治疗师和监督者的观点关于学校的两种培训培训师实施策略:一种定性研究
Gwendolyn M Lawson1,2, Rachel Comly1, Rinad S Beidas3
1Children's Hospital of Philadelphia, Philadelphia, PA, USA.
Implementation research and practice
|October 4, 2023
概括
培训培训师策略是可以接受和可行的,以实施基于学校的心理健康干预措施. 加强培训与持续咨询为监督者和治疗师提供了额外的好处.
科学领域:
- 实施科学 实施科学
- 学校心理健康学校的心理健康
- 基于证据的实践 基于证据的实践
背景情况:
- 培训培训师 (TT) 策略支持临床医生在学校使用基于证据的干预措施.
- 关于临床医生对TT策略可接受性和可行性的看法存在有限的证据.
研究的目的:
- 比较临床医生对两种TT实施策略的认知行为疗法 (CBT) 对学校焦虑的认知行为疗法的看法.
- 评估 TT 与增强型 TT (TT+) 的可接受性和可行性,并进行持续商.
主要方法:
- 应用了对28名治疗师和33名监督员的定性访谈成绩单的专题分析.
- 在混合有效性-实施试验中,在TT和TT+条件中比较主题.
主要成果:
- 治疗师和监督人员发现,在TT和TT+条件下,小组焦虑干预和监督是可以接受的,有帮助的和可行的.
- 关于上下文的适当性和每周监督的一些后勤挑战,人们注意到了不同的看法.
- 在TT+条件中的独特主题包括监督员的职业成长以及对监督的感知至关重要和享受.
结论:
- 对于以学校为基础的团体CBT干预,可以接受和可行的是提供持续培训的内部监督员提供TT实施支持.
- 在TT+模式下对监督者进行持续的咨询,为治疗师和监督者带来了额外的感知效益.
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