Hart Mackenzie J, McQuillin Samuel D, Iachini Aidyn, Cooper Daniel K, Weist Mark D
College of Education and Human Development, Department of Educational Psychology, University of Texas at San Antonio, San Antonio, Texas, USA.
College of Arts and Sciences, Department of Psychology, University of South Carolina, Columbia, South Carolina, USA.
Am J Community Psychol. 2025 Sep;76(1-2):121-132. doi: 10.1002/ajcp.12804. Epub 2025 Apr 10.
Using youth mentors to deliver evidence-based psychosocial services has been proposed to increase the reach of treatments, in part given the affordability and ubiquity of mentors in youth settings. Further, tests of mentor-delivered motivational interviewing (MI) have shown increases in youth mentees' academic performance and wellbeing. Yet, traditional methods of training mentors to use MI can be costly and time-consuming. Previous work has suggested the value of asynchronous, brief, just-in-time training (JITT) to help offset these challenges; however, MI JITT for mentors has not yet been formally evaluated. As such, here, we report on a preliminary study of MI JITT videos for youth mentors. Mentors in the program were randomly assigned to training-as-usual or training-as-usual plus JITT. MI attitudes, knowledge, and skills were measured via self-report pre- and post-intervention. Results indicate that assignment to the JITT video condition was associated with significantly improved reflection skills. Effect size analyses also suggest moderate improvements in understanding MI mechanisms and theory, and in other MI skills (e.g., asking open-ended questions). Mentors found the JITT videos acceptable and usable and reported understanding their content. The article concludes with a discussion of considerations for future research and implementation.
有人提议利用青年导师提供循证社会心理服务，以扩大治疗的覆盖面，部分原因在于导师在青年环境中具有可负担性和普遍性。此外，对导师提供的动机性访谈（MI）的测试表明，青年 mentees 的学业成绩和幸福感有所提高。然而，传统的培训导师使用 MI 的方法可能成本高昂且耗时。先前的研究表明，异步、简短、即时培训（JITT）有助于应对这些挑战；然而，针对导师的 MI JITT 尚未得到正式评估。因此，在此我们报告一项针对青年导师的 MI JITT 视频的初步研究。该项目中的导师被随机分配到常规培训组或常规培训加 JITT 组。通过干预前和干预后的自我报告来测量 MI 的态度、知识和技能。结果表明，被分配到 JITT 视频组与反思技能的显著提高相关。效应量分析还表明，在理解 MI 机制和理论以及其他 MI 技能（如提出开放式问题）方面有适度改善。导师们认为 JITT 视频是可接受和可用的，并报告理解其内容。文章最后讨论了未来研究和实施的注意事项。
