Fitzsimmons-Craft Ellen E, Bohon Cara, Wilson G Terence, Jo Booil, Mondal Sangeeta, Laing Olivia, Welch R Robinson, Raghavan Ramesh, Proctor Enola K, Agras W Stewart, Wilfley Denise E
Department of Psychiatry (Fitzsimmons-Craft, Laing, Welch, Wilfley), Washington University School of Medicine, and the George Warren Brown School of Social Work (Proctor), Washington University, St. Louis; Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California (Bohon, Jo, Mondal, Agras); Graduate School of Applied and Professional Psychology, Rutgers, State University of New Jersey, Piscataway (Wilson); Silver School of Social Work, New York University, New York City (Raghavan).
Psychiatr Serv. 2021 Dec 1;72(12):1451-1454. doi: 10.1176/appi.ps.202000702. Epub 2021 Jun 30.
The authors compared maintenance of training outcomes for two approaches to training college therapists in interpersonal psychotherapy (IPT): train the trainer versus expert training.
A cluster-randomized trial was conducted in 24 college counseling centers. Therapists were recruited from enrolled centers, and the therapists enrolled students with depression and eating disorder symptoms. The therapists (N=184) provided data during baseline, posttraining (during the 12 months of expert consultation offered to the expert training group), and maintenance (approximately 7 months after the expert consultation ended). Outcomes were therapist fidelity (i.e., adherence and competence) and IPT knowledge.
Both groups showed within-group improvement from baseline to the maintenance period for adherence, competence, and IPT knowledge; however, the train-the-trainer group had greater improvement over time in adherence and competence.
Given that the effects of the train-the-trainer approach were better maintained, and this model's potential to train more therapists over time, the train-the-trainer approach may help increase dissemination of evidence-based treatments such as IPT.
作者比较了两种培训大学心理治疗师人际心理治疗（IPT）方法的培训效果维持情况：培训培训师与专家培训。
在24个大学咨询中心进行了一项整群随机试验。从参与的中心招募治疗师，这些治疗师从患有抑郁症和饮食失调症状的学生中招募学员。治疗师（N = 184）在基线、培训后（在为专家培训组提供专家咨询的12个月期间）和维持期（专家咨询结束后约7个月）提供数据。结果指标为治疗师的忠诚度（即依从性和能力）以及IPT知识。
两组从基线到维持期在依从性、能力和IPT知识方面均显示出组内改善；然而，培训培训师组在依从性和能力方面随时间的改善更大。
鉴于培训培训师方法的效果得到更好的维持，且随着时间推移该模式有培训更多治疗师的潜力，培训培训师方法可能有助于增加基于证据的治疗方法（如IPT）的传播。
