Puspitasari Ajeng J, Kanter Jonathan W, Busch Andrew M, Leonard Rachel, Dunsiger Shira, Cahill Shawn, Martell Christopher, Koerner Kelly
Department of Psychological and Brain Sciences, Indiana University.
Department of Psychology, University of Washington.
J Consult Clin Psychol. 2017 Aug;85(8):814-825. doi: 10.1037/ccp0000223.
This randomized-controlled trial assessed the efficacy of a trainer-led, active-learning, modular, online behavioral activation (BA) training program compared with a self-paced online BA training with the same modular content.
Seventy-seven graduate students (M = 30.3 years, SD = 6.09; 76.6% female) in mental health training programs were randomly assigned to receive either the trainer-led or self-paced BA training. Both trainings consisted of 4 weekly sessions covering 4 core BA strategies. Primary outcomes were changes in BA skills as measured by an objective role-play assessment and self-reported use of BA strategies. Assessments were conducted at pre-, post-, and 6-weeks after training. A series of longitudinal mixed effect models assessed changes in BA skills and a longitudinal model implemented with generalized estimating equations assessed BA use over time.
Significantly greater increases in total BA skills were found in the trainer-led training condition. The trainer-led training condition also showed greater increases in all core BA skills either at posttraining, follow-up, or both. Reported use of BA strategies with actual clients increased significantly from pre- to posttraining and maintained at follow-up in both training conditions.
This trial adds to the literature on the efficacy of online training as a method to disseminate BA. Online training with an active learning, modular approach may be a promising and accessible implementation strategy. Additional strategies may need to be paired with the online BA training to assure the long-term implementation and sustainability of BA in clinical practice. (PsycINFO Database Record
本随机对照试验评估了由培训师主导的、主动学习的、模块化在线行为激活（BA）培训项目与具有相同模块化内容的自定进度在线BA培训项目的效果。
77名心理健康培训项目的研究生（M = 30.3岁，标准差 = 6.09；76.6%为女性）被随机分配接受培训师主导或自定进度的BA培训。两种培训均包括4个每周一次的课程，涵盖4种核心BA策略。主要结果是通过客观角色扮演评估和自我报告的BA策略使用情况来衡量的BA技能变化。在培训前、培训后和培训后6周进行评估。一系列纵向混合效应模型评估了BA技能的变化，并用广义估计方程实施的纵向模型评估了BA使用随时间的变化。
在培训师主导的培训条件下，BA总技能有显著更大的提高。培训师主导的培训条件在培训后、随访时或两者都显示出所有核心BA技能有更大的提高。在两种培训条件下，报告的与实际客户使用BA策略的情况从培训前到培训后显著增加，并在随访时保持。
本试验为在线培训作为传播BA的一种方法的效果文献增添了内容。采用主动学习、模块化方法的在线培训可能是一种有前景且易于实施的策略。可能需要将其他策略与在线BA培训相结合，以确保BA在临床实践中的长期实施和可持续性。（PsycINFO数据库记录）
