TY - JOUR
T1 - Maintenance of Training Effects of Two Models for Implementing Evidence-Based Psychological Treatment
AU - Fitzsimmons-Craft, Ellen E.
AU - Bohon, Cara
AU - Wilson, G. Terence
AU - Jo, Booil
AU - Mondal, Sangeeta
AU - Laing, Olivia
AU - Welch, R. Robinson
AU - Raghavan, Ramesh
AU - Proctor, Enola K.
AU - Agras, W. Stewart
AU - Wilfley, Denise E.
PY - 2021/12/1
Y1 - 2021/12/1
N2 - OBJECTIVE: The authors compared maintenance of training outcomes for two approaches to training college therapists in interpersonal psychotherapy (IPT): train the trainer versus expert training. METHODS: A cluster-randomized trial was conducted in 24 college counseling centers. Therapists were recruited from enrolled centers, and the therapists enrolled students with depression and eating disorder symptoms. The therapists (N=184) provided data during baseline, posttraining (during the 12 months of expert consultation offered to the expert training group), and maintenance (approximately 7 months after the expert consultation ended). Outcomes were therapist fidelity (i.e., adherence and competence) and IPT knowledge. RESULTS: Both groups showed within-group improvement from baseline to the maintenance period for adherence, competence, and IPT knowledge; however, the train-the-trainer group had greater improvement over time in adherence and competence. CONCLUSIONS: Given that the effects of the train-the-trainer approach were better maintained, and this model's potential to train more therapists over time, the train-the-trainer approach may help increase dissemination of evidence-based treatments such as IPT.
AB - OBJECTIVE: The authors compared maintenance of training outcomes for two approaches to training college therapists in interpersonal psychotherapy (IPT): train the trainer versus expert training. METHODS: A cluster-randomized trial was conducted in 24 college counseling centers. Therapists were recruited from enrolled centers, and the therapists enrolled students with depression and eating disorder symptoms. The therapists (N=184) provided data during baseline, posttraining (during the 12 months of expert consultation offered to the expert training group), and maintenance (approximately 7 months after the expert consultation ended). Outcomes were therapist fidelity (i.e., adherence and competence) and IPT knowledge. RESULTS: Both groups showed within-group improvement from baseline to the maintenance period for adherence, competence, and IPT knowledge; however, the train-the-trainer group had greater improvement over time in adherence and competence. CONCLUSIONS: Given that the effects of the train-the-trainer approach were better maintained, and this model's potential to train more therapists over time, the train-the-trainer approach may help increase dissemination of evidence-based treatments such as IPT.
KW - College mental health
KW - Evidence-based treatment
KW - Staff training
KW - Sustainability
KW - Train-the-trainer
KW - Training
UR - http://www.scopus.com/inward/record.url?scp=85122489051&partnerID=8YFLogxK
U2 - 10.1176/appi.ps.202000702
DO - 10.1176/appi.ps.202000702
M3 - Article
C2 - 34189934
AN - SCOPUS:85122489051
SN - 1075-2730
VL - 72
SP - 1451
EP - 1454
JO - Psychiatric Services
JF - Psychiatric Services
IS - 12
ER -