Feasibility and Satisfaction with Virtual Trainings for Evidence-Based Child Trauma Treatments during the COVID-19 Pandemic

Abstract

ABSTRACT The COVID-19 pandemic necessitated a change to virtual formats for evidence-based treatment trainings, including child trauma treatments. However, there has been limited research on trainee perceptions of virtual training. The present study examined trainee experiences in statewide dissemination of Child-Parent Psychotherapy (CPP), Trauma-Focused Cognitive Behavior Therapy (TF-CBT) and Parent–Child Interaction Therapy (PCIT) in both virtual and in-person formats. In all models, participants reported several benefits of virtual trainings related to pragmatics, balancing personal obligations, overall physical and emotional comfort, and increased access. Within treatment models, there were some relative weaknesses noted about virtual training compared to the in-person format. Virtual PCIT participants perceived lower knowledge gains and stated that the teaching format was not as conducive to learning. Virtual TF-CBT participants noted lower intention to use the treatment model and assessment measures. Virtual CPP participants did not note any perceived weaknesses. Despite these relative weaknesses noted, overall feasibility and satisfaction remained high across both formats, supporting virtual training as a feasible and acceptable format. Written feedback demonstrated significant variability in format preference, suggesting that multiple format options could create a more inclusive and accessible space. Lessons learned include increasing technological competencies and breaks, acknowledging the benefits and challenges of virtual training, and holding benevolence for trainees and trainers. The results of this study have implications for clinicians, trainers, and stakeholders seeking virtual dissemination and implementation methods.