Evaluating Practitioner Training to Improve Competencies and Organizational Practices for Engaging Fathers in Parenting Interventions

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Abstract

Fathers are consistently underrepresented in parenting interventions and practitioners are an important target for change in interventions to enhance father engagement. This research examined the effects of two practitioner training programs in improving practitioner rated competencies and organizational father-inclusive practices. Two studies were conducted, each with a single group, repeated measures (pre, post and 2-month follow-up) design. Study 1 ( N = 233) examined the outcomes of face-to-face training in improving practitioner ratings of competencies in engaging fathers, perceived effectiveness and use of father engagement strategies, organizational practices and rates of father engagement. Study 2 ( N = 356) examined online training using the same outcome measures. Practitioners in both training formats improved in their competencies, organizational practices and rates of father engagement over time, yet those in the online format deteriorated in three competencies from post-training to follow-up. The implications for delivering practitioner training programs to enhance competencies and rates of father engagement are discussed.

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The role of therapist training in the implementation of psychosocial treatments: a review and critique with recommendations.

Amy Herschell, David Kolko, Barbara L Baumann … (2010)

Evidence-based treatments (EBT) are underutilized in community settings, where consumers are often seen for treatment. Underutilization of EBTs may be related to a lack of empirically informed and supported training strategies. The goals of this review are to understand the state of the literature for training therapists in psychotherapy skills and to offer recommendations to improve research in this area. Results of this review of 55 studies evaluating six training methods indicate that multi-component trainings have been studied most often and have most consistently demonstrated positive training outcomes relative to other training methods. Studies evaluating utility of reading, self-directed trainings, and workshops have documented that these methods do not routinely produce positive outcomes. Workshop follow-ups help to sustain outcomes. Little is known about the impact of train-the-trainer methods. Methodological flaws and factors that may influence training outcome and future directions are also reviewed.

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A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

Emil Rodolfa, Russ Bent, Pierre Ritchie … (2005)

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Which training method works best? A randomized controlled trial comparing three methods of training clinicians in dialectical behavior therapy skills.

Linda A. Dimeff, Kelly Koerner, Eric A. Woodcock … (2009)

This study evaluated the efficacy of three methods of training community mental health providers (N = 150) in Dialectical Behavior Therapy skills, including a written treatment manual; an interactive, multimedia online training (OLT); and a two-day instructor-led training workshop (ILT). A hybrid design was utilized that incorporated aspects of efficacy and effectiveness trials. Assessments were completed at baseline, post-training, and 30- and 90-days following training. The results indicate that learner satisfaction with the training was highest in OLT and ILT, and both resulted in significantly higher satisfaction ratings than the manual. OLT outperformed ILT and the manual in increasing knowledge of the treatment, whereas ILT and the manual did not differ. All three training methods resulted in comparable increases in clinicians' ability to apply course content in clinical simulations. Overall, the results provide strong support for the efficacy of technology-based OLT methods in disseminating knowledge of empirically supported treatments to community mental health providers, suggesting that OLT may be a high-quality, easily accessible, and affordable addition to traditional training methods.

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Contributors

L. A. Tully: lucy.tully@sydney.edu.au

Journal

Journal ID (nlm-ta): Child Psychiatry Hum Dev

Journal ID (iso-abbrev): Child Psychiatry Hum Dev

Title: Child Psychiatry and Human Development

Publisher: Springer US (New York )

ISSN (Print): 0009-398X

ISSN (Electronic): 1573-3327

Publication date (Electronic): 4 August 2018

Publication date PMC-release: 4 August 2018

Publication date (Print): 2019

Volume: 50

Issue: 2

Pages: 230-244

Affiliations

[1 ]ISNI 0000 0004 1936 834X, GRID grid.1013.3, School of Psychology, , University of Sydney, ; Camperdown, NSW 2006 Australia

[2 ]ISNI 0000 0004 4902 0432, GRID grid.1005.4, School of Psychiatry, Faculty of Medicine, , University of New South Wales, ; Sydney, NSW 2052 Australia

[3 ]ISNI 0000 0001 0662 7451, GRID grid.64337.35, Department of Psychology, , Louisiana State University, ; 236 Audubon Hall, Baton Rouge, LA 70803 USA

[4 ]ISNI 0000 0001 2194 1270, GRID grid.411958.0, Learning Sciences Institute of Australia, , Australian Catholic University, ; Brisbane, QLD 4000 Australia

[5 ]ISNI 0000 0000 9442 535X, GRID grid.1058.c, Royal Children’s Hospital, , Murdoch Children’s Research Institute, ; Parkville, VIC 3052 Australia

[6 ]ISNI 0000 0001 2179 088X, GRID grid.1008.9, Department of Psychology, , University of Melbourne, ; Parkville Campus, Melbourne, VIC 3010 Australia

[7 ]ISNI 0000 0001 2179 088X, GRID grid.1008.9, Department of Paediatrics, , University of Melbourne, ; Parkville Campus, Melbourne, VIC 3010 Australia

[8 ]ISNI 0000 0004 4902 0432, GRID grid.1005.4, School of Psychology, , University of New South Wales, ; Sydney, NSW 2052 Australia

Article

Publisher ID: 836

DOI: 10.1007/s10578-018-0836-2

PMC ID: 6428790

PubMed ID: 30078112

SO-VID: e0102811-b5c5-41c4-a368-4e6207e65ed1

License:

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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Funding

Funded by: FundRef http://dx.doi.org/10.13039/100008719, Movember Foundation;

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ScienceOpen disciplines: Clinical Psychology & Psychiatry

Keywords: parenting programs,father engagement,practitioner training,practitioner competencies

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ScienceOpen disciplines: Clinical Psychology & Psychiatry

Keywords: parenting programs, father engagement, practitioner training, practitioner competencies

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Most cited references 17

The role of therapist training in the implementation of psychosocial treatments: a review and critique with recommendations.

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

Which training method works best? A randomized controlled trial comparing three methods of training clinicians in dialectical behavior therapy skills.

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