Document Type

Article

Publication Date

2023

Journal Title

Journal of Child and Family Studies

Volume Number

32

DOI

https://doi.org/10.1007/s10826-023-02600-5

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Keywords

Training in evidence-based practices, Training research, GenerationPMTO, Community mental health, Qualitative research

Abstract

Improving the process through which mental health professionals are trained in evidence-based practices (EBPs) represents an important opportunity for extending the implementation of EBPs in community settings. In this study, we used a qualitative approach to examine the specific training elements that were beneficial to clinicians’ experiences learning an evidence-based intervention. Individual, semi-structured interviews were conducted with mental health professionals completing training in the GenerationPMTO parenting intervention. Data were analyzed using the tenets of thematic analysis. Overall, participants reported positive experiences in the training and growth in their attitudes, knowledge, and confidence in GenerationPMTO. The qualitative findings also suggested seven specific training elements that participants perceived as beneficial: support, role plays, engagement, structure, writing/visuals, working with training families, and experiencing the GenPMTO model. These results are discussed within the context of the existing literature on EBP training and more broadly as they relate to expanding the implementation of evidence-based interventions. We also suggest implications for practice meant to enhance future EBP training efforts.

Original Publication Citation

Casaburo, G.M., Asiimwe, R., Yzaguirre, M.M. et al. Identifying Beneficial Training Elements: Clinician Perceptions of Learning the Evidence-Based GenerationPMTO Intervention. J Child Fam Stud 32, 2331–2346 (2023). https://doi.org/10.1007/s10826-023-02600-5

Download

Share

COinS