Daring to process the trauma: using a web-based training to reduce psychotherapists’ fears and reservations around implementing trauma-focused therapy

Abstract

Although trauma-focused interventions are the first-line therapies for patients with posttraumatic stress disorder (PTSD), they are not frequently used in clinical practice. Factors preventing therapists from applying trauma-focused methods include a lack of training and negative attitudes towards trauma-focused therapy. The aim of the present study was to investigate which factors predict willingness to carry out trauma-focused therapy and to examine whether a web-based training is able to reduce negative attitudes and reservations about these interventions. In a wait-list controlled evaluation study, therapists (N = 499) were randomized into an intervention or a wait-list control group. Results show that trauma-treatment specific competencies and overcoming pre-existing concerns towards trauma-focused therapy significantly predict therapists’ willingness to utilize trauma-focused interventions. Thus, the content alignment of the web-based course is appropriate for improving therapists’ willingness to conduct trauma-focused therapy. A retrospective examination of therapists after the training and a comparison of fears and reservations before and after the training demonstrate a significant reduction of fears and reservations. In terms of perceived contraindications, no effects of the web-based training were found. The present study provides compelling evidence that web-based training in evidence-based PTSD therapy is able to reduce reservations that may prevent therapists from applying evidence-based trauma-focused interventions.

Online training for evidence-based child trauma treatment: evaluation of the German language TF-CBT-Web

“…‘Was your course participation supported by your employer/supervisor/organizer through time off, crediting of training time, etc.?’). The items of the user satisfaction evaluation were adapted from surveys of other learning programmes for psychotherapists (see Sansen et al, 2019 ), but have unfortunately not been evaluated elsewhere. The internal consistency for each subscale in the present studies sample was satisfying given the number of items (user-friendliness: Cronbach’s alpha = .75, (12 items); knowledge transfer: Cronbach’s alpha = .86 (9 items); intent to apply TF-CBT: Cronbach’s alpha = .66 (3 items).…”

“…overestimation of the effectiveness of stabilisation without confrontation by therapists), therapists’ fears with regard to conducting the treatment (e.g. concern about the conduct of trauma confrontation, impact of narration on one’s own mental state), inadequate training opportunities or the sole availability of time-intensive training programmes, and a lack of systematic support for such training programmes from employers and the healthcare system (Cook, Dinnen, Simiola, Thompson, & Schnurr, 2014 ; Herschell, Kolko, Baumann, & Davis, 2010 ; Neuner, 2011 ; Sansen et al, 2019 ). Morris, Wooding, and Grant ( 2011 ).…”

“…They also increase knowledge about treatment techniques (Heck, Saunders, & Smith, 2015 ). Moreover, online training programmes are able to foster competencies and change attitudes towards a treatment procedure, which both point to a willingness to treat patients with the specific intervention (Sansen et al, 2019 ). Another advantage of online formats is that they allow for the video-based presentation of patient-therapist interactions, which offer realistic insight into therapy sessions (Khanna & Kendall, 2015 ; Rosen et al, 2017 ).…”

“…One prominent example is TF-CBT WEB, the online training for TF-CBT, a web-based and guideline recommended EBT for PTSD (Heck et al, 2015 ). To the best of the authors’ knowledge, there is currently one evaluated e-learning course (ECQAT; Sansen et al, 2019 ) in the German language. However, ECQAT does not focus on the specifics of one EBT manual but gives more of an overview of different effective treatment aspects (e.g.…”

Overview Of The Student Satisfaction Level Of The Penjaskesrek FKIP Undana Study Program In Using E-Learning During The Covid-19 Pandemic

“…The obstacle to implementing this concept lies in the fact that some internet networks are fast, some are slow, but not evenly distributed (Sansen et al, 2019).…”