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Therapist Training in Empirically Supported Treatments: A Review of Evaluation Methods for Short- and Long-Term Outcomes

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Abstract

Therapist training efforts have been assessed using several outcomes. A model for evaluating therapist training in empirically supported treatments is presented, adapted from Kirkpatrick’s (in: Craig and Bittel (eds.) Training and development handbook, 1967) training evaluation model. The adapted framework includes short-term outcomes, such as reactions to training and changes in attitude, knowledge, or skills, and longer-term outcomes, such as changes in therapist behavior in practice or client outcomes. Evaluation methods for these outcomes are reviewed, with information on their validity, reliability, and feasibility. An agenda for further research to improve therapist training evaluation is presented, with discussion of how evaluation can inform other areas of the field.

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Author notes

  1. Suzanne E. Decker

    Present address: Department of Veterans Affairs VISN 1 Mental Illness Research, Education and Clinical Center (MIRECC), 950 Campbell Avenue, West Haven, CT, 06516, USA

Authors and Affiliations

  1. Department of Psychology, Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo, MI, 49008-5439, USA

    Suzanne E. Decker, Matthew T. Jameson & Amy E. Naugle

  2. Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA

    Suzanne E. Decker

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  1. Suzanne E. Decker
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  2. Matthew T. Jameson
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  3. Amy E. Naugle
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Correspondence to Suzanne E. Decker.

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Decker, S.E., Jameson, M.T. & Naugle, A.E. Therapist Training in Empirically Supported Treatments: A Review of Evaluation Methods for Short- and Long-Term Outcomes. Adm Policy Ment Health 38, 254–286 (2011). https://doi.org/10.1007/s10488-011-0360-1

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