Skip to main content

Advertisement

SpringerLink
Log in

Developing the Mental Health Workforce: Review and Application of Training Approaches from Multiple Disciplines

  • Original Paper
  • Published:
Administration and Policy in Mental Health and Mental Health Services Research Aims and scope Submit manuscript

Abstract

Strategies specifically designed to facilitate the training of mental health practitioners in evidence-based practices (EBPs) have lagged behind the development of the interventions themselves. The current paper draws from an interdisciplinary literature (including medical training, adult education, and teacher training) to identify useful training and support approaches as well as important conceptual frameworks that may be applied to training in mental health. Theory and research findings are reviewed, which highlight the importance of continued consultation/support following training workshops, congruence between the training content and practitioner experience, and focus on motivational issues. In addition, six individual approaches are presented with careful attention to their empirical foundations and potential applications. Common techniques are highlighted and applications and future directions for mental health workforce training and research are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • 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, 411–419.

    PubMed  Google Scholar 

  • Ackland, R. (1991). A review of the peer coaching literature. Journal of Staff Development, 12, 22–27.

    Google Scholar 

  • Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52–81.

    PubMed  CAS  Google Scholar 

  • Austin, S. M., Balas, E. A., Mitchell, J. A., & Ewigman, B. G. (1994). Effect of physician reminders on preventive care: Meta-analysis of randomized clinical trials. In Proceedings of the annual symposium on computer application in medical care (pp. 121–124).

  • Baer, J. S., Rosengren, D. B., Dunn, C. W., Wells, E. A., Ogle, R. L., & Hartzler, B. (2004). An evaluation of workshop training in motivation interviewing for addition and mental health clinicians. Drug and Alcohol Dependence, 34, 99–106.

    Google Scholar 

  • Barrows, H. S. (1984). A specific, problem-based, self-directed learning method designed to teach medical problem-solving skills, self-learning skills and enhance knowledge retention and recall. In H. G. Schmidt & M. L. de Volder (Eds.), Tutorials in problem-based learning. A new direction in teaching the health profession. Assen: Van Gorcum.

    Google Scholar 

  • 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 & Practice, 17, 1–30.

    Google Scholar 

  • Belar, C. D., Brown, R. A., Hersch, L. E., Hornyak, L. M., Rozensky, R. H., Sheridan, E. P., et al. (2001). Self-assessment in clinical health psychology: A model for ethical expansion of practice. Professional Psychology: Research and Practice, 32, 135–141.

    CAS  Google Scholar 

  • Bennett, S., & Bennett, J. W. (2000). The process of evidence-based practice in occupational therapy: Informing clinical decisions. Australian Occupational Therapy Journal, 47, 171–180.

    Google Scholar 

  • Bennett-Levy, J., & Padesky, C. (2010, June). Reflective practice: Water for the seeds of learning? In McManus, J. (chair). Let a hundred flowers blossom: A variety of effective training practices in CBT. Symposium presented at the 6th World Congress of Behavioral and Cognitive Therapies, Boston, MA.

  • Berkson, L. (1993). Problem-based learning: Have the expectations been met? Academic Medicine, 68, S79–S88.

    PubMed  CAS  Google Scholar 

  • Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57, 28–33.

    Google Scholar 

  • Blase, K. A., Fixsen, D. L., Duda, M. A., Metz, A. J., Naoom, S. F., & Van Dyke, M. K. (2010, April). Real scale up: Improving access to evidence-based programs. Presentation at the Blueprints Conference, San Antonio, Texas.

  • Bloom, J. A., Nelson, C. S., Laufman, L. E., Kohrt, A. E., & Kozinetz, C. A. (2007). Improvement in provider immunization knowledge and behavior following a peer education intervention. Clinical Pediatrics, 46, 706–714.

    Google Scholar 

  • Bruns, E. J., Hoagwood, K. E., Rivared, J. C., Wotring, J., Marsenich, L., & Carter, B. (2008a). State implementation of evidence-based practice for youths, part II: Recommendations for research and policy. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 499–504.

    PubMed  Google Scholar 

  • Bruns, E. J., Rast, J., Walker, J. S., Peterson, C. R., & Bosworth, J. (2006). Spreadsheets, service providers, and the statehouse: Using data and the wraparound process to reform systems for children and families. American Journal of Community Psychology, 38, 201–212.

    PubMed  Google Scholar 

  • Bruns, E. J., Walker, J. S., & Penn, M. (2008b). Individualized services in systems of care: The wraparound process. In B. Stroul & G. Blau (Eds.), The system of care handbook: Transforming mental health services for children, youth, and families. Baltimore: Brookes.

    Google Scholar 

  • Buntinx, F., Winkens, R., Grol, R., & Knottnerus, J. A. (1993). Influencing diagnostic and preventive performance in ambulatory care by feedback and reminders. Family Practice, 10, 219–228.

    PubMed  CAS  Google Scholar 

  • Cannon, D. S., & Allen, S. N. (2000). A comparison of the effects of computer and manual reminders on compliance with a mental health clinical practice guideline. Journal of the American Medical Informatics Association, 7, 196–203.

    PubMed  CAS  Google Scholar 

  • Chorpita, B. F., Bernstein, A., Daleiden, E. L., & The Research Network on Youth Mental Health. (2009). Driving with roadmaps and dashboards: Using information resources to structure the decision models in service organizations. Administration and Policy in Mental Health, 35, 114–123.

    Google Scholar 

  • Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. New York: Guilford.

    Google Scholar 

  • Cohen-Schotanus, J., Muijtjens, A. M. M., Schönrock-Adema, J., Geertsma, J., & van der Vleuten, C. P. M. (2008). Effects of convention and problem-based learning on clinical and general competencies and career development. Medical Education, 42, 256–265.

    PubMed  Google Scholar 

  • Colliver, J. A. (2000). Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75, 259–266.

    PubMed  CAS  Google Scholar 

  • Coomarasamy, A., & Khan, K. S. (2004). What is the evidence that postgraduate teaching in evidence based medicine changes anything? A systematic review. British Medical Journal, 329, 1017.

    PubMed  Google Scholar 

  • Daleiden, E. L., & Chorpita, B. F. (2005). From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence-based services. Child and Adolescent Psychiatric Clinics of North America, 14, 329–349.

    PubMed  Google Scholar 

  • Davis, D. A., & Taylor-Vaisey, A. (1997). Translating guidelines into practice: A systematic review of theoretic concepts, practice experience and research evidence in the adoption of clinical practice guidelines. Canadian Medical Association Journal, 157, 408–416.

    PubMed  CAS  Google Scholar 

  • Davis, D. A., Thompson, M. A., Oxman, A. D., & Haynes, R. B. (1995). Changing physician performance: A systematic review of the effect of continuing medical education strategies. Journal of the American Medical Association, 274, 700–705.

    PubMed  CAS  Google Scholar 

  • Dexheimer, J. W., Talbot, T. R., Sanders, D. L., Rosenbloom, S. T., & Aronsky, D. (2008). Prompting clinicians about preventive care measures: A systematic review of randomized controlled trials. Journal of the American Medical Informatics Association, 15, 311–320.

    PubMed  Google Scholar 

  • Dimeff, L. A., Koerner, K., Woodcock, E. A., Beadnell, B., Brown, M. Z., Skutch, J. M., et al. (2009). Which training method works best? A randomized controlled trial comparing three methods of training clinicians in dialectical behavior therapy skills. Behaviour Research and Therapy, 47, 921–930.

    PubMed  Google Scholar 

  • Dochy, F., Segers, M., van den Bossche, P., & Gijbels, D. (2003). Effects of problem based learning: A meta-analysis. Learning and Instruction, 13, 533–568.

    Google Scholar 

  • Eyberg, S. M., Boggs, S. R., & Algina, J. (1995). Parent-child interaction therapy: A psychosocial model for the treatment of young children with conduct problem behavior and their families. Psychopharmacology Bulletin, 31, 83–91.

    PubMed  CAS  Google Scholar 

  • Feifer, C., Ornstein, S. M., Jenkins, R. G., Wessell, A., Corley, S. T., Nemeth, L. S., et al. (2006). The logic behind a multimethod intervention to improve adherence to clinical practice guidelines in a nationwide network of primary care practices. Evaluation and the Health Professions, 29, 65–88.

    Google Scholar 

  • Fishbein, M., Triandis, H., Kanfer, F., Becker, M., Middlestadt, S., & Eichler, A. (2001). Factors influencing behavior and behavior change. In A. Baum, T. Revenson, & J. Singer (Eds.), Handbook of health psychology. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Fisher, P. A., & Chamberlain, P. (2000). Multidimensional treatment foster care: A program for intensive parenting, family support, and skill building. Journal of Emotional and Behavioral Disorders, 8, 155–164.

    Google Scholar 

  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.

    Google Scholar 

  • Forsetlund, L., Bjørndal, A., Rashidian, A., Jamtvedt, G., O’Brien, M. A., Wolf, F., et al. (2009). Continuing education meetings and workshops: Effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews, Issue 2. John Wiley & Sons.

  • Ganju, V. (2003). Implementation of evidence-based practices in state mental health systems: Implications for research and effectiveness studies. Schizophrenia Bulletin, 29, 125–131.

    PubMed  Google Scholar 

  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945.

    Google Scholar 

  • Garland, A. F., Brookman-Frazee, L., Hurlburt, M. S., Accurso, E. C., Zoffnes, R. J., Haine-Schlagel, R., et al. (2010). Mental health care for children with disruptive behavior problems: A view inside therapists’ offices. Psychiatric Services, 61, 788–795.

    PubMed  Google Scholar 

  • Garland, A. F., Kruse, M., & Aarons, G. A. (2003). Clinicians and outcome measurement: What’s the use? Journal of Behavioral Health Services & Research, 30, 393–405.

    Google Scholar 

  • Gijbels, D., Dochy, F., van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75, 27–61.

    Google Scholar 

  • Glaser, R. (1990). Toward new models for assessment. International Journal of Educational Research, 14, 475–483.

    Google Scholar 

  • Gotham, H. J. (2006). Advancing the implementation of evidence-based practices into clinical practice: How do we get there from here? Professional Psychology: Research and Practice, 37, 606–613.

    Google Scholar 

  • Grimshaw, J. M., Eccles, M. P., & Walker, A. E. (2002). Changing physicians’ behavior: What works and thoughts on getting more things to work. Journal of Continuing Education in the Health Professions, 22, 237–243.

    PubMed  Google Scholar 

  • Grimshaw, J. M., Shirran, L., Thomas, R., Mowatt, G., Fraser, C., Bero, L., et al. (2001). Changing provider behavior: An overview of systematic reviews of interventions. Medical Care, 39, II-2–II-45.

  • Grindrod, K. A., Patel, P., & Martin, J. E. (2006). What interventions should pharmacists employ to impact health practitioners’ prescribing practices? Annals of Pharmacotherapy, 40, 1546–1557.

    PubMed  Google Scholar 

  • Guskey, T. R. (1994). Results-oriented professional development: In search of an optimal mix of effective practices. Journal of Staff Development, 15, 42–50.

    Google Scholar 

  • Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education. Medical Teacher, 29, 735–751.

    PubMed  CAS  Google Scholar 

  • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665–679.

    PubMed  Google Scholar 

  • Hannah, S. T., Woolfolk, R. L., & Lord, R. G. (2009). Leader self-structure: A framework for positive leadership. Journal of Organizational Behavior, 30, 269–290.

    Google Scholar 

  • Hawkins, K. A., & Sinha, R. (1998). Can front-line clinicians master the conceptual complexities of dialectical behavior therapy? An evaluation of a State Department on Mental Health training program. Journal of Psychiatric Research, 32, 379–384.

    PubMed  CAS  Google Scholar 

  • Haynes, R. B., Hayward, R. S., & Lomas, J. (1995). Bridges between health care research evidence and clinical practice. Journal of the American Medical Informatics Association, 2, 342–350.

    PubMed  CAS  Google Scholar 

  • Haynes, A. B., Weiser, T. G., Berry, W. R., Lipsitz, S. R., Breizat, A. H., Dellinger, E. P., et al. (2009). A surgical safety checklist to reduce morbidity and mortality in a global population. New England Journal of Medicine, 360, 491–499.

    PubMed  CAS  Google Scholar 

  • Henggeler, S. W. (1999). Multisystemic therapy: An overview of clinical procedures, outcomes, and policy implications. Child Psychology and Psychiatry Review, 4, 2–10.

    Google Scholar 

  • 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, 448–466.

    PubMed  Google Scholar 

  • Hoge, M. A., & Morris, J. A. (Eds.). (2004). Implementing best practices in behavioral health workforce education: Building a change agenda [Special issue]. Administration and Policy in Mental Health, 32, 85–89.

    Google Scholar 

  • Hoge, M. A., Morris, J. A., Daniels, A. S., Stuart, G. W., Huey, L. Y., & Adams, N. (2007). An action plan for behavioral health workforce development. Cincinnati, OH: Annapolis Coalition on the Behavioral Health Workforce.

    Google Scholar 

  • Hoge, M. A., Tondora, J., & Stuart, G. W. (2003). Training in evidence-based practice. Psychiatric Clinics of North America, 26, 851–865.

    PubMed  Google Scholar 

  • Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • 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, 146–159.

    PubMed  Google Scholar 

  • Kelleher, K. (2010). Organizational capacity to deliver effective treatments for children and adolescents. Administration and Policy in Mental Health and Mental Health Services Research, 37, 89–94.

    PubMed  Google Scholar 

  • Kerns, S. E. U., Dorsey, S., Trupin, E. W., & Berliner, L. (2010). Project focus: Promoting emotional health and wellbeing for youth in foster care through connections to evidence-based practices. Report on Emotional and Behavioral Disorders in Youth, 10, 30–38.

    Google Scholar 

  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discover, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86.

    Google Scholar 

  • Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16, 350–352.

    Google Scholar 

  • Linehan, M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: Guildford Press.

    Google Scholar 

  • Long, N. (2008). Closing the gap between research and practice: The importance of practitioner training. Clinical Child Psychology and Psychiatry, 13, 187–190.

    PubMed  Google Scholar 

  • Markey, P., & Schattner, P. (2001). Promoting evidence-based medicine in general practice—the impact of academic detailing. Family Practice, 18, 364–366.

    PubMed  CAS  Google Scholar 

  • McCarthy, P., & Kerman, B. (2010). Inside the belly of the beast: How bad systems trump good programs. Administration and Policy in Mental Health and Mental Health Services Research, 37, 167–172.

    PubMed  Google Scholar 

  • McHugh, R. K., & Barlow, D. H. (2010). The dissemination and implementation of evidence-based psychological treatments: A review of current efforts. American Psychologist, 65, 73–84.

    PubMed  Google Scholar 

  • Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossy-Bass Publishers.

    Google Scholar 

  • Meverach, Z. R. (1995). Teachers’ paths on the way to and from the professional development forum. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms & practices (pp. 151–170). New York: Teachers College Press.

    Google Scholar 

  • Miller, W. R., & Rollnick, S. (2002). Motivational Interviewing (2nd ed.). New York: Guilford Press.

    Google Scholar 

  • Miller, W. R., Yahne, C. E., Moyers, T. B., Marinez, J., & Pirritano, M. (2004). A randomized trial of methods to help clinicians learn motivational interviewing. Journal of Consulting and Clinical Psychology, 72, 1050–1062.

    PubMed  Google Scholar 

  • Moll, L. C. (Ed.). (1990). Vygotsky and education: Instructional implications of sociohistorical psychology. Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Muijs, D., & Lindsay, G. (2008). Where are we at? An empirical study of levels and methods of evaluating continuing professional development. British Educational Research Journal, 34, 195–211.

    Google Scholar 

  • Murray, S., Ma, X., & Mazer, J. (2008). Effects of peer coaching on teachers’ collaborative interaction and students’ mathematics achievement. The Journal of Educational Research, 102, 203–212.

    Google Scholar 

  • Nardella, A., Pechet, L., & Snyder, L. M. (1995). Continuous improvement, quality control, and cost containment in clinical laboratory testing: Effects of establishing and implementing guidelines for preoperative tests. Archives of Pathology & Laboratory Medicine, 119, 518–522.

    CAS  Google Scholar 

  • O’Brien, M. A., Rogers, S., Jamtvedt, G., Oxman, A. D., Odgaard-Jensen, J., Kristoffersen, D. T., et al. (2008). Educational outreach visits: Effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews, Issue 4. Wiley.

  • Ockene, J. K., & Zapka, J. G. (2000). Provider education to promote implementation of clinical practice guidelines. Chest, 118, 33S–39S.

    PubMed  CAS  Google Scholar 

  • Oxman, A. D., Thomson, M. A., Davis, D. A., & Haynes, R. B. (1995). No magic bullets: A systematic review of 102 trials of interventions to improve professional practice. Canadian Medical Association Journal, 153, 1423–1431.

    PubMed  CAS  Google Scholar 

  • Phan, H. P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 22, 284–292.

    PubMed  Google Scholar 

  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientations in learning and achievement. Journal of Educational Psychology, 92, 544–555.

    Google Scholar 

  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407.

    Google Scholar 

  • Puetz, B. E. (1980). Differences between Indiana registered nurse attenders and nonattenders in continuing education in nursing activities. Journal of Continuing Education in Nursing, 11, 19–26.

    PubMed  CAS  Google Scholar 

  • Reeves, S. (2009). An overview of continuing interprofessional education. Journal of Continuing Education in the Health Professions, 29, 142–146.

    PubMed  Google Scholar 

  • Reeves, S. (2010). The effectiveness of interprofessional education: Key findings from a new systematic review. Journal of Interprofessional Care, 24, 230–241.

    PubMed  Google Scholar 

  • Ripple, R. E., & Drinkwater, D. J. (1982). Transfer of learning. In H. E. Mitzel (Ed.), Encyclopedia of educational research (Vol. 4, pp. 1947–1954). New York: Free Press.

    Google Scholar 

  • Sackett, D. L. (1997). Evidence-based medicine. Seminars in Perinatology, 21, 3–5.

    PubMed  CAS  Google Scholar 

  • Sanders, M. R. (1999). The Triple P-Positive parenting program: Towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2, 71–90.

    PubMed  CAS  Google Scholar 

  • Sanders, M. R., & Murphy-Brennan, M. (2010). Creating conditions for success beyond the professional training environment. Clinical Psychology: Science and Practice, 17, 31–35.

    Google Scholar 

  • Sansone, C., & Thoman, D. B. (2006). Maintaining activity engagement: Individual differences in the process of self-regulating motivation. Journal of Personality, 74, 1697–1720.

    PubMed  Google Scholar 

  • Schoenwald, S. K., Henggeler, S. W., Brondino, M. J., & Rowland, M. D. (2000). Multisystemic therapy: Monitoring treatment fidelity. Family Process, 39, 83–103.

    PubMed  CAS  Google Scholar 

  • Schoenwald, S. K., Sheidow, A. S., & Letourneau, E. J. (2004). Toward effective quality assurance in evidence-based practice: Links between expert consultation therapist fidelity, and child outcomes. Journal of Child and Adolescent Clinical Psychology, 33, 94–104.

    Google Scholar 

  • Shea, S., DuMouchel, W., & Bahamonde, L. (1996). A meta-analysis of 16 randomized controlled trials to evaluate computer-based clinical reminder systems for preventive care in the ambulatory setting. Journal of the American Medical Informatics Association, 3, 399–409.

    PubMed  CAS  Google Scholar 

  • Shojania, K. G., Jennings, A., Mayhew, A., Ramsay, C., Eccles, M., & Grimshaw, J. (2010). Effect of point-of-care computer reminders on physician behavior: A systematic review. Canadian Medical Association Journal, 182, E216–E225.

    PubMed  Google Scholar 

  • Sholomskas, D. E., Syracuse-Siewert, G., Rounsaville, B. J., Ball, S. A., Nuro, K. F., & Carroll, K. M. (2005). We don’t train in vain: A dissemination trial of three strategies of training clinicians in cognitive-behavioral therapy. Journal of Consulting and Clinical Psychology, 73, 106–115.

    PubMed  Google Scholar 

  • Showers, B. (1984). Peer coaching: A strategy for facilitating transfer of training. Portland, OR: Center for Educational Policy and Management.

    Google Scholar 

  • Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and state-of-the-art analysis. Educational Leadership, 45, 77–87.

    Google Scholar 

  • Siqueland, L., Crits-Christoph, P., Barber, J. P., Butler, S. F., Thase, M., Najavits, L., et al. (2000). The role of therapist characteristics in training effects in cognitive, supportive-expressive, and drug counseling therapies for cocaine dependence. Journal of Psychotherapy Practice Research, 9, 123–130.

    CAS  Google Scholar 

  • Smits, P. B. A., Verbeek, J. H. A. M., & De Buisonje, C. D. (2002). Problem based learning in continuing medical education: A review of controlled evaluation studies. British Medical Journal, 321, 153–156.

    Google Scholar 

  • Soumerai, S. (1998). Principles and uses of academic detailing to improve the management of psychiatric disorders. International Journal of Psychiatry in Medicine, 28(1), 81–96. doi:10.2190/BTCA-Q06P-MGCQ-R0L5.

    PubMed  CAS  Google Scholar 

  • Soumerai, S. B., & Avorn, J. (1987). Predictors of physician prescribing change in an educational experiment to improve medication use. Medical Care, 25, 210–221.

    PubMed  CAS  Google Scholar 

  • Soumerai, S. B., & Avorn, J. (1990). Principles of educational outreach (‘academic detailing’) to improve clinical decision making. Journal of the American Medical Association, 263, 549–556.

    PubMed  CAS  Google Scholar 

  • Soumerai, S. B., Salern-Schatz, S., Avorn, J., Casteris, C. S., Ross-Degnan, D., & Popvsky, M. A. (1993). A controlled trial of educational outreach to improve blood transfusion practice. Journal of the American Medical Association, 270, 961–966.

    PubMed  CAS  Google Scholar 

  • Speck, M. (1996). Best practice in professional development for sustained educational change. ERS Spectrum, 14, 33–41.

    Google Scholar 

  • Stein, L. I., & Santos, A. B. (1998). Assertive community treatment of persons with severe mental illness. New York: W. W. Norton & Company.

  • Stirman, S. W., Bhar, S. S., Spokas, M., Brown, G. K., Creed, T. A., Perivoliotis, D., et al. (2010). Training and consultation in evidence-based psychosocial treatments in public mental health settings: The ACCESS model. Professional Psychology: Research and Practice, 41, 48–56.

    Google Scholar 

  • Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.

    PubMed  CAS  Google Scholar 

  • Stuart, G. W., Tondora, J., & Hoge, M. A. (2004). Evidence-based teaching practice: Implications for behavioral health. Administration and Policy in Mental Health, 32, 107–130.

    PubMed  Google Scholar 

  • Tan, K. M. (2002). Influence of educational outreach visits on behavioral change in health professionals. Journal of Continuing Education of Health Professionals, 22, 122–124.

    CAS  Google Scholar 

  • Taylor, D., & Mifflin, B. (2008). Problem-based learning: Where are we now? Medical Teacher, 30, 742–763.

    PubMed  Google Scholar 

  • Thompson, J. L. (1976). The concept of training and its current distortion. Adult Education, 49, 146–153.

    Google Scholar 

  • Tierney, W. M., Hui, S. L., & McDonald, C. J. (1986). Delayed feedback of physician performance versus immediate reminders to perform preventive care. Medical Care, 24, 659–666.

    PubMed  CAS  Google Scholar 

  • Tseng, V., & Senior Program Team. (2007). Focusing on demand: Studying research use in policy and practice affecting youth. Retrieved on June 12, 2010, from http://www.wtgrantfdn.org/resources/overview/studying_the_use_of_research_evidence.

  • Tulinius, C., & Hølge-Hazelton, B. (2010). Continuing professional development for general practitioners: Supporting the development of professionalism. Medical Education, 44, 412–420.

    PubMed  Google Scholar 

  • van den Hombergh, P., Grol, R., van den Hoogen, H. J. M., & van den Bosch, W. J. H. M. (1999). Practice visits as a tool in quality improvement: Mutual visits and feedback by peers compared with visits and feedback by non-physician observers. Quality in Health Care, 8, 161–166.

    PubMed  Google Scholar 

  • van Oorsouw, W., Embregts, P., Bosman, A. M. T., & Jahoda, A. (2009). Training staff serving clients with intellectual disabilities: A meta-analysis of aspects determining effectiveness. Research in Developmental Disabilities, 30, 503–511.

    PubMed  Google Scholar 

  • Veenman, S., & Denessen, E. (2001). The coaching of teachers: Results of five training studies. Educational Research and Evaluation, 7, 385–417.

    Google Scholar 

  • Veenman, S., Visser, Y., & Wijkamp, N. (1998). Implementation effects of a program for the training of coaching skills with school principals. School Effectiveness & School Improvement, 9, 135.

    Google Scholar 

  • Vernon, D. T. A., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550–563.

    PubMed  CAS  Google Scholar 

  • Walker, J. S., & Bruns, E. J. (2006). Building on practice-based evidence: Using expert perspectives to define the wraparound process. Psychiatric Services, 57, 1579–1585.

    PubMed  Google Scholar 

  • Wandersman, A., Duffy, J., Flaspholer, P., Noonan, R., Lubell, K., Stillman, L., et al. (2008). Bridging the gap between prevention research and practice: The interactive systems framework for dissemination and implementation. American Journal of Community Psychology, 41, 171–181.

    PubMed  Google Scholar 

  • Weissman, M. M., Verdeli, H., Gameroff, M. J., Bledsoe, S. E., Betts, K., Mufson, L., et al. (2006). National survey of psychotherapy training in psychiatry, psychology, and social work. Archives of General Psychiatry, 63, 925–934.

    PubMed  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

    Google Scholar 

  • Zimmerman, B. J. (2000). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64–70.

    Google Scholar 

  • Zwart, R. C., Wubbels, T., Bergen, T. C. M., & Bolhuis, S. (2007). Experienced teacher learning within the context of reciprocal peer coaching. Teachers and Teaching, 13, 165–187.

    Google Scholar 

Download references

Acknowledgments

This publication was made possible in part by grant number F32 MH086978 from the National Institute of Mental Health (NIMH), awarded to the first author.

Author information

Authors and Affiliations

  1. Child Health Institute, University of Washington, 6200 NE 74th St., Suite 100, Seattle, WA, 98115, USA

    Aaron R. Lyon

  2. National Center for PTSD and VA Boston Healthcare System, Boston, MA, USA

    Shannon Wiltsey Stirman

  3. Boston University, Washington, DC, USA

    Shannon Wiltsey Stirman

  4. University of Washington, Seattle, WA, USA

    Suzanne E. U. Kerns & Eric J. Bruns

Authors
  1. Aaron R. Lyon
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Shannon Wiltsey Stirman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Suzanne E. U. Kerns
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Eric J. Bruns
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Aaron R. Lyon.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Lyon, A.R., Stirman, S.W., Kerns, S.E.U. et al. Developing the Mental Health Workforce: Review and Application of Training Approaches from Multiple Disciplines. Adm Policy Ment Health 38, 238–253 (2011). https://doi.org/10.1007/s10488-010-0331-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10488-010-0331-y

Keywords

Search

Navigation