Top

Gepubliceerd in:

01-07-2016 | Original Paper

Implementation and Evaluation of Evidence-Based Psychotherapeutic Practices for Youth in a Mental Health Organization

Auteurs: Michael L. Bloomquist, Alison Giovanelli, Anna Benton, Timothy F. Piehler, Karina Quevedo, Joel Oberstar

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 11/2016

Abstract

The current initiative and program evaluation study is a demonstration of the research to practice process in youth-focused psychotherapy. We collaborated within a community-university partnership to create practice and research infrastructure in order to develop, implement, and evaluate two new models of service founded on evidence-based psychotherapeutic practice parameters. The two new service models incorporated validated interventions to address behavior problems in elementary age children, and depression in adolescents, which were delivered in separate but similarly run intensive outpatient programs within a mental health setting. We utilized a rigorous training, technical assistance, fidelity monitoring, and outcome measurement strategy to promote the integrity and quality of services provided. The resultant programs were delivered with acceptable to high fidelity and effects on youth and parenting measures collected during program and from pre to post showed a decrease in targeted problems in youth and positive benefits for families. This initiative and program evaluation adds to the accumulating research-to-practice literature in children’s mental health.

vorige artikel Sleep-Related Outcomes Following Early Intervention for Childhood Anxiety

volgende artikel School-Based Cognitive Mindfulness Intervention for Internalizing Problems: Pilot Study with Hong Kong Elementary Students

Adams, C. D., McCarthy, M., & Kelley, M. L. (1995). Adolescent versions of the Home and School Situations Questionnaires: Initial psychometric properties. Journal of Clinical Child Psychology, 24(4), 377–383. doi:10.1207/s15374424jccp2404_2.CrossRef

Altepeter, T. S., & Breen, M. J. (1989). The Home Situations Questionnaire (HSQ) and The School Situations Questionnaire (SSQ): Normative data and an evaluation of psychometric properties. Journal of Psychoeducational Assessment, 7(4), 312–322. doi:10.1177/073428298900700404.CrossRef

American Psychological Association Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271–285. doi:10.1037/0003-066X.61.4.271.CrossRef

Atkins, M. S., Rusch, D., Mehta, T. G., & Lakind, D. (2016). Future directions for dissemination and implementation science: Aligning ecological theory and public health to close the research to practice gap. Journal of Clinical Child & Adolescent Psychology, 45(2), 215–226. doi:10.1080/15374416.2015.1050724.CrossRef

August, G. J., Bloomquist, M. L., Lee, S. S., Realmuto, G. M., & Hektner, J. M. (2006). Can evidence-based prevention programs be sustained in community practice settings? The Early Risers’ advanced-stage effectiveness trial. Prevention Science, 7(2), 151–165. doi:10.1007/s11121-005-0024-z.PubMedCrossRef

August, G. J., Hektner, J. M., Realmuto, G. M., & Bloomquist, M. L. (2001). An integrated components preventive intervention for aggressive elementary school children: The Early Risers program. Journal of Consulting and Clinical Psychology, 69(3), 614–626. doi:10.1037/0022-006X.69.4.614.PubMedCrossRef

Barkley, R. A. (2013). Defiant children: A clinician’s manual for assessment and parent training. New York: Guilford Press.

Barkley, R. A., & Edelbrock, C. S. (1987). Assessing situational variation in children’s problem behaviors: The Home and School Situations Questionnaires. In R. J. Prinz (Ed.), Advances in behavioral assessment of children and families (Vol. 3, pp. 157–176). Greenwich, CT: JAI.

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. doi:10.1111/j.1468-2850.2009.01187.x.

Bloomquist, M. L. (2013). Skills training for struggling kids: Promoting your child’s behavioral, emotional, academic, and social development (3rd ed.). New York: Guilford Press.

Bloomquist, M. L., August, G. J., Horowitz, J., Lee, S. S., & Jensen, C. (2008). Moving from science to service: Transposing and sustaining the Early Risers conduct problems prevention program in a community service system. Journal of Primary Prevention, 29(4), 307–321. doi:10.1007/s10935-008-0142-z.PubMedCrossRef

Bloomquist, M. L., August, G. J., Lee, S. S., Lee, C. Y. S., Realmuto, G. M., & Klimes-Dougan, B. (2013). Going-to-scale with the Early Risers conduct problems prevention program: Use of a comprehensive implementation support (CIS) system to optimize fidelity, participation and child outcomes. Evaluation and Program Planning, 38, 19–27. doi:10.1016/j.evalprogplan.2012.11.001.PubMedCrossRef

Bloomquist, M. L., August, G. J., Lee, S. S., Piehler, T. F., & Jensen, M. (2012). Parent Participation within community center or in-home outreach delivery models of the early risers conduct problems prevention program. Journal of Child and Family Studies, 21(3), 368–383. doi:10.1007/s10826-011-9488-6.CrossRef

Botvin, G. J., Baker, E., Dusenbury, L., Tortu, S., & Botvin, E. (1990). Preventing adolescent drug abuse through a multimodal cognitive-behavioral approach: Results of a 3-year study. Journal of Consulting and Clinical Psychology, 58, 437–446. doi:10.1037/0022-006X.58.4.437.PubMedCrossRef

Carroll, K. M., Martino, S., & Rounsaville, B. J. (2010). No train, no gain? Clinical Psychology: Science and Practice, 17(1), 36–40. doi:10.1111/j.1468-2850.2009.01190.x.

Chorpita, B. F., & Daleiden, E. L. (2009). Mapping evidence-based treatments for children and adolescents: Application of the distillation and matching model to 615 treatments from 322 randomized trials. Journal of Consulting and Clinical Psychology, 77(3), 566–579. doi:10.1037/a0014565.PubMedCrossRef

Chorpita, B. F., Weisz, J. R., Daleiden, E. L., Schoenwald, S. K., Palinkas, L. A., Miranda, J., et al. (2013). Long-term outcomes for the Child STEPs randomized effectiveness trial: A comparison of modular and standard treatment designs with usual care. Journal of Consulting and Clinical Psychology, 81(6), 999. doi:10.1037/a0034200.PubMedCrossRef

Clarke, G. N., Rohde, P., Lewinsohn, P. M., Hops, H., & Seeley, J. R. (1999). Cognitive-behavioral treatment of adolescent depression: efficacy of acute group treatment and booster sessions. Journal of the American Academy of Child and Adolescent Psychiatry, 38(3), 272–279. doi:10.1097/00004583-199903000-00014.PubMedCrossRef

Cuijpers, P., Muñoz, R. F., Clarke, G. N., & Lewinsohn, P. N. (2009). Psychoeducational treatment and prevention of depression: The “coping with depression” course thirty years later. Clinical Psychology Review, 29(5), 449–458. doi:10.1016/j.cpr.2009.04.005.PubMedCrossRef

Cummings, E. M., Davies, P. T., & Campbell, S. (2000). Developmental psychopathology and family process: Theory, research, and clinical implications. New York: Guilford Press.

Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: are implementation effects out of control? Clinical Psychology Review, 18(1), 23–45. doi:10.1016/S0272-7358(97)00043-3.PubMedCrossRef

David-Ferdon, C., & Kaslow, N. J. (2008). Evidence-based psychosocial treatments for child and adolescent depression. Journal of Clinical Child and Adolescent Psychology, 37(1), 62–104. doi:10.1080/15374410701817865.PubMedCrossRef

de Winter, J.C.F. (2013). Using the student’s t-test with extremely small sample sizes. Practical Assessment, Research & Evaluation, 18(10). Available online: http://pareonline.net/getvn.asp?v=18&n=10.

Delis, D. C. (2012). Delis rating of executive function (D-REF). Bloomington, MN: Pearson.

Delis, D. C., Kaplan, E., & Kramer, J. H. (2001a). The Delis-Kaplan executive function system: Examiner’s manual. San Antonio: The Psychological Corporation.

Delis, D. C., Kaplan, E., & Kramer, J. H. (2001b). The Delis-Kaplan executive function system: Technical manual. San Antonio: The Psychological Corporation.

Dishion, T. J., Stormshak, E. A., & Kavanagh, K. (2012). Everyday parenting: A therapist’s Guide for supporting family management practice. Eugene, OR: Child and Family Center Publications.

Evans, S. W., Owens, J. O., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with Attention-Deficit/Hyperactivity Disorder. Journal of Clinical Child & Adolescent Psychology, 43(4), 527–551. doi:10.080/15374416.2013.850700.CrossRef

Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based treatments for child and adolescent disruptive behavior disorders. Journal of Clinical Child and Adolescent Psychology, 37(1), 213–235. doi:10.1080/15374410701820117.CrossRef

Fabiano, G. A., Pelham, W. E., Jr., Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., et al. (2006). A practical measure of impairment: Psychometric properties of the Impairment Rating Scale in samples of children with attention deficit hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35(3), 369–385. doi:10.1207/s15374424jccp3503_3.PubMedCrossRef

Fagan, A. B., & Mihalic, S. (2003). Strategies for enhancing the adoption of school-based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills Training program. Journal of Community Psychology, 31, 235–253. doi:10.1002/jcop.10045.CrossRef

Forgatch, M. S., & Patterson, G. R. (2010). Parent management training-Oregon model: An intervention for antisocial behavior in children and adolescents. In Evidence-based psychotherapies for children and adolescents (2nd ed, pp. 159–178). New York: Guilford Press.

Frey, K., Hirschstein, M. K., & Guzzo, B. A. (2000). Second step: Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8(2), 102–112. doi:10.1177/106342660000800206.CrossRef

Garland, A. F., Accurso, E. C., Haine-Schlagel, R., Brookman-Frazee, L., Roesch, S., & Zhang, J. J. (2014). Searching for elements of evidenced-based practices in children’s usual care and examining their impact. Journal of Clinical Child & Adolescent Psychology, 43(2), 201–215. doi:10.1080/15374416.2013.869750.CrossRef

Garland, A. F., Hawley, K. M., Brookman-Frazee, L., & Hurlburt, M. S. (2008). Identifying common elements of evidence-based psychosocial treatments for children’s disruptive behavior problems. Journal of the American Academy Child & Adolescent Psychiatry, 47(5), 505–514. doi:10.1097/CHI.0b013e31816765c2.CrossRef

Gillham, J. E., Reivich, K. J., Brunwasser, S. M., Freres, D. R., Chajon, N. D., Kash-MacDonald, V. M., et al. (2012). Evaluation of a group cognitive-behavioral depression prevention program for young adolescents: A randomized effectiveness trial. Journal of Clinical Child & Adolescent Psychology, 41(5), 621–639. doi:10.1080/15374416.2012.706517.CrossRef

Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child and Adolescent Psychiatry, 40(11), 1337–1345. doi:10.1097/00004583-200111000-00015.PubMedCrossRef

Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P., Asher, K. N., Beland, K., et al. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. Journal of the American Medical Association, 277(20), 1605–1611. doi:10.1001/jama.1997.03540440039030.PubMedCrossRef

Hamilton, S. F. (2015). Translational research and youth development. Applied Developmental Science, 19, 60–73.CrossRef

Hershenberg, R., Drabick, D. A., & Vivian, D. (2012). An opportunity to bridge the gap between clinical research and clinical practice: Implications for clinical training. Psychotherapy, 49(2), 123. doi:10.1037/a0027648.PubMedPubMedCentralCrossRef

Hetrick, S. E., Bailey, A., Rice, S. M., Magenta, B. S., Joanne, E. M., & Alice, E. (2015). A qualitative analysis of the descriptions of Cognitive Behavioural Therapy (CBT) tested in clinical trials of depressed young people. Journal of Depression and Anxiety. doi:10.4172/2167-1044.1000172.

Israel, B. A., Schultz, A. J., Parker, E. A., & Becker, A. B. (1998). Review of community-based research: Assessing partnership approaches to improve public health. Annual Review of Public Health, 19, 173–202. doi:10.1080/13803390490918444.PubMedCrossRef

Jensen-Doss, A., Hawley, K. M., Lopez, M., & Osterberg, L. (2009). Using evidence-based treatments: The experiences of youth providers working under a mandate. Professional Psychology: Research and Practice, 40(4), 417–424. doi:10.1037/a0014690.CrossRef

Kamphaus, R. W., & Reynolds, C. R. (2006). PRQ: Parenting relationship questionnaire manual. Minneapolis, MN: Pearson.

Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63(3), 146–159. doi:10.1037/0003-066X.63.3.146.PubMedCrossRef

Kazdin, A. E. (2010). Problem-solving skills training and parent management training for oppositional defiant disorder and conduct disorder. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (2nd ed., pp. 211–226). New York: Guilford Press.

Klein, J. B., Jacobs, R. H., & Reinecke, M. A. (2007). Cognitive-behavioral therapy for adolescent depression: A meta-analytic investigation of changes in effect-size estimates. Journal of the American Academy of Child and Adolescent Psychiatry, 46(11), 1403–1413. doi:10.1097/chi.0b013e3180592aaa.PubMedPubMedCentralCrossRef

Lambert, M. J., & Ogles, B. M. (2009). Using clinical significance in psychotherapy outcome research: The need for a common procedure and validity data. Psychotherapy Research, 19(4–5), 493–501. doi:10.1080/10503300902849483.PubMedCrossRef

Larson, J., & Lochman, J. E. (2002). Helping school children cope with anger: A cognitive-behavioral intervention. New York: Guilford Press.

Lewinsohn, P. M., & Clarke, G. N. (1999). Psychosocial treatments for adolescent depression. Clinical Psychology Review, 19(3), 329–342. doi:10.1016/S0272-7358(98)00055-5.PubMedCrossRef

McCart, M. R., Priester, P. E., Davies, W. H., & Azen, R. (2006). Differential effectiveness of behavioral parent-training and cognitive-behavioral therapy for antisocial youth: A meta-analysis. Journal of Abnormal Child Psychology, 34(4), 527–543. doi:10.1007/s10802-006-9031-1.PubMedCrossRef

Mihalic, S. (2004). The importance of implementation fidelity. Emotional & Behavioral Disorders in Youth, 4(4), 99–105.

Mitchell, P. F. (2011). Evidence-based practice in real world services for young people with complex needs: New opportunities suggested by recent implementation science. Children and Youth Services Review, 33(2), 207–216. doi:10.1016/j.childyouth.2010.10.003.CrossRef

Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children. Minneapolis, MN: Pearson.

Rohde, P., Feeny, N. C., & Robins, M. (2005). Characteristics and components of the TADS CBT approach. Cognitive Behavioral Practice, 12(2), 186–197. doi:10.1016/S1077-7229(05)80024-0.PubMedPubMedCentralCrossRef

Sanders, M. R. (1999). Triple P-Positive Parenting Program: Towards an empirically validated multilevel parenting and family support strategy for prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2(2), 71–90. doi:10.1023/A:1021843613840.PubMedCrossRef

Schoenwald, S. (2011). It’s a bird, it’s a plane, it’s … fidelity measurement in the real world. Clinical Psychology: Science and Practice, 18(2), 142–147. doi:10.1111/j.1468-2850.2011.01245.x.

Schoenwald, S. K., Sheidow, A. J., & Chapman, J. E. (2009). Clinical supervision in treatment transport: Effects on adherence and outcomes. Journal of Consulting and Clinical Psychology, 77(3), 410–421. doi:10.1037/a0013788.PubMedPubMedCentralCrossRef

Southam-Gerow, M. A., Hourigan, S. E., & Allin, R. B., Jr. (2009). Adapting evidence-based mental health treatments in community settings. Behavior Modification, 33, 82–103. doi:10.1177/0145445508322624.PubMedCrossRef

Southam-Gerow, M. A., Rodriguez, A., Chorpita, B. F., & Daleidan, E. L. (2012). Dissemination and implementation of evidence based treatments for youth: Challenges and recommendations. Professional Psychology: Research and Practice, 43(5), 527–534. doi:10.1037/a0029101.CrossRef

Taub, J. (2001). Evaluation of the second step violence prevention program at a rural elementary school. School Psychology Review, 31(2), 186–200.

Trask, E. V., Fawley-King, K., Garland, A. F., & Aarons, G. A. (2016). Client report of delivery of common elements in usual care and the association to satisfaction. Journal of Child and Family Studies, 25(3), 845–855. doi:10.1007/s10826-015-0273-9.CrossRef

Treatment for Adolescents With Depression Study (TADS) Team. (2004). Fluoxetine, cognitive-behavioral therapy, and their combination for adolescents with depression: Treatment for adolescents with depression study (TADS) randomized controlled trial. Journal of the American Medical Association, 292(7), 807–820. doi:10.1001/archpsyc.64.10.1132.CrossRef

Treatment for Adolescents With Depression Study (TADS) Team. (2007). The Treatment for adolescents with depression study (TADS): Long-term effectiveness and safety outcomes. Archives of General Psychiatry, 64(10), 1132–1143. doi:10.1001/archpsyc.64.10.1132.CrossRef

Van Roy, B., Groholt, B., Heyerdahl, S., & Clench-Aas, J. (2010). Understanding discrepancies in parent-child reporting of emotional and behavioural problems: Effects of relational and socio-demographic factors. BMC Psychiatry, 10(1), 1–12. doi:10.1186/1471-244x-10-56.CrossRef

Webster-Stratton, C., & Reid, M. J. (2010). The incredible years parents, teachers and children training series: A multifaceted treatment approach for young children with conduct problems. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (2nd ed., pp. 194–210). New York: Guilford Press.

Weersing, V. R., Iyengar, S., Kolko, D. J., Birmaher, B., & Brent, D. A. (2006). Effectiveness of cognitive-behavioral therapy for adolescent depression: A benchmarking investigation. Behavior Therapy, 37(1), 36–48. doi:10.1016/j.beth.2005.03.003.PubMedCrossRef

Weisz, J. R. (2004). Psychotherapy for children and adolescents: Evidence-based treatments and case examples. Cambridge, UK: Cambridge University Press.CrossRef

Weisz, J. R., Chorpita, B. F., Palinkas, L. A., Schoenwald, S. K., Miranda, J., Bearman, S. K., et al. (2012). Testing standard and modular designs for psychotherapy treating depression, anxiety, and conduct problems in youth: A randomized effectiveness trial. Archives of General Psychiatry, 69(3), 274–282. doi:10.1001/archgenpsychiatry.2011.147.PubMedCrossRef

Weisz, J. R., Jensen-Doss, A., & Hawley, K. M. (2006a). Evidence-based youth psychotherapies versus usual clinical care: A meta-analysis of direct comparisons. American Psychologist, 61(7), 671–689. doi:10.1037/0003-066X.61.7.671.PubMedCrossRef

Weisz, J. R., McCarty, C. A., & Valeri, S. M. (2006b). Effects of psychotherapy for depression in children and adolescents: A meta-analysis. Psychological Bulletin, 132(1), 132–149. doi:10.1037/0033-2909.132.1.132.PubMedPubMedCentralCrossRef

Weisz, J. R., Ugueto, D. M., Cheron, D. M., & Herren, J. (2013). Evidence-based youth psychotherapy in the mental health ecosystem. Journal of Clinical Child & Adolescent Psychology, 42(2), 274–286. doi:10.1080/15374416.2013.764824.CrossRef

Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A., & Morton, T. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 117(3), 450–468. doi:10.1037/0033-2909.117.3.450.PubMedCrossRef

Wells, K. C., & Albano, A. M. (2005). Parent involvement in CBT treatment of adolescent depression: Experiences in the treatment for adolescents with depression study (TADS). Cognitive and Behavioral Practice, 12(2), 209–220. doi:10.1016/S1077-7229(05)80026-4.CrossRef

Zhou, X., Hetrick, S. E., Cuijpers, P., Qin, B., Barth, J., Whittington, C. J., et al. (2015). Comparative efficacy and acceptability of psychotherapies for depression in children and adolescents: A systematic review and network meta-analysis. World Psychiatry, 14(2), 207–222. doi:10.1002/wps.20217.PubMedPubMedCentralCrossRef

Titel: Implementation and Evaluation of Evidence-Based Psychotherapeutic Practices for Youth in a Mental Health Organization
Auteurs: Michael L. Bloomquist
Alison Giovanelli
Anna Benton
Timothy F. Piehler
Karina Quevedo
Joel Oberstar
Publicatiedatum: 01-07-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 11/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-016-0479-5

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 11/2016

High-Risk Behavior Among Young Adolescents in The Central and Northern Region of Peninsular Malaysia: Baseline Data from The MyHeART Study

Intimate Partner Acceptance–Rejection and Subjective Well-Being: What is the Role of Resilience?

Psychiatric Morbidity and Family Environment Among Female Juvenile Detainees in a Malaysian Sample

Perception of Chilean Parents on the Triple P Program for Improving Parenting Practices

Sleep-Related Outcomes Following Early Intervention for Childhood Anxiety

Associations Between Fathers’ and Mothers’ Psychopathology Symptoms, Parental Emotion Socialization, and Preschoolers’ Social-Emotional Development