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Training Community Therapists in Core Elements of CBT and Family Therapy for Adolescent Externalizing Problems.

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Title: Training Community Therapists in Core Elements of CBT and Family Therapy for Adolescent Externalizing Problems.
Authors: Hogue, Aaron (AUTHOR), MacLean, Alexandra (AUTHOR), Bobek, Molly (AUTHOR), Dunnsue, Sean (AUTHOR), Porter, Nicole (AUTHOR), Jensen-Doss, Amanda (AUTHOR), Henderson, Craig E. (AUTHOR)
Source: Journal of Clinical Child & Adolescent Psychology. Mar/Apr2025, Vol. 54 Issue 2, p255-271. 17p.
Subjects: Family psychotherapy, Cognitive therapy, Didactic method (Teaching method), Test methods, Teenagers
Abstract: Objective: This pilot study tested pragmatic methods for training therapists in core techniques of two evidence-based interventions (EBIs) for adolescent externalizing problems: cognitive-behavioral therapy (CBT) or family therapy (FT). Training methods were designed to help therapists accurately self-monitor their use of EBIs and increase delivery of EBIs with current clients. The study compared coder training only versus coder training plus fidelity-focused consultation. Method: Therapists (N = 42) from seven behavioral health clinics reported on 65 youth clients; four clinics elected to train in CBT and three in FT. Therapists were randomized to either coder training only, consisting of a 25-week observational coder training course (didactic instruction and mock session coding exercises in core EBI techniques); or coder training plus fidelity-focused consultation, consisting of direct-to-therapist fidelity measurement feedback along with fidelity-focused expert consultation. During the 25 weeks of training, therapists submitted self-report data on EBI use along with companion session audiotapes subsequently coded by observational raters. Results: Compared to coder training only, coder training plus fidelity-focused consultation produced superior effects in therapist ability to judge the extensiveness of EBI techniques in online coding sessions, as well as therapist ability to self-rate use of EBI techniques with their own cases. In both conditions, therapists who trained in CBT showed a significant, though modest, increase in real-world delivery of core CBT techniques; this did not occur for FT. Conclusions: Pragmatic training and consultation methods show promise as viable and effective options for enhancing EBI fidelity monitoring and, for CBT, increasing EBI delivery. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Clinical Child & Adolescent Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Training Community Therapists in Core Elements of CBT and Family Therapy for Adolescent Externalizing Problems.
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  Data: <searchLink fieldCode="AR" term="%22Hogue%2C+Aaron%22">Hogue, Aaron</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22MacLean%2C+Alexandra%22">MacLean, Alexandra</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bobek%2C+Molly%22">Bobek, Molly</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dunnsue%2C+Sean%22">Dunnsue, Sean</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Porter%2C+Nicole%22">Porter, Nicole</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jensen-Doss%2C+Amanda%22">Jensen-Doss, Amanda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Henderson%2C+Craig+E%2E%22">Henderson, Craig E.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Clinical+Child+%26+Adolescent+Psychology%22">Journal of Clinical Child & Adolescent Psychology</searchLink>. Mar/Apr2025, Vol. 54 Issue 2, p255-271. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Family+psychotherapy%22">Family psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+therapy%22">Cognitive therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Didactic+method+%28Teaching+method%29%22">Didactic method (Teaching method)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+methods%22">Test methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: This pilot study tested pragmatic methods for training therapists in core techniques of two evidence-based interventions (EBIs) for adolescent externalizing problems: cognitive-behavioral therapy (CBT) or family therapy (FT). Training methods were designed to help therapists accurately self-monitor their use of EBIs and increase delivery of EBIs with current clients. The study compared coder training only versus coder training plus fidelity-focused consultation. Method: Therapists (N = 42) from seven behavioral health clinics reported on 65 youth clients; four clinics elected to train in CBT and three in FT. Therapists were randomized to either coder training only, consisting of a 25-week observational coder training course (didactic instruction and mock session coding exercises in core EBI techniques); or coder training plus fidelity-focused consultation, consisting of direct-to-therapist fidelity measurement feedback along with fidelity-focused expert consultation. During the 25 weeks of training, therapists submitted self-report data on EBI use along with companion session audiotapes subsequently coded by observational raters. Results: Compared to coder training only, coder training plus fidelity-focused consultation produced superior effects in therapist ability to judge the extensiveness of EBI techniques in online coding sessions, as well as therapist ability to self-rate use of EBI techniques with their own cases. In both conditions, therapists who trained in CBT showed a significant, though modest, increase in real-world delivery of core CBT techniques; this did not occur for FT. Conclusions: Pragmatic training and consultation methods show promise as viable and effective options for enhancing EBI fidelity monitoring and, for CBT, increasing EBI delivery. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Clinical Child & Adolescent Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15374416.2023.2222405
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        Text: English
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              Text: Mar/Apr2025
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