Strategies that Promote Therapist Engagement in Active and Experiential Learning: Micro-Level Sequential Analysis.

Area of Science:

• Psychology
• Clinical Supervision
• Treatment Fidelity

Background:

• Therapist active learning is crucial for effective treatment delivery.
• Existing research highlights the need for supervisory strategies that promote therapist engagement.
• Attachment and Biobehavioral Catch-up (ABC) is an evidence-based intervention requiring skilled therapists.

Purpose of the Study:

• To identify specific consultant behaviors that increase or decrease therapist active learning during supervision.
• To analyze the impact of different supervisory techniques on therapist engagement in learning.

Main Methods:

• Sequential analysis of 162 consultation sessions involving 27 community therapists.
• Observation and coding of consultant behaviors during supervision sessions.
• Examination of the probability of therapist active learning in response to consultant actions.

Main Results:

• Consultant behaviors such as client discussion, information provision, and modeling were linked to a lower probability of therapist active learning.
• Conversely, consultant questions, active learning strategies, video use, and strategic silence were associated with a higher probability of therapist active learning.
• Specific supervisory actions significantly influenced therapist engagement and learning.

Conclusions:

• Supervisory strategies significantly impact therapist active learning and, consequently, treatment fidelity.
• Consultants should prioritize inquiry-based methods, active learning techniques, and judicious use of silence.
• Findings provide actionable insights for supervisors aiming to enhance therapist engagement and skill development in evidence-based practices.