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Striving to Keep Up with the Field of Evidence-Based Interventions: Redesign of a Child Psychotherapy Seminar Jennifer West PhD, Wendi Cross PhD, and Pamela.

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Presentation on theme: "Striving to Keep Up with the Field of Evidence-Based Interventions: Redesign of a Child Psychotherapy Seminar Jennifer West PhD, Wendi Cross PhD, and Pamela."— Presentation transcript:

1 Striving to Keep Up with the Field of Evidence-Based Interventions: Redesign of a Child Psychotherapy Seminar Jennifer West PhD, Wendi Cross PhD, and Pamela Schippell PhD University of Rochester Medical Center Psychological practice should rest on the foundation of scientific knowledge (APA Presidential Task Force, 2006) Empirically based treatments (EBTs) are more effective than usual care (Weisz et al, 2006); developing competence in evidence- based interventions should be a primary objective of training programs (Kaslow et al., 2004) Guidelines for accreditation require that training programs provide instruction in evidence-based practices (APA, 1996) Within the child and adolescent psychology doctoral internship at URMC, interventions with a solid evidence base were emphasized across different clinical settings, but a well- integrated approach for focused training in EBTs was lacking Seminar aims to increase not only knowledge but also application of core skills and competencies Strong emphasis on active learning Supervision a major component Trainees expected to show tapes Dissemination of seminar DVDs to individual supervisors so that developing competence in EBTs is a major focus of supervision Participants: child psychology interns, fellows; child psychiatry fellows Faculty: Core child psychology and psychiatry faculty, community faculty Meets weekly for 2 hrs. from Sept-June Each section includes a syllabus with learning objectives, required readings Multicultural factors discussed in each section 1st hour of the seminar: didactic (lecture, demonstrations, role plays, tape of supervisors clinical work) 2nd hour: group supervision 2nd hour of the meeting: group supervision Participants required to bring session DVDs Coordination with Outpatient Intake Team so trainees have appropriate caseloads for EBTs taught in the seminar Techniques for giving and receiving feedback are modeled and reinforced Didactic portion of each seminar meeting is taped; DVDs made available to all supervisors so that they can reinforce application of EBTs in trainees individual supervision EBTs compatible with common presenting problems of patients seen in practica settings were selected First five meetings focus on fundamental techniques Empathic listening, limit-setting, active learning, treatment planning Final meeting focused on termination Topics Parenting: Collaborative Problem Solving Autism Spectrum Disorders: Diagnosis and Treatment Fundamentals of Family Therapy Parenting: Behavioral Techniques PCIT (Eyberg), Incredible Years (Webster-Stratton), Defiant Child (Barkley) CBT for Depression CBT for Anxiety Seminar participants complete pre- and post-efficacy measures for each section Faculty provide written feedback to each trainee Copies of the evaluation are distributed to the trainees, the Training Director, and to their outpatient supervisors Trainees complete evaluations of each instructor Efficacy item examples I feel confident in my ability to implement this treatment I feel confident in my ability to explain the rationale for this treatment approach to parents I am comfortable using my supervision to enhance my practice with this treatment Trainee performance evaluation items Willingness to learn & practice treatment-specific skills Understanding of the theoretical model Skill in implementing treatment approach Strong emphasis on active learning Instructor & peer supervision support skill development Evaluation component (trainee and instructor) Feedback to trainees can be integrated into individual supervision Quality improvement Dissemination of seminar DVDs to supervisors Increases likelihood EBT skills will be applied, reinforced Seminar receives high ratings from trainees Value opportunities to practice skills Value instructor feedback/supervision Perceived efficacy increased for all sections Average change ranged from 2.7-6.3 points Determining EBTs to highlight in the seminar Trainees have a range of prior exposure to EBTs Challenging to meet learning needs of all participants Efficacy and evaluation measures require oversight Can use web-based surveys, on-line learning systems Recruitment of faculty instructors Faculty appointments and hospital privileges required, since they provide supervision in the seminar Difficult to determine the degree to which EBTs are being delivered in practica settings, and quality of delivery Plan to revise current evaluation tool to include observation component Difficult to measure extent that supervisors make use of seminar DVDs, reinforce content Development of the Seminar Structure of the Seminar SupervisionEvaluation of the Seminar Seminar Topics Challenges Strengths


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