander, J. A., & Lowery, J. C. (2009). Fostering implementation of health services research findings into practice: A consolidated framework for advancing implementation science. Implementation Science, 4, 50. https://doi.org/10.1186/1748-5908-4-50.CrossRefPubMedPubMedCentral

Dattilio, F. M., Piercy, F. P., & Davis, S. D. (2014). The divide between “evidenced‐based” approaches and practitioners of traditional theories of family therapy. Journal of Marital and Family Therapy, 40(1), 5–16. https://doi.org/10.1111/jmft.12032.CrossRefPubMed

Davies, P., Walker, A., & Grimshaw, J. (2010). A systemic review of the use of theory in the design of guideline dissemination and implementation strategies and interpretation of the results of rigorous evaluations. Implementation Science, 5. https://doi.org/10.1186/1748-5908-5-14.

Dishion, T., Forgatch, M., Chamberlain, P., & Pelham, III, W. E. (2016). The Oregon model of behavior family therapy: From intervention design to promoting large-scale system change. Behavior Therapy, 47(6), 812–837. https://doi.org/10.1016/j.beth.2016.02.002.CrossRefPubMedPubMedCentral

Edmunds, J. M., Beidas, R. S., & Kendall, P. C. (2013). Dissemination and implementation of evidence-based practices: Training and consultation as implementation strategies. Clinical Psychology: Science and Practice, 20(2), 152–165. https://doi.org/10.1111/cpsp.12031.CrossRefPubMed

Elliott, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British Journal of Clinical Psychology, 38(3), 215–229. https://doi.org/10.1348/014466599162782.CrossRefPubMed

El-Tannir, A. (2002). The corporate university model for continuous learning, training, and development. Education & Training, 44, 76–81. https://doi.org/10.1108/00400910210419973.CrossRef

Forgatch, M. S., & DeGarmo, D. S. (2011). Sustaining fidelity following the nationwide PMTO™ implementation in Norway. Prevention Science, 12, 235–246. https://doi.org/10.1007/s11121-011-0225-6.CrossRefPubMedPubMedCentral

Forgatch, M. S., & Domenech Rodríguez, M. M. (2016). Interrupting coercion: The iterative loops among theory, science, and practice. In T. J. Dishion & J. J. Snyder (Eds.), The Oxford handbook of coercive relationship dynamics (pp. 194–214). Oxford University Press.

Forgatch, M. S., & Gewirtz, A. H. (2017). The evolution of the Oregon Model of Parent Management Training: An intervention for antisocial behavior in children and adolescents. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (3^rd ed; pp. 85–102). New York: Guilford.

Forgatch, M. S., Bullock, B. M., Patterson, G. R., & Steiner, H. (2004). From theory to practice: Increasing effective parenting through role-play. Handbook of mental health interventions in children and adolescents: An integrated developmental approach, 782–813.

Forgatch, M. S., & Patterson, G. R. (2010). Parent Management Training—Oregon Model: An intervention for antisocial behavior in children and adolescents. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based Psychotherapies for Children and Adolescents (pp. 159–177). The Guilford Press.

Forgatch, M. S., Patterson, G. R., & Gewirtz, A. H. (2013). Looking forward: The promise of widespread implementation of parent training programs. Perspectives on Psychological Science, 8(6), 682–694. 10.1177%2F1745691613503478.CrossRefPubMedPubMedCentral

Forman, J., & Damschroder, L. (2007). Qualitative content analysis. In Empirical methods for bioethics: A primer. Emerald Group Publishing Limited.

Fossum, S., Kjøbli, J., Drugli, M. B., Handegård, B. H., Mørch, W.-T., & Ogden, T. (2014). Comparing two evidence-based parent training interventions for aggressive children. Journal of Childrens Services, 9(4), 319–329. https://doi.org/10.1108/jcs-04-2014-0021.CrossRef

Gallo, K. P., & Barlow, D. H. (2012). Factors involved in clinician adoption and nonadoption of evidence- based interventions in evidence-based interventions in mental health. Clinical Psychology: Science and Practice, 19(1), 93–106. https://doi.org/10.1111/j.1468-2850.2012.01276.x.CrossRef

Ghandour, R. M., Sherman, L. J., Vladutiu, C. J., Ali, M. M., Lynch, S. E., Bitsko, R. H., & Blumberg, S. J. (2019). Prevalence and treatment of depression, anxiety, and conduct problems in US children. The Journal of Pediatrics, 206, 256–267. https://doi.org/10.1016/j.jpeds.2018.09.021.CrossRefPubMed

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18, 59–82. https://doi.org/10.1177/1525822X05279903.CrossRef

Hamilton, A. B., & Finley, E. P. (2019). Qualitative methods in implementation research: An introduction. Psychiatry Research, 280, 112516.https://doi.org/10.1016/j.psychres.2019.112516.CrossRefPubMedPubMedCentral

Herschell, A. D., Kolko, D. J., Baumann, B. L., & Davis, A. C. (2010). The role of therapist training in the implementation of psychosocial treatments: A review and critique with recommendations. Clinical Psychology Review, 30(4), 466.https://doi.org/10.1016/j.cpr.2010.02.005.CrossRef

Hoagwood, K., & Olin, S. S. (2002). The NIMH blueprint for change report: Research priorities in child and adolescent mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 41(7), 760–767. https://doi.org/10.1097/00004583-200207000-00006.CrossRef

Holtrop, K., Parra-Cardona, J. R., & Forgatch, M. S. (2014). Examining the process of change in an evidence-based parent training intervention: A qualitative study grounded in the experiences of participants. Prevention Science, 15(5), 745–756. https://doi.org/10.1007/s11121-013-0401-y.CrossRefPubMed

Joyner, B., & Young, L. (2006). Teaching medical students using role play: Twelve tips for successful role plays. Medical Teacher, 28(3), 225–229. https://doi.org/10.1080/01421590600711252.CrossRefPubMed

Kazdin, A. E. (2017). Addressing the treatment gap: A key challenge for extending evidence-based psychosocial interventions. Behaviour research and therapy, 88, 7–18. https://doi.org/10.1016/j.brat.2016.06.004.CrossRefPubMed

Knutson, N. M., Forgatch, M. S., Rains, L. A., Sigmarsdóttir, M., & Domenech Rodríguez, M. M. (2019). Fidelity of Implementation Rating System (FIMP): The manual for GenerationPMTO (3d ed.). [Unpublished training manual]. Implementation Sciences International, Inc. Eugene, OR.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.CrossRef

Matthews, M., Gay, G., & Doherty, G. (2014, April). Taking part: role-play in the design of therapeutic systems. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 643–652).

Miller, D. L. (2021). Core Therapist Skills Supporting Implementation of Evidence-Based Practices with Serious Emotionally Disturbed Children in Community Mental Health Settings: A Modified Mixed Methods Delphi Study (Doctoral dissertation, Michigan State University).

Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of counseling psychology, 52(2), 250–260. https://doi.org/10.1037/0022-0167.52.2.250.CrossRef

National Institutes of Health. (2019). Dissemination and implementation research in health (R01 Clinical trial optional). (PAR-19-274). https://grants.nih.gov/grants/guide/pa-files/PAR-19-274.html.

Nelson, T. D., & Steele, R. G. (2007). Predictors of practitioner self-reported use of evidence-based practices: Practitioner training, clinical setting, and attitudes toward research. Administration and Policy in Mental Health and Mental Health Services Research, 34(4), 319–330. https://doi.org/10.1007/s10488-006-0111-x.CrossRefPubMed

Nelson, T. D., Steele, R. G., & Mize, J. A. (2006). Practitioners attitudes toward evidence-based practice: Themes and challenges. Administration and Policy in Mental Health and Mental Health Services Research, 33, 398–409. https://doi.org/10.1007/s10488-006-0044-4.CrossRefPubMed

Palinkas, L. A., Short, C., & Wong, M. (2015). Research-practice-policy partnerships for implementation of evidence-based practices in child welfare and child mental health. William T. Grant Foundation. http://wtgrantfoundation.org/library/uploads/2015/10/Research-Practice-Policy_Partnerships.pdf.

Powell, B. J., McMillen, J. C., Proctor, E. K., Carpenter, C. R., Griffey, R. T., Bunger, A. C., & York, J. L. (2012). A compilation of strategies for implementing clinical innovations in health and mental health. Medical care research and review, 69(2), 123–157. https://doi.org/10.1177/1077558711430690.CrossRefPubMed

Proctor, E. K., Landsverk, J., Aarons, G., Chambers, D., Glisson, C., & Mittman, B. (2009). Implementation research in mental health services: an emerging science with conceptual, methodological, and training challenges. Administration and Policy in Mental Health and Mental Health Services Research, 36(1), 24–34. https://doi.org/10.1007/s10488-008-0197-4.CrossRefPubMed

Sanders, M. R., Prinz, R. J., & Shapiro, C. J. (2009). Predicting utilization of evidence-based parenting interventions with organizational, service-provider and client variables. Administration and Policy in Mental Health and Mental Health Services Research, 36(2), 133–143. https://doi.org/10.1007/s10488-009-0205-3.CrossRefPubMed

VERBI Software. (2019). MAXQDA 2020 [computer software]. Berlin, Germany: VERBI Software.

Yorks, L., Marsick, V. J., Kasl, E., & Dechant, K. (2003). Contextualizing team learning: Implications for research and practice. Advances in Developing Human Resources, 5(1), 103–117. https://doi.org/10.1177/1523422302239185.CrossRef

Titel: Identifying Beneficial Training Elements: Clinician Perceptions of Learning the Evidence-Based GenerationPMTO Intervention
Auteurs: Gianna M. Casaburo
Ronald Asiimwe
Melissa M. Yzaguirre
Meng Fang
Kendal Holtrop
Publicatiedatum: 27-05-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 8/2023
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-023-02600-5

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 8/2023

Young children’s engagement in smart device use and associations with maternal factors in supporting their playfulness

Does Poverty Affect Early Language in 2-year-old Children in Germany?

The Effectiveness of Anxiety Interventions for Young Children: A Meta-Analytic Review

The Needs and Experiences of Parents with Psychosis: A Qualitative Interview Study

Looking Good or Being Good? Parenting Goals Predict Need Satisfaction and Frustration in Mothers and Fathers

A Lot to Maintain: Caregiver Accommodation of Sensory Processing Differences in Early Childhood