School Mental Health

, Volume 4, Issue 4, pp 197–206

Training School Mental Health Providers to Deliver Cognitive-Behavioral Therapy

Authors

    • Department of PsychiatryUniversity of Pennsylvania
  • Matthew P. Mychailyszyn
    • Division of Psychology/NeuropsychologyMt. Washington Pediatric Hospital
  • Julie M. Edmunds
    • Department of PsychologyTemple University
  • Muniya S. Khanna
    • Department of PsychiatryUniversity of Pennsylvania
  • Margaret Mary Downey
    • Department of PsychiatryUniversity of Pennsylvania
  • Philip C. Kendall
    • Department of PsychologyTemple University
Original Paper

DOI: 10.1007/s12310-012-9074-0

Cite this article as:
Beidas, R.S., Mychailyszyn, M.P., Edmunds, J.M. et al. School Mental Health (2012) 4: 197. doi:10.1007/s12310-012-9074-0

Abstract

Anxiety disorders are among the most prevalent mental health difficulties experienced by youth. A well-established literature has identified cognitive-behavior therapy (CBT) as the gold-standard psychosocial treatment for youth anxiety disorders. Access to CBT in community clinics is limited, but a potential venue for the provision of CBT for child anxiety disorders is the school setting. The present study examined a subset of data from a larger study in which therapists from a variety of settings, including schools, were trained in CBT for child anxiety (N = 17). The study investigated the relationship between provider- and organizational-level variables associated with training and implementation among school mental health providers. The present findings indicate a positive relationship between provider attitudes and adherence to CBT. Self-reported barriers to implementation were also identified. Integrating CBT into school mental health providers’ repertoires through training and consultation is a critical step for dissemination and implementation of empirically supported psychosocial treatments.

Keywords

Empirically supported treatmentsCognitive-behavioral therapyChild and adolescent anxietySchool mental healthTraining

Copyright information

© Springer Science + Business Media, LLC 2012