Longitudinal, naturalistic study of training and support for implementation of evidence-based youth mental health practices among community providers
type: CreativeWork
description: Ongoing training and implementation support for mental health (MH) providers may help to bridge the often-noted research-to-practice gap in community MH care. However, MH providers typically have limited ability to access training or implementation support in evidence-based practices (EBPs). To address this need, the current study describes the reach and impact of a county-wide youth MH initiative aimed at increasing youths' and families' access to effective youth MH services by providing free EBP training and implementation support to MH service providers. Specifically, the initiative offered 1) formal workshops focused on specific EBPs, 2) a biweekly learning community, 3) individual case consultation or supervision, and 4) a confidential online session-bysession clinical feedback system. To evaluate the training initiative, we employed a mixed methods approach within a naturalistic, longitudinal design. Providers (N = 717) were asked to complete an initiatrainings and on a yearly basis thereafter (n = 255 completed at least one follow-up assessment). Measures included demographics, clinical practice information, self-reported confidence in treating youths with various problem types, organizational implementation climate, and EBP knowledge, attitudes, and practices. Additionally, we completed individual, semi-structured, qualitative interviews with a stratified purposeful sampling of providers (n = 13) based on level of participation in the training. While the training initiative had high reach, far fewer providers ultimately engaged in training. Results suggested providers who were trainees, who had higher baseline knowledge of EBPs, who used common evidence-based strategies more extensively, and who used other therapy strategies less extensively, engaged in more training. A provider's stage of career (i.e., being a pre-service trainee or post-graduate provider) consistently showed differences in training outcomes, with trainees haviEBPs, using common evidence-ba…
abstract: Ongoing training and implementation support for mental health (MH) providers may help to bridge the often-noted research-to-practice gap in community MH care. However, MH providers typically have limited ability to access training or implementation support in evidence-based practices (EBPs). To address this need, the current study describes the reach and impact of a county-wide youth MH initiative aimed at increasing youths' and families' access to effective youth MH services by providing free EBP training and implementation support to MH service providers. Specifically, the initiative offered 1) formal workshops focused on specific EBPs, 2) a biweekly learning community, 3) individual case consultation or supervision, and 4) a confidential online session-bysession clinical feedback system. To evaluate the training initiative, we employed a mixed methods approach within a naturalistic, longitudinal design. Providers (N = 717) were asked to complete an initiatrainings and on a yearly basis thereafter (n = 255 completed at least one follow-up assessment). Measures included demographics, clinical practice information, self-reported confidence in treating youths with various problem types, organizational implementation climate, and EBP knowledge, attitudes, and practices. Additionally, we completed individual, semi-structured, qualitative interviews with a stratified purposeful sampling of providers (n = 13) based on level of participation in the training. While the training initiative had high reach, far fewer providers ultimately engaged in training. Results suggested providers who were trainees, who had higher baseline knowledge of EBPs, who used common evidence-based strategies more extensively, and who used other therapy strategies less extensively, engaged in more training. A provider's stage of career (i.e., being a pre-service trainee or post-graduate provider) consistently showed differences in training outcomes, with trainees haviEBPs, using common evidence-ba…
author: Marriott, Brigid R.
language: eng
language: English
date published: 2021
date modified: 2026-07-24T03:08:43Z
provider: University of Missouri
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Missouri--Columbia

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10355/88131

PropertyValue
property ID: DOI
value: 10.32469/10355/88131