Category: Dissemination / Implementation
Keywords: School | Evidence-Based Practice | Implementation
Presentation Type: Symposium
Mood and anxiety disorders affect 20-30% of school age children, contributing to school failure, substance abuse, and adult psychopathology, with immense social and economic impact. These disorders are treatable, but only a fraction of students in need have access to evidence-based treatment practices (EBPs). Access could be substantially increased if school professionals (SPs) were trained to deliver EBPs in the context of available student support services. However, SPs are often disillusioned with best practices in the face of a profusion of EBP manuals and numerous obstacles to accessing clinical training that is both affordable and effective. Although training may be available, the most common training methods targeting SPs lack follow-up supported practice, an essential element for producing lasting behavioral change. In this pilot hybrid implementation-effectiveness study, we examined the feasibility of a novel coaching-based implementation strategy for integrating common elements of evidence-based Cognitive Behavioral Therapy (CBT) into school settings. The implementation strategy incorporated didactic training in CBT for SPs followed by live coaching from a treatment expert during co-facilitation of CBT skills groups offered to students during school. 53 SPs and 293 students participated from 24 public schools with significant cultural and socioeconomic diversity. Mixed-effects models were used to assess over-time changes in SP confidence delivering CBT, frequency of CBT delivery, perceptions of CBT utility, and symptom improvement among student group participants. SPs saw significant improvements in confidence (Bsy=1.27; pBsy=0.86; pBsy=0.75; p
University of Michigan Medical School
Saturday, November 18
3:30 PM – 5:00 PM
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