No Train, No Gain?
Article first published online: 10 MAR 2010
© 2010 American Psychological Association. Published by Wiley Periodicals, Inc., on behalf of the American Psychological Association
Clinical Psychology: Science and Practice
Volume 17, Issue 1, pages 36–40, March 2010
How to Cite
Carroll, K. M., Martino, S. and Rounsaville, B. J. (2010), No Train, No Gain?. Clinical Psychology: Science and Practice, 17: 36–40. doi: 10.1111/j.1468-2850.2009.01190.x
- Issue published online: 10 MAR 2010
- Article first published online: 10 MAR 2010
- Received August 14, 2009; accepted August 14, 2009.
- Clinical Psychology;
- delivery of interventions;
- evidence-based practice;
[Clin Psychol Sci Prac 17: 36–40, 2010]
What kind of training is needed for what type of clinician to deliver what type of therapy? Beidas and Kendall’s (2010) well-considered recommendations for further research into systematic strategies for training clinicians to utilize evidence-based treatments highlight the limitations of didactic training alone (without supervision, fidelity monitoring, and feedback) in conferring specific skills to clinicians. To further amplify some of the points made, we summarize findings from our recent series of trials, which involved training community-based addiction clinicians to perform evidence-based therapies in a multisite randomized clinical trial. In particular, review of tapes from the “treatment as usual” condition in that study suggests that (a) delivery of interventions associated with evidence-based treatment was infrequent, (b) clinicians overestimated the time spent on evidence-based interventions, and (c) ongoing supervision and performance-based feedback appear to suppress time spent in session on discourse unrelated to the patient’s problems and concerns. We also discuss computer-assisted treatment and computer-assisted clinician training as important new tools for disseminating evidence-based therapies.