Original Paper

School Mental Health

, Volume 4, Issue 4, pp 197-206

First online:

Training School Mental Health Providers to Deliver Cognitive-Behavioral Therapy

  • Rinad S. BeidasAffiliated withDepartment of Psychiatry, University of Pennsylvania Email author 
  • , Matthew P. MychailyszynAffiliated withDivision of Psychology/Neuropsychology, Mt. Washington Pediatric Hospital
  • , Julie M. EdmundsAffiliated withDepartment of Psychology, Temple University
  • , Muniya S. KhannaAffiliated withDepartment of Psychiatry, University of Pennsylvania
  • , Margaret Mary DowneyAffiliated withDepartment of Psychiatry, University of Pennsylvania
  • , Philip C. KendallAffiliated withDepartment of Psychology, Temple University

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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.


Empirically supported treatments Cognitive-behavioral therapy Child and adolescent anxiety School mental health Training