Category: Dissemination / Implementation

Symposium

Symposium 88 - Supporting CBT Implementation: Typical and Optimal Approaches to Training and Supervision

Saturday, November 18
12:00 PM - 1:30 PM
Location: Sapphire Ballroom M & N, Level 4, Sapphire Level

Keywords: Supervision | Dissemination | Evidence-Based Practice
Presentation Type: Symposium

The successful dissemination and implementation (D&I) of evidence-based practices, and CBT in particular, remains a challenge (McHugh & Barlow, 2010). As treatments move from optimal research settings into more typical service settings, the clinical benefit is often attenuated. This “implementation cliff” (Weisz, Ng, & Bearman, 2014) may be due to a number of factors—among them, differences in the type of training and support therapists receive in research versus routine settings.


 


In optimal research settings, therapists have regular access to treatment experts, and supervision includes a focus on model-specific practices (Roth & Pilling, 2010) and often involves strategies related to treatment fidelity, such as modeling, role-plays, and corrective feedback (Bearman, Schneiderman & Zoloth, 2017). In contrast, supervision in typical service settings may involve limited focus on specific evidence-based practices, and only infrequent use of feedback from recordings or live supervision (Accurso, Taylor, & Garland, 2011). Presumably, CBT’s effectiveness results from particular strategies that engage mechanisms of change for clients. Without optimal supervision, therapists in typical settings may struggle to implement these strategies with high fidelity.


 


Clinical supervision and other types of support are proposed to promote the adoption, implementation, and sustainment of effective therapies such as CBT (Schoenwald, Mehta, Frazier, & Shernoff, 2013). Yet few studies have actually examined the impact of specific supportive practices on either therapist behavior or client outcomes. Likewise, we know very little about how clinical supervision is practiced in routine care, making it challenging to identify mutable practices or to tailor implementation efforts. To address these gaps, each of our speakers will present data representing various aspects of clinical supervision and support. Abby Bailin will present a snapshot of “typical” supervision, using data from observationally coded supervision sessions occurring in routine care for children and adolescents. Next, Shannon Dorsey will describe supervision as provided by workplace supervisors participating in a state-funded, evidence-based treatment initiative. Following this, Carrie Jackson will present data showing the impact of expert consultation on implementation outcomes (knowledge, skill) in a statewide trial of Parent-Child Interaction Therapy (PCIT). Finally, Florencia Lebensohn-Chialvo will present the results of an innovative approach to training and supervision using simulated confederates. Our discussant, Ann Garland, Ph.D., is a leading expert in the area of dissemination and implementation with particular expertise on training and support to bridge the gap between research and practice.

Learning Objectives:

Sarah Kate Bearman

Assistant Professor
University of Texas at Austin

Presentation(s):

Send Email for Sarah Kate Bearman

Ann Garland

University of San Diego

Presentation(s):

    Send Email for Ann Garland

    Abby Bailin

    Graduate Student
    University of Texas at Austin

    Presentation(s):

    Send Email for Abby Bailin

    Shannon Dorsey

    Associate Professor
    University of Washington

    Presentation(s):

    Send Email for Shannon Dorsey

    Carrie Jackson

    West Virginia University

    Presentation(s):

    Send Email for Carrie Jackson

    Florencia Lebensohn-Chialvo

    University of San Diego

    Presentation(s):

    Send Email for Florencia Lebensohn-Chialvo


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