Introduction
In the realm of school-based mental health services, the implementation of evidence-based practices (EBPs) is crucial for fostering positive outcomes in children. The study titled "Therapist and Supervisor Perspectives about Two Train-the-Trainer Implementation Strategies in Schools: A Qualitative Study" sheds light on the effectiveness of train-the-trainer (TT) strategies in enhancing the delivery of cognitive behavioral therapy (CBT) for anxiety in schools. This blog explores the key findings of the study and offers insights for practitioners aiming to improve their skills and outcomes through data-driven decisions.
The Power of Train-the-Trainer Strategies
Train-the-trainer strategies involve training designated clinicians who, in turn, train others in implementing EBPs. The study compared two variations of TT strategies: the standard TT and the enhanced TT+ model, which includes ongoing external consultation for supervisors. Both strategies were found to be acceptable and feasible, with therapists and supervisors reporting positive perceptions of the group anxiety intervention.
Key Findings
- Acceptability and Feasibility: Both TT and TT+ strategies were deemed acceptable and feasible by therapists and supervisors. The group anxiety intervention was perceived as beneficial, though some logistical challenges were noted.
- Professional Growth: Supervisors in the TT+ condition reported experiencing professional growth, highlighting the added value of ongoing consultation.
- Supervision: Supervision was viewed as critical and enjoyable, particularly in the TT+ condition where video recordings were used effectively to enhance feedback and implementation.
Implications for Practitioners
For practitioners in the field of speech-language pathology and school-based therapy, these findings underscore the importance of structured training and supervision. Implementing a TT strategy can enhance the fidelity of interventions and support professional development. The added layer of consultation in the TT+ model can further enrich the supervisory experience, leading to better outcomes for both therapists and students.
Encouragement for Further Research
While the study provides valuable insights, it also highlights the need for further research into the nuances of implementation strategies. Practitioners are encouraged to explore how different models of support can be tailored to meet the specific needs of their educational settings and client populations.
To read the original research paper, please follow this link: Therapist and supervisor perspectives about two train-the-trainer implementation strategies in schools: A qualitative study.
