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Building an evidence-base for the training of evidence-based treatments in community settings: Use of an expert-informed approach

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  • Scudder, Ashley T.
  • Herschell, Amy D.

Abstract

In order to make EBTs available to a large number of children and families, developers and expert therapists have used their experience and expertise to train community-based therapists in EBTs. Understanding current training practices of treatment experts may be one method for establishing best practices for training community-based therapists prior to comprehensive empirical examinations of training practices. A qualitative study was conducted using surveys and phone interviews to identify the specific procedures used by treatment experts to train and implement an evidence-based treatment in community settings. Twenty-three doctoral-level, clinical psychologists were identified to participate because of their expertise in conducting and training Parent–Child Interaction Therapy. Semi-structured qualitative interviews were completed by phone, later transcribed verbatim, and analyzed using thematic coding. The de-identified data were coded by two independent qualitative data researchers and then compared for consistency of interpretation. The themes that emerged following the final coding were used to construct a training protocol to be empirically tested. The goal of this paper is not only to understand the current state of training practices for training therapists in a particular EBT, Parent–Child Interaction Therapy, but also to illustrate the use of expert opinion as the best available evidence in preparation for empirical evaluation.

Suggested Citation

  • Scudder, Ashley T. & Herschell, Amy D., 2015. "Building an evidence-base for the training of evidence-based treatments in community settings: Use of an expert-informed approach," Children and Youth Services Review, Elsevier, vol. 55(C), pages 84-92.
  • Handle: RePEc:eee:cysrev:v:55:y:2015:i:c:p:84-92
    DOI: 10.1016/j.childyouth.2015.05.003
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    Cited by:

    1. Melanie J. Woodfield & Tania Cargo & Sally N. Merry & Sarah E. Hetrick, 2021. "Barriers to Clinician Implementation of Parent-Child Interaction Therapy (PCIT) in New Zealand and Australia: What Role for Time-Out?," IJERPH, MDPI, vol. 18(24), pages 1-17, December.
    2. Wallace, Nancy M. & Quetsch, Lauren B. & Robinson, Cree & McCoy, Kelsey & McNeil, Cheryl B., 2018. "Infusing parent-child interaction therapy principles into community-based wraparound services: An evaluation of feasibility, child behavior problems, and staff sense of competence," Children and Youth Services Review, Elsevier, vol. 88(C), pages 567-581.
    3. Niec, Larissa N. & Abrahamse, Mariëlle E. & Egan, Ryan & Coelman, Frederique J.G. & Heiner, Willemine D., 2018. "Global dissemination of parent-child interaction therapy: The perspectives of Dutch trainees," Children and Youth Services Review, Elsevier, vol. 94(C), pages 485-492.
    4. Stroobants, Tim & Vanderfaeillie, Johan & Andries, Caroline & Van Holen, Frank, 2016. "Youth care workers' perspectives on and adoption of evidence-based practice," Children and Youth Services Review, Elsevier, vol. 71(C), pages 299-307.

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