Characterizing Provider Readiness for Meeting Engagement Challenges in Youth Psychotherapy

Abstract

ABSTRACT Despite significant efforts to increase the delivery of evidence-based practice (EBP), little is known about provider readiness to address challenges with treatment engagement, and it is unclear whether provider characteristics, such as EBP training history and attitudes toward EBP, relate to such readiness. This study aimed to characterize provider knowledge of engagement strategies – one aspect of readiness – and to estimate the association between that knowledge and other provider characteristics. Data came from a multisite, cluster-randomized trial examining a coordinated system for integrating evidence-based engagement strategies into school-based mental health services. Providers (N = 93) received one of two levels of training in engagement strategies and completed pre- and post-training engagement knowledge tests. Pre-training knowledge was not significantly correlated with EBP training history (r = .11, p = .29) or attitudes toward EBP (r = .20, p = .06). Linear mixed model analysis revealed a significant interaction of training and time when accounting for provider site (B = 2.21, SE=.74, t(1,89) = 2.98, p < .005), such that at post-training, providers trained in a coordinated system for applying engagement strategies showed significantly increased knowledge compared with those who received training on a list of the same engagement strategies and their definitions (F(1,285.3) = 71, p < .001). Findings suggest that providers’ readiness to act on the evidence base may be focally limited to their specific training experiences. Additionally, training providers in a coordinated system for using engagement strategies may be a promising approach to enhancing provider knowledge and delivery of engagement strategies, thus promoting the public health impact of EBP for youth mental health.