Secondary Impacts of Evidence-Based Treatment Training and Provision on Children’s Mental Health Care

Abstract

PurposeTraining therapists in evidence-based treatments (EBTs) is a strategy for improving the quality of mental health care. State and county-wide initiatives have focused on increasing EBT implementation, however, many clients seen in community mental health agencies do not fit into the age or diagnostic requirements of available EBTs. Given the limited reach of some EBTs, questions remain about how EBT implementation efforts may lead to a broader change in general practice. This study aimed to understand the secondary impacts of receiving training in and delivering one EBT, Parent-Child Interaction Therapy (PCIT), on therapists’ general provision of mental health care to children on their caseload who were not receiving PCIT. MethodsTwenty-three therapists providing PCIT in community settings participated in hour-long semi-structured interviews about their experiences providing PCIT and general children’s mental health treatment. Thematic analysis illuminated themes and subthemes related to how PCIT training impacted the therapists' general practice. ResultsThree primary themes emerged regarding how training in and providing PCIT impacted therapists’ general practice: (1) Treatment toolbox, (2) Involving caregivers in treatment, and (3) Confidence working with children. ConclusionThis study highlighted how receiving training in an EBT impacts therapists’ general provision of services, such that child clients who are not receiving a full course of PCIT could still be receiving elements of evidence-based practices associated with improved quality of care, such as enhanced caregiver engagement and use of progress measures. Therapists’ increased confidence and skill set garnered from EBT training could generalize to their larger practice, which has significant implications for improving client care.