Category: Dissemination / Implementation

Symposium

Symposium 113 - What Influences Therapist Delivery of Child Evidence-Based Interventions in Community Mental Health Settings?

Saturday, November 18
3:45 PM - 5:15 PM
Location: Aqua Salon A & B, Level 3, Aqua Level

Keywords: Service Delivery | Implementation | Evidence-Based Practice
Presentation Type: Symposium

There is a growing trend for community mental health systems to implement evidence-based interventions (EBIs) in response to the mounting evidence about their benefits ((McHugh & Barlow, 2010) and the national and local calls to improve the quality of healthcare delivery (Insel, 2015; IOM, 2015). Mental health therapists are instrumental in such EBI implementation efforts yet research is needed to understand the multifactorial influences on their delivery of EBIs. This symposium examines therapist background and training, perceptions of their practice delivery, and session process characteristics that are associated with indicators of therapist implementation of EBIs for children served in community mental health settings.


Examining factors more broadly, the first paper (Stadnick, Chlebowski & Brookman-Frazee) reports therapist background variables and perceptions of their practice and therapy process (e.g., barriers to client engagement) factors that impact delivery of evidence-based concordant care within the context of a system-driven EBI implementation effort.


Narrowing to focus on specific therapist factors, the second paper (Dickson, Chlebowski, Dyson & Brookman-Frazee) describes the relation between therapist professional background and mental health training and use of specific behavioral strategies within the context of delivering a specific EBI for autism (AIM HI) to children served in community mental health and school-based settings. The third paper (Chlebowski & Brookman-Frazee) examines the association between therapist views on their knowledge and confidence in delivering EBIs for children with autism spectrum disorder and their subsequent delivery of AIM HI following intensive therapist training.


Finally, focusing on the impact on a specific EBI strategy, the fourth paper (Trask, Fawley-King & Aarons) documents the influence of therapist professional background and clinical supervision on their assignment of therapeutic homework when delivering care to children in outpatient community mental health settings.


Findings from these papers demonstrate convergence regarding the association between key therapist characteristics, such as professional background and perceptions of EBI use, and in-session therapist behaviors. Further, these papers highlight unique contextual factors, such as characteristics of the clients served and the content of clinical supervision, and how they influence EBI delivery in community mental health settings. Serving as the discussant, Dr. Barnett, who has expertise in therapist and client mechanisms underlying EBI implementation in community settings, will synthesize the results to offer clinical recommendations for MH therapist training and EBI delivery to facilitate successful implementation efforts. 

Learning Objectives:

Nicole Stadnick

Assistant Project Scientist
University of California, San Diego

Presentation(s):

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Kelsey Dickson

Postdoctoral Scholar
University of California, San Diego

Presentation(s):

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Miya Barnett

Assistant Professor
University of California, Santa Barbara

Presentation(s):

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Nicole Stadnick

Assistant Project Scientist
University of California, San Diego

Presentation(s):

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Kelsey Dickson

Postdoctoral Scholar
University of California, San Diego

Presentation(s):

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Colby Chlebowski

University of California, San Diego

Presentation(s):

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Emily Trask

Senior Mental Health Researcher
University of California, San Diego

Presentation(s):

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