An Interdisciplinary University-Based Initiative for Graduate Training in Evidence-Based Treatments for Children’s Mental Health

Abstract

States and jurisdictions are under increased pressure to demonstrate the use of evidence-based treatments (EBTs) for children's mental health, increasing the demand for a workforce trained in these practices. Universities are a critical pipeline for this workforce. This article describes the genesis and evolution of a university-based initiative for training in EBTs for children, youth, and families. Given both the need to make training in EBTs available to future providers in a range of disciplines and that mental health providers increasingly find themselves on interdisciplinary teams (despite universitybased training being relatively siloed along disciplinary lines), the initiative has had an interdisciplinary focus. Two tracks are described: (a) Practitioner Track, a course series in which students learn a specific EBT, and (b) Referral Track, a monthly lecture series designed to engage a wider university and community audience. Results of the program evaluation component of this initiative revealed that students can significantly increase their skills and self-efficacy in components of EBT delivery through participation in the active, skill-focused courses. Furthermore, the results of the lecture series evaluation appear to meet an important need for community-based providers and other supportive individuals in transferring useful knowledge about best practices. Implications and future directions are discussed.

Provider self-efficacy in delivering evidence-based psychosocial interventions: A scoping review

“…Among the 15 studies examined, provider/therapist/student self-efficacy was noted as one variable of interest with regard to adoption, training, or implementation of an evidence-based psychosocial intervention. In describing self-efficacy within the identified studies, the most common definition included confidence in delivery of the EBI that was the focus of the study (12 of 15 studies examined: Ager et al, 2011 ; Brothers et al, 2015 ; Campbell et al., 2013 ; Currie & Davidson, 2015 ; Edmunds et al, 2013 ; Harned et al, 2014 ; Kerns et al, 2016 ; Kingston et al., 2014 ; Morgenstern et al, 2001 ; Pemberton et al, 2017 ; Ruzek et al, 2016 ; Sigel et al, 2013 ). One study used the term confidence along with knowledge ( Kim et al, 2018 ).…”

“…Each of the 15 studies used a different measure of self-efficacy. Five studies used short scales consisting of one to three questions each created for each study and that assessed confidence in delivery of the intervention that was the focus of the intervention ( Ager et al, 2011 ; Kerns et al, 2016 ; Kim et al, 2018 ; Kingston et al, 2014 ; Morgenstern et al, 2001 ). Of the nine studies that used a multi-item scale to measure self-efficacy, each used a different scale; one final study collected qualitative data only.…”

“…Of the two studies in which participants were identified as students ( Kerns et al, 2016 ; Kingston et al, 2014 ), one included clinical psychology graduate students while the other surveyed students across multiple disciplines including psychiatry, psychology, educational psychology, social work, nursing, education, and special education.…”

“…The most common type of interventions, noted in 8 of the 15 studies examined, were behavioral (e.g., exposure-based therapies; Harned et al, 2014 ; Ruzek et al, 2016 ) or cognitive-behavioral (e.g., Trauma-Focused CBT, CBT; Brown & Nicholson Perry, 2018 ; Edmunds et al., 2013 ; Morgenstern et al, 2001 ; Pemberton et al, 2017 ; Runyon et al, 2018 ; Sigel et al, 2013 ). Two studies involved the training and/or delivery of multiple interventions within each study ( Kerns et al, 2016 ; Kim et al, 2018 ). The specific interventions are listed in Table 1 .…”

Realization of integrative technologies of physical culture and sports in the institutions of state support of childhood of Russia

“…The results of an empirical study show that the use of specially designed innovative technology of sportization must be linked with the use of the environmental approach as a way to build the educational process with an active impact on each person directly. It is important to understand that social disadaptation and pedagogical neglect are the most urgent problems of orphans, due to the negative experience they acquired earlier [14][15].…”