Developing implementer competence: trainees' experiences during a training program for an emotion regulation...

Area of Science:

• Psychology
• Education
• Mental Health

Background:

• Emotion regulation difficulties are a key concern in adolescent mental health.
• School-based interventions require well-prepared staff for effective delivery.
• Limited understanding exists regarding implementer training experiences and readiness.

Purpose of the Study:

• To explore trainee experiences during a two-phase preparation for delivering a group-based emotion regulation program.
• To understand how training influences readiness to facilitate adolescent groups in schools.

Main Methods:

• Qualitative design utilizing reflexive thematic analysis.
• Individual interviews post-experiential module and group interviews post-pilot implementation.
• Seven trainees participated in the study.

Main Results:

• Four key themes emerged: critical assessment of training, developing facilitator ownership, valuing relationships, and anticipating contextual challenges.
• Training involves technical skills, personal development, and relational aspects.
• Anticipated challenges include student engagement, crisis management, and school logistics.

Conclusions:

• Implementer training for school-based social and emotional interventions must encompass more than technical skills.
• Training should foster personal growth, relational safety, and preparedness for contextual demands.
• Insights can enhance training design to improve implementer readiness and intervention fidelity.