Category: Education, Training, and Supervision - Graduate / Undergraduate/ Postdoctoral
Research and Professional Development
Keywords: Evidence-Based Practice | Training / Training Directors | Implementation
Presentation Type: Research and Professional Development
Routine Outcome Monitoring (ROM) is the repeated use of outcome assessments to empirically inform treatment by monitoring client symptoms and treatment progress and providing feedback to clinicians and clients. ROM is an evidence-based practice recommended by the APA Presidential Task Force on Evidence-Based Practice (2006), Inter-Organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education (Klepac et al., 2012), and the APA Interdivisional Task Force on Evidence-Based Therapy Relationships (Norcross & Wampold, 2011). Although extensive research has established that ROM results in favorable intervention outcomes (i.e., speeds symptom recovery, reduces early termination, identifies deteriorating clients, improves outcomes), few clinicians use ROM in routine clinical care (Lambert et al., 2007; Hatfield & Ogles, 2004). While ROM is a core competency in CBT (Levine et al.,2017) less than 14% of clinicians use ROM regularly (Jensen-Doss et al., 2016). This lack of utilization may be detrimental to clients as research indicates that clinicians do not accurately identify clients deteriorating in treatment, and overestimate the likelihood that clients will improve (e.g., Walfish, et al., 2012).
Training clinics serve as an ideal setting to disseminate ROM theory and practices to the next generation of clinical scientists (Callahan et al., 2014; Levine et al., 2017). However, there is a scarcity of research on ROM implementation and training in this setting including addressing commonly reported barriers. This panel will provide an informed discussion on successful ROM implementation and training. Panelists (training clinic directors, faculty members, and graduate clinicians), representing five diverse training clinics, will present data on ROM implementation studies (i.e., usage, compliancy, implementation barriers, clinician/client attitudes) and training models, as well as results from a nationwide survey of training directors. The moderator will lead a discussion of ROM implementation, including addressing clinician, client, supervisor, and training director attitudes toward ROM, models of ROM training, and detailed recommendations for implementation in training clinics.
Utah State University
University of Arkansas
University of Toledo
University of Washington
Director of Clinical Training
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