Toolkits-Will Implementing an Evidence-Based Curriculum Improve Group Counseling?

工具包——实施循证课程会改善团体咨询吗？

• 批准号: 7860525
• 负责人: ADAM C BROOKS
• 金额: $ 43.72万
• 依托单位: TREATMENT RESEARCH INSTITUTE
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-06-15 至 2012-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7860525
• 关键词: Adherence; Admission activity; Adoption; Aftercare; Alcohol or Other Drugs use; Attention; Audiotape; Behavior; Behavioral; Biological; Biological Sciences; Calendar; Caring; Client; Clinical; Communication; Communities; Complex; Consent; Coping Skills; Counseling; Development; Dose; Drug usage; Education; Educational Curriculum; Educational Intervention; Educational process of instructing; Effectiveness; Elements; Emergency Situation; Enrollment; Equilibrium; Evaluation; Evidence based practice; Evidence based treatment; Exercise; FarGo; Frequencies; Funding; Goals; Grant; Group Therapy; HIV; Health; Health Personnel; Hour; Individual; Instruction; Intervention; Interview; Knowledge; Label; Lead; Learning; Length of Stay; Logic; Manuals; Measures; Methods; Mission; Modeling; Names; National Institute of Drug Abuse; Nature; Outcome; Patient Self-Report; Patients; Pattern; Performance; Pharmaceutical Preparations; Plastics; Play; Preclinical Drug Evaluation; Prevention therapy; Procedures; Professional counselor; Protocols documentation; Publications; Qualifying; Questionnaires; Randomized; Reaction; Records; Recruitment Activity; Rehabilitation therapy; Relative (related person); Reporting; Research; Research Personnel; Risk Reduction; Role; Sampling; Schools; Series; Services; Site; Social Adjustment; Social Functioning; Staging; Suggestion; Supervision; Techniques; Testing; Therapeutic; Thinking; Time; Training; Translating; Treatment Effectiveness; United States National Institutes of Health; Urine; Walkers; Work; Writing; addiction; base; community based treatment; comparative; coping; cost; cost effective; craving; design; disorder later incidence prevention; drug craving; evidence base; experience; field study; follow-up; functional status; group counseling; improved; motivational enhancement therapy; programs; response; satisfaction; skills; standard measure; standardize measure; substance abuse treatment; teacher; tool; treatment duration; treatment program; treatment site; user-friendly

There are well documented problems in adapting evidence-based treatments to fit the real world of addiction treatment programs. Most are too complex, requiring too much training and ongoing clinical supervision to be practical for community-based programs. Confronted with a similar problem in the teaching profession, educational researchers have divided new and complex topics into key elements that could be teachable within individual class sessions. The material for these sessions is typically enhanced with easy-to-use video and audio information to engage the class as well as bulleted teacher points to stimulate class discussion, and pre-packaged class exercises to provide practice with the material. This project uses that same approach, developing and pilot-testing conceptual fidelity, practical utility, and the effectiveness of a curriculum of six toolkits designed to help drug counselors deliver Relapse Prevention (RP) group therapy sessions. This study will enroll 20 counselors from 4 community-based substance abuse treatment programs. We will develop the Toolkit curriculum during the first six months of the grant. We will conduct a study of observed counselor group therapy techniques and content employed, using a single group of counselors (N = 20) (directly observed and rated using a standardized measure) conducting four groups across a four-week period (T1). Three months later, (two-six weeks after being oriented and provided the Toolkit curriculum), the same counselors will be observed conducting four groups across a four week period a second time (T2), and again at a six-month follow-up (T3). Therefore, we will follow the same clinicians across a span of ten months (three months for T1, a one-month bridge for orientation, and six months for T2 and T3). We will also collect measures of Clinician Satisfaction and Clinician RP Knowledge, at each of these time periods, and will track clinician report of frequency and content of groups they conduct on a weekly basis throughout the nine month period. At T1 and at T2, but not at T3, we will also recruit 200 patients at each time point who will take a pre-post RP Knowledge questionnaire, complete a Satisfaction measure, and will provide consent for research staff to review their charts to record attendance, discharge status and UDS results (N = 400). We expect pre-post improvements in counselor skillfulness and content adherence when conducting RP treatment groups. We also expect improvements in pre-post counselor RP knowledge and satisfaction with group content, and we expect improvements in degree of RP-based content employed in treatment groups during the follow-up period. We also expect differences in pre-post patient RP knowledge and group satisfaction. We also expect increased patient treatment attendance, fewer positive urine drug screens, and improved case disposition (discharge type) in the patient group exposed to the RP Toolkit curriculum (T2) when compared to patients not exposed to the Toolkits curriculum (T1).

在调整基于证据的治疗以适合成瘾治疗计划的现实世界中，有充分的问题。大多数人太复杂了，需要过多的培训和持续的临床监督对于基于社区的计划是实用的。在教学行业中面临类似的问题，教育研究人员将新的复杂主题分为关键要素，这些要素可以在单个课堂课程中进行教学。这些会话的材料通常会通过易于使用的视频和音频信息来增强，以吸引课堂以及弹性的教师点来刺激班级讨论，并进行预包装的课堂练习，以提供材料的练习。 该项目采用了相同的方法，开发和进行试验的概念保真度，实用性以及六个工具包的课程的有效性，旨在帮助药物顾问提供复发预防（RP）组治疗课程。这项研究将招募来自4位基于社区药物滥用治疗计划的20位辅导员。我们将在赠款的前六个月内开发工具包课程。我们将使用一组辅导员（n = 20）（直接观察并使用标准化度量进行了直接观察和评估）在四个星期（T1）进行四组（T1），对观察到的辅导员组治疗技术和所采用的内容进行研究。三个月后（（在被定向后两周），将在第二次（T2）（T2）进行四个小组（T2），并在六个月的随访（T3）中观察到相同的辅导员。因此，我们将在十个月的时间里跟随同一位临床医生（T1的三个月，一个月的定向桥，T2和T3的六个月）。我们还将在每个时间段内收集临床医生满意度和临床医生RP知识的度量，并将在整个九个月期间每周进行每周进行的群体的频率和内容报告。在T1和在T2处，但在T3处，我们还将在每个时间点招募200名患者，他们将接受POST POST RP知识问卷，完成满意度措施，并向研究人员提供同意，以审查其图表以记录出勤率，出院状态和UDS结果（n = 400）。 我们预计在进行RP治疗组时，辅导员的熟练性和内容依从性方面的前提是改善。我们还期望改善前辅导员RP知识和对小组内容的满意度，并且我们预计在随访期间，治疗组中使用的基于RP的内容的程度有所改善。我们还期望在前患者RP知识和群体满意度上差异。与未接触工具包课程的患者相比，我们还期望患者治疗的出勤率增加，尿液药物筛查的较少，并改善了暴露于RP Toolkit课程（T2）的患者组（T2）的病例处置（出院类型）。

项目成果

Developing an evidence-based, multimedia group counseling curriculum toolkit.

开发基于证据的多媒体团体咨询课程工具包。

• DOI: 10.1016/j.jsat.2011.12.007
• 发表时间: 2012
• 期刊: Journal of substance abuse treatment
• 影响因子: 3.9
• 作者: Brooks,AdamC;Diguiseppi,Graham;Laudet,Alexandre;Rosenwasser,Beth;Knoblach,Dan;Carpenedo,CarolynM;Carise,Deni;Kirby,KimberlyC
• 通讯作者: Kirby,KimberlyC

The RoadMAP Relapse Prevention Group Counseling Toolkit™: counselor adherence and competence outcomes.

RoadMAP 复发预防小组咨询工具包™：咨询师依从性和能力结果。

• DOI: 10.1016/j.jsat.2013.05.005
• 发表时间: 2013
• 期刊: Journal of substance abuse treatment
• 影响因子: 3.9
• 作者: Brooks,AdamC;Carpenedo,CarolynM;Fairfax-Columbo,Jaymes;Clements,NicolleT;Benishek,LoisA;Knoblach,Dan;Carise,Deni;Kirby,KimberlyC
• 通讯作者: Kirby,KimberlyC