Therapists' Perceived Competence in Delivering Trauma-Focused Cognitive Behavioral Therapy During Statewide Learning...

Area of Science:

• Psychology
• Clinical Psychology
• Implementation Science

Background:

• Evidence-based practices for trauma are needed.
• Learning collaboratives (LCs) are a promising implementation model.
• Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is a key evidence-based practice.

Purpose of the Study:

• Evaluate changes in therapists' perceived TF-CBT competence after an LC.
• Explore factors related to therapists' perceived TF-CBT competence.

Main Methods:

• Utilized data from four statewide LC cohorts on TF-CBT.
• Assessed 237 therapists pre- and post-LC.
• Measured practice information, collaboration, climate, knowledge, competence, and use.

Main Results:

• Therapists' perceived TF-CBT competence significantly increased post-LC (d=1.31).
• Greater pre-training use of trauma-focused practices predicted greater competence gains.
• Completing more TF-CBT training cases predicted greater competence gains.

Conclusions:

• The LC model effectively enhances therapists' perceived TF-CBT competence.
• Supporting therapists in identifying and completing training cases is crucial for competence and implementation.
• Implementation strategies should focus on practical application and case completion.