| Autor: |
Ehrenreich-May, Jill, Dimeff, Linda A., Woodcock, Eric A., Queen, Alexander H., Kelly, Tim, Contreras, Ignacio S., Rash, Brian, Kelley-Brimer, Angela, Hauschildt, Jenny, Danner, Sankirtana Mundlapudi, Kennedy, Sarah M., Barlow, David H. |
| Zdroj: |
Evidence-Based Practice in Child and Adolescent Mental Health; October 2016, Vol. 1 Issue: 4 p241-258, 18p |
| Abstrakt: |
ABSTRACTThis randomized controlled trial compared 3 modes of training clinicians in a youth-focused evidence-based treatment for panic disorder, using an additive design. Community practitioners (N =140) were randomly assigned to one of three conditions: a standard text-alone training condition (TXT); an interactive, online training program plus the TXT (TXT + OLT); or the TXT + OLT enhanced by a learning community adjunct leveraging Twitter (TXT + OLT + LC). Mastery of Anxiety and Panic for Adolescents (MAP-A), an efficacious cognitive-behavioral therapy for adolescents with panic disorder, was taught in all three training conditions. Analyses revealed that participants were more satisfied with the TXT + OLT and TXT + OLT + LC training, compared to the TXT condition. Although all conditions demonstrated equivalent increases in knowledge of MAP-A, participants in the TXT + OLT + LC demonstrated greater proficiency using MAP-A skills in a simulated clinical scenario, compared to those in both the TXT + OLT and TXT conditions. However, this effect was no longer statistically significant at a 90-day follow-up. Results indicate initial promise for enhancing online training dissemination efforts with a novel learning community and Twitter adjunct in training clinicians in a youth-focused, efficacious cognitive-behavioral therapy. Directions for future research and dissemination efforts are discussed. |
| Databáze: |
Supplemental Index |
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