Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System

Autor/inn/en	McLennan, Priya A.; Laba, Tommie M.; Nakamura, Brad J.
Titel	Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 1, S.66-78 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laba, Tommie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221097708
Schlagwörter	Youth; Mental Health Programs; Clinics; Outcomes of Treatment; Workshops; Training; Public Health; Mental Health Workers; Professional Development; Outcomes of Education; Evidence Based Practice; Learning Modules + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Lernwerkstatt; Schulung; Ausbildung; Gesundheitswesen; Psychiater; Lernleistung; Schulerfolg; Learning module; Lernmodul
Abstract	Research suggests that a modular approach to treatment and training may be a promising method for promoting evidence-based practices (EBPs). Furthermore, there is growing evidence that the effects of training on specific technique implementation are affected by therapist and youth factors as well as the type of problem area addressed during training. The current study expanded these findings by examining the extent to which youths' clinical progress improved as a result of therapists' attendance at modular workshop trainings. Longitudinal, archival data from community mental health providers (n = 48) who participated in a series of anxiety and/or disruptive behavior workshops in modular approaches to EBPs for youth were examined using cross-classified multilevel modeling. Results indicated that youths' month in treatment and therapists' practice behaviors following their training significantly and positively influenced clinical progress. However, only therapists who attended a disruptive behavior training reported greater rates of improved youth treatment progress. Therapists' knowledge of the trained techniques was not a significant moderator of outcomes. Results suggest that therapists may require differential training and implementation supports that vary as function of problem area to positively enhance youth outcomes. Limitations and implications for EBP dissemination and implementation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01