Evaluation of two PCIT workshop formats for trainee knowledge, attitude, and skill acquisition.

Abstract

Despite increased emphasis on implementation science for empirically supported child mental health treatments, such as parent-child interaction therapy (PCIT), there continues to be limited understanding of optimal training methods and formats to disseminate protocols within community-based settings. The present study examined changes in trainee knowledge, attitudes, perceived competency, and coding skills after completion of an in-person 40-hr PCIT training workshop presented in two formats. Sixtyone mental health providers participated in either a consecutive or split 5-day workshop and completed written and behavioral measures pre-and posttraining. Results showed that trainees in either training format exhibited similar increases in PCIT knowledge, perceived competency, and behavior coding skills even for those with previous PCIT exposure. Trainee attitudes toward evidence-based practice did not change from pre-to posttraining; however, trainees reported high levels of satisfaction and clinical relevance for the workshop regardless of format. These findings validate the effectiveness of a 40-hr PCIT training workshop and support flexibility in training formats, which may reduce barriers and enhance access to evidence-based practice. They also offer insight into areas requiring increased emphasis within PCIT training, such as developing trainee behavior coding and coaching skills. Public Significance StatementThis study found that mental health clinicians who completed a 5-day training workshop, either in one long segment or two shorter segments, had increased knowledge of the treatment protocol, more confidence about using the treatment, and better behavior coding skills even when they had prior knowledge of the treatment. This study supports flexibility in training formats and highlights areas to emphasize in parent-child interaction therapy (PCIT) training.