title: Scalable Options for Extended Skill Building Following Didactic Training in Cognitive-Behavioral Therapy for Anxious Youth: A Pilot Randomized Trial.
abstract: A sizable gap exists between the availability of evidence-based psychological treatments and the number of community therapists capable of delivering such treatments. Limited time, resources, and access to experts prompt the need for easily disseminable, lower cost options for therapist training and continued support beyond initial training. A pilot randomized trial tested scalable extended support models for therapists following initial training. Thirty-five postdegree professionals (43%) or graduate trainees (57%) from diverse disciplines viewed an initial web-based training in cognitive-behavioral therapy (CBT) for youth anxiety and then were randomly assigned to 10 weeks of expert streaming (ES; viewing weekly online supervision sessions of an expert providing consultation), peer consultation (PC; non-expert-led group discussions of CBT), or fact sheet self-study (FS; weekly review of instructional fact sheets). In initial expectations, trainees rated PC as more appropriate and useful to meet its goals than either ES or FS. At post, all support programs were rated as equally satisfactory and useful for therapists' work, and comparable in increasing self-reported use of CBT strategies (b = .19, p = .02). In contrast, negative linear trends were found on a knowledge quiz (b = -1.23, p = .01) and self-reported beliefs about knowledge (b = -1.50, p < .001) and skill (b = -1.15, p < .001). Attrition and poor attendance presented a moderate concern for PC, and ES was rated as having the lowest implementation potential. Preliminary findings encourage further development of low-cost, scalable options for continued support of evidence-based training.
authors.affiliation: a Department of Clinical Psychology, Graduate School of Applied and Professional Psychology , Rutgers University.
authors.forename: Brian C
authors.initials: BC
authors.lastname: Chu
authors.affiliation: b Department of Psychology, Center for Anxiety and Related Disorders , Boston University.
authors.forename: Aubrey L
authors.initials: AL
authors.lastname: Carpenter
authors.affiliation: c Department of Psychology , Rutgers University.
authors.forename: Christopher M
authors.initials: CM
authors.lastname: Wyszynski
authors.affiliation: a Department of Clinical Psychology, Graduate School of Applied and Professional Psychology , Rutgers University.
authors.forename: Phoebe H
authors.initials: PH
authors.lastname: Conklin
authors.affiliation: d Department of Psychology, Center for Children and Families , Florida International University.
authors.forename: Jonathan S
authors.initials: JS
authors.lastname: Comer
mesh_terms: D000293:Adolescent; D001008:Anxiety Disorders / Q000523:psychology / Q000628:therapy*; D003071:Cognition; D015928:Cognitive Behavioral Therapy / Q000193:education* / Q000379:methods*; D004496:Education, Continuing; D020375:Education, Distance / Q000379:methods*; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006282:Health Personnel / Q000193:education*; D006801:Humans; D008297:Male; D017145:Models, Educational; D010865:Pilot Projects; D015397:Program Evaluation; D012017:Referral and Consultation; D057566:Self Report; D000078329:Workforce