在非专家提供者中发展基于知识的心理治疗能力:一项前后研究,其中包括一个嵌套的随机对照试验,其中包括一个辅导员支持的数字培训课程与印度解决问题的心理干预的自我指导数字培训课程
Sonal Mathur1, Helen A Weiss2, Melissa Neuman2
1Sangath, New Delhi, India.
Global mental health (Cambridge, England)
|January 1, 2024
概括
数字培训增强了非专家的心理治疗知识能力. 与自我指导培训相比,由教练支持的数字干预改善了学习者参与和知识获取.
科学领域:
- 数字健康数字健康
- 心理治疗培训 心理治疗培训
- 青少年心理健康干预 青少年心理健康干预
背景情况:
- 非专家需要有效的培训来提供心理治疗干预.
- 数字学习为心理健康工作人员的发展提供了可扩展的解决方案.
- 解决问题的干预对于青少年心理健康至关重要.
研究的目的:
- 评估一项针对非专业人士的数字学习计划,以建立青少年干预方面的知识能力.
- 评估培训对知识基础能力的整体影响.
- 为了比较自导数字培训与没有指导.
主要方法:
- 进行了一项嵌套并行,双臂,单独随机对照试验.
- 招募了277名非专业参与者 (年龄18岁以上,流利的印度语/英语).
- 参与者接受了自主指导的数字培训或辅导的数字培训.
主要成果:
- 在培训后观察到知识能力得分的显著增加 (p < 0.01).
- 辅导部门在能力分数上显著增加 (AMD=1.09,p=0.01) 和完成率更高 (69.6%对40.3%).
- 教练臂的影响大小为d = 0.33.3.
结论:
- 辅导员支持的远程数字培训提高了学习者参与度.
- 这种干预有效地提高了非专家的心理治疗知识能力.
- 辅导的数字培训是可扩展的心理健康工作人员发展的有希望的模式.
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