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Factors Associated with Clinician Participation in TF-CBT Post-workshop Training Components

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Abstract

For proficiency in an evidence-based treatment (EBT), mental health professionals (MHPs) need training activities extending beyond a one-time workshop. Using data from 178 MHPs participating in a statewide TF-CBT dissemination project, we used five variables assessed at the workshop, via multiple and logistic regression, to predict participation in three post-workshop training components. Perceived in-workshop learning and client-treatment mismatch were predictive of consultation call participation and case presentation respectively. Attitudes toward EBTs were predictive of trauma assessment utilization, although only with non-call participants removed from analysis. Productivity requirements and confidence in TF-CBT skills were not associated with participation in post-workshop activities.

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Author information

Authors and Affiliations

  1. Department of Psychiatry, UAMS Child Study Center, University of Arkansas for Medical Sciences, 11 Children’s Way, Slot 654, Little Rock, AR, 72202, USA

    Joy R. Pemberton, Benjamin A. Sigel, Chad M. Sievers & Teresa L. Kramer

  2. Department of Family and Preventive Medicine, University of Arkansas for Medical Sciences, Little Rock, AR, USA

    Nicola A. Conners-Burrow

  3. Quillin Medical Psychology Practice, Alexandria, LA, USA

    Lauren D. Stokes

Authors
  1. Joy R. Pemberton
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  2. Nicola A. Conners-Burrow
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  3. Benjamin A. Sigel
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  4. Chad M. Sievers
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  5. Lauren D. Stokes
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  6. Teresa L. Kramer
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Corresponding author

Correspondence to Joy R. Pemberton.

Appendices

Appendix 1: Attitudes Toward Evidence-Based Practice Measure

Items were based on items from the Evidence-Based Practice Attitudes Scale (EBPAS; Aarons 2004) and answered on a 5-point Likert-type scale.

  1. 1.

    I like to use new types of therapy/interventions to help my clients.

  2. 2.

    I am willing to try new types of therapy/interventions even if I have to follow a treatment manual.

  3. 3.

    I know better than academic researchers how to care for my clients.

  4. 4.

    I am willing to use new and different types of therapy/interventions developed by researchers.

  5. 5.

    Research-based treatments/interventions are not clinically useful.

  6. 6.

    Clinical experience is more important than using therapies where I follow a manual or guidelines.

  7. 7.

    I would try a new therapy/intervention even if it were very different from what I am used to doing.

  8. 8.

    Therapies where I follow a manual or guidelines are too complex to use.

  9. 9.

    I would use a new therapy/intervention if it were required.

  10. 10.

    I would use a new therapy/intervention if my colleagues were happy with it.

Appendix 2: Perceived In-Workshop Learning Measure

Items were developed by the authors and answered on a 5-point Likert-type scale.

  1. 1.

    This conference introduced me to new concepts or cutting edge issues.

  2. 2.

    I understand the rationale, empirical support and core components of TF-CBT.

  3. 3.

    I recognize the critical role and process of integrating parents/caregivers into TF-CBT.

  4. 4.

    This conference expanded my clinical knowledge or affirmed that my current knowledge is correct.

  5. 5.

    This conference improved my ability to treat children and adolescents with a trauma history.

  6. 6.

    This conference provided information that will change my knowledge, performance, competence and/or client outcomes.

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Pemberton, J.R., Conners-Burrow, N.A., Sigel, B.A. et al. Factors Associated with Clinician Participation in TF-CBT Post-workshop Training Components. Adm Policy Ment Health 44, 524–533 (2017). https://doi.org/10.1007/s10488-015-0677-2

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  • DOI: https://doi.org/10.1007/s10488-015-0677-2

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