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The purpose of this article is to describe the University School Training Model (USTM) (Morris & Colles, 2016). The USTM is an urban school-based anti-racism-focused training and intervention program developed, implemented, and maintained by counseling psychology faculty that has been operational for 19 years. The primary program interventions include individual and group counseling, psychoeducation, and consultation services with school community stakeholders. The USTM operates with the support of a university department that houses an APA-accredited doctoral program in counseling psychology, a college of education, a local urban school district, an elementary school serving predominantly Black children and families, and community stakeholders. The critical need for the project; information for initiating, implementing, and maintaining the program; and collected formative data are outlined. Finally, recommendations are provided to assist counseling psychology faculty members and supervisors in developing university and school-based partnerships to dismantle anti-Blackness and eradicate racism through clinical training and systemic school reform. [ABSTRACT FROM AUTHOR]

• Between 10,000 to 22,750 mental health apps exist, most without guidance for use. • Most providers have received no training in the use of apps in their practice. • Mobile health practice involves five key core competencies. • Technologies require thoughtful integration into clinical practice to be useful. Mobile technologies have become increasingly pervasive and integral in our daily lives. A growing number of mobile applications are focused on health applications with many specifically focused on helping the prevention, treatment, and management of mental health issues. These apps are slowly being introduced into clinical settings, either being brought in by clients who themselves are using these tools or by health systems or providers. Unfortunately, most practicing providers obtained their clinical training before the advent of mobile health tools and methods. Thus, a critical need exists to develop and disseminate resources to develop the essential skills needed to adopt mobile health techniques. We discuss the five core competencies in mobile health care: evidence, integration, security and privacy, ethics, and cultural considerations. Although this paper will not fully prepare a provider to use mobile apps in their practice, it provides an introduction that will helpfully guide a provider to additional resources and additional ways to develop these competencies. Finally, we discuss the future directions of the field, including a growing differentiation of the impact of mobile apps on clinical care and the need for training models and experiences to match this differentiation. [ABSTRACT FROM AUTHOR]

Given task-sharing mental health counselling to non-specialist providers is a recognised strategy to increase service capacity, ensuring that their training, supervision, and support needs are met is necessary to facilitate the sustainable delivery of a high-quality service. Using in-depth interviews, we qualitatively explored the experiences of 18 facility-based counsellors (FBCs) tasked with delivering a counselling intervention within chronic disease services offered within primary care facilities participating in the project MIND cluster randomised controlled trial. Findings show that project MIND training with a strong emphasis on role playing and skills rehearsal improved FBCs' confidence and competence, complemented by highly structured supervision and debriefing provided by a registered counsellor, were key strategies for supporting the implementation of task-shared mental health counselling. FBCs perceived many benefits to providing mental health counselling in primary healthcare but systemic interventions are needed for sustained implementation. [ABSTRACT FROM AUTHOR]

Abstract Background As India’s accredited social health activist (ASHA) community health worker (CHW) programme enters its second decade, we take stock of the research undertaken and whether it examines the health systems interfaces required to sustain the programme at scale. Methods We systematically searched three databases for articles on ASHAs published between 2005 and 2016. Articles that met the inclusion criteria underwent analysis using an inductive CHW–health systems interface framework. Results A total of 122 academic articles were identified (56 quantitative, 29 mixed methods, 28 qualitative, and 9 commentary or synthesis); 44 articles reported on special interventions and 78 on the routine ASHA program. Findings on special interventions were overwhelmingly positive, with few negative or mixed results. In contrast, 55% of articles on the routine ASHA programme showed mixed findings and 23% negative, with few indicating overall positive findings, reflecting broader system constraints. Over half the articles had a health system perspective, including almost all those on general ASHA work, but only a third of those with a health condition focus. The most extensively researched health systems topics were ASHA performance, training and capacity-building, with very little research done on programme financing and reporting, ASHA grievance redressal or peer communication. Research tended to be descriptive, with fewer influence, explanatory or exploratory articles, and no predictive or emancipatory studies. Indian institutions and authors led and partnered on most of the research, wrote all the critical commentaries, and published more studies with negative results. Conclusion Published work on ASHAs highlights a range of small-scale innovations, but also showcases the challenges faced by a programme at massive scale, situated in the broader health system. As the programme continues to evolve, critical comparative research that constructively feeds back into programme reforms is needed, particularly related to governance, intersectoral linkages, ASHA solidarity, and community capacity to provide support and oversight.

Results from a systematic review of the empirical literature on bilingual counseling published between 2000 and 2019 are presented. The findings from 15 articles are divided into three areas: counselor perspectives, client perspectives, and training and supervision. The review revealed that the studies published within the past two decades have focused on examining counselors' perspectives on bilingual counseling. Studies that seek to understand clients' perspectives as well as training and supervision of bilingual counselors seemed to be scarce. Recommendations drawn from the existing literature are provided for future research, counselor preparation, and the practice of counseling with linguistically diverse clients. [ABSTRACT FROM AUTHOR]

Objective: To conduct a systematic review of instruments for assessing the competency of therapists in motivational interviewing (MI) for training purposes.Methods: A search of Medline, Emcare, CINAHL, Scopus, Proquest, and Web of Science databases yielded 20,313 articles, of which 105 were included in the review. Data were summarised in terms of the instruments' development, adherence to MI principles, administration characteristics, psychometric properties, advantages, and disadvantages.Results: Twelve instruments were identified. Tools tended to be better at covering simpler MI techniques. Differences in administration burden allow users to choose between briefer but cheaper and more detailed yet costly tools. Psychometric testing was often limited, and even if more extensive, the quality was often inconsistent. Although each tool tended to have relatively unique advantages (e.g. use of client ratings), they shared common disadvantages (e.g. lack of psychometric testing).Conclusion: A number of tools can be used to assess MI competency, each with their own strengths but notable weaknesses that should be considered by potential users.Practice Implications: There is a need to further test existing tools before creating new ones, due to the repetition of the same limitations. Standardised guidelines should also be created to ensure each tool meets the same quality standards. [ABSTRACT FROM AUTHOR]

BackgroundThere is a scarcity of specialist trainers and supervisors for psychosocial interventions in low- and middle-income countries. A cascaded model of training and supervision was developed to sustain delivery of an evidence-based peer-delivered intervention for perinatal depression (the Thinking Healthy Programme) in rural Pakistan. The study aimed to evaluate the model.MethodsMixed methods were employed as part of a randomised controlled trial of the intervention. Quantitative data consisted of the peers' competencies assessed during field training and over the implementation phase of the intervention, using a specially developed checklist. Qualitative data were collected from peers and their trainers through 11 focus groups during the second and third year of intervention rollout.ResultsFollowing training, 43 peers out of 45 (95%) achieved at least a ‘satisfactory’ level of competency (scores of ⩾70% on the Quality and Competency Checklist). Of the cohort of 45 peers initially recruited 34 (75%) were retained over 3 years and showed sustained or improved competencies over time. Qualitatively, the key factors contributing to peers' competency were use of interactive training and supervision techniques, the trainer–peer relationship, and their cultural similarity. The partnership with community health workers and use of primary health care facilities for training and supervision gave credibility to the peers in the community.ConclusionThe study demonstrates that lay-workers such as peers can be trained and supervised to deliver a psychological intervention using a cascaded model, thus addressing the barrier of scarcity of specialist trainers and supervisors.

One-on-one and program-based special education paraprofessionals are often used to support students with disabilities across school settings. While paraprofessionals may have the best of intentions, their proximity and the support they provide may prevent students with disabilities from fully accessing educational and social opportunities. To prevent unintentional yet negative student outcomes, it is necessary to define and communicate job responsibilities to paraprofessionals before they begin working with students with disabilities. This article outlines several flexible tools and strategies that teachers and administrators can use to efficiently and effectively communicate this information. The article includes (a) a description of how teachers and administrators can define and deliver job-related information to paraprofessionals, (b) reproducible templates for developing a written or digital job responsibilities notebook for paraprofessionals, and (c) recommendations for using these tools effectively. [ABSTRACT FROM AUTHOR]

The demographic make-up of students in mental health-focused graduate programs continues to diversify, making it increasingly imperative for supervisors providing supervision to trainees to be able to do so in a multiculturally responsive manner. As two students who come from underrepresented backgrounds, we share our perspectives via specific experiences that occurred while receiving supervision. We review three vignettes that we believe to be representative of the impact of supervisors either effectively or ineffectively approaching supervision using a multicultural framework. Each vignette follows with a review of salient points capturing the significance of these experiences to us as students of color. We conclude with providing recommendations for the field with the aims of enhancing the presence of a multiculturally informed approach in supervision and client care. [ABSTRACT FROM AUTHOR]

Background: There is a scarcity of specialist trainers and supervisors for psychosocial interventions in low- and middle-income countries. A cascaded model of training and supervision was developed to sustain delivery of an evidence-based peer-delivered intervention for perinatal depression (the Thinking Healthy Programme) in rural Pakistan. The study aimed to evaluate the model. Methods: Mixed methods were employed as part of a randomised controlled trial of the intervention. Quantitative data consisted of the peers' competencies assessed during field training and over the implementation phase of the intervention, using a specially developed checklist. Qualitative data were collected from peers and their trainers through 11 focus groups during the second and third year of intervention rollout. Results: Following training, 43 peers out of 45 (95%) achieved at least a 'satisfactory' level of competency (scores of ⩾70% on the Quality and Competency Checklist). Of the cohort of 45 peers initially recruited 34 (75%) were retained over 3 years and showed sustained or improved competencies over time. Qualitatively, the key factors contributing to peers' competency were use of interactive training and supervision techniques, the trainer–peer relationship, and their cultural similarity. The partnership with community health workers and use of primary health care facilities for training and supervision gave credibility to the peers in the community. Conclusion: The study demonstrates that lay-workers such as peers can be trained and supervised to deliver a psychological intervention using a cascaded model, thus addressing the barrier of scarcity of specialist trainers and supervisors. [ABSTRACT FROM AUTHOR]

The Person-of-the-Therapist Training (POTT) has grown and been refined, from its origins in the 1980s to its more formal articulation and implementation in recent years. After this process of development, it makes sense to look at the current state of this training model, and ponder about the directions in which POTT can continue to grow. In this paper, we take a look at the different ways POTT is currently being implemented in various settings and modalities, a testament to the versatility of POTT’s philosophy and methods. We also present a summary of the available research on POTT’s effects on the clinical and personal development of trainees. We conclude this paper by offering suggestions for POTT’s growth and expansion, including recommendations for ways in which trainers, students, clinicians and supervisors who are interested in this model can remain connected, and exchange ideas and experiences. [ABSTRACT FROM AUTHOR]

The dialogical notion of vertical polyphony, referring to multiple internal voices, is explored in relation to clinicians' professional and personal selves. We describe an experiential training exercise developed to enhance clinicians' awareness and understanding of their inner dialogue, and create space to practice what Schön terms 'reflecting-in-action' and 'knowing-in-action.' The exercise involves stages of personal reflection, discussion in groups of two or three, and shared learning by the group. A number of variations of the exercise are described. The invited commentaries following the article provide a sense of participants' reactions to the exercises. Readers are invited to adapt the exercise to suit their own setting and to enhance reflective practice. [ABSTRACT FROM AUTHOR]

Laboratory safety management of first-class universities in developed countries has accumulated mature management modes and advanced experience after years. In order to promote Chinese universities to effectively draw on the advanced experience of foreign universities and improve the level of laboratory safety management in our country, this article makes a comprehensive commentary on the system and institution, risk prevention and handling, training and supervision of laboratory safety management of first-class universities in 5 countries of North America and Eurasia, successfully summarizes some experiences and the reference approach about laboratory safety. The experiences include the introduction and implementation of comprehensive safety management structure and systems; the introduction of laboratory safety risk assessment and strengthening the management of experimental materials and experimental waste； improving the professionalism and pertinence of safety training content, the informatization level of safety training form, and the standardized degree of safety oversight. [ABSTRACT FROM AUTHOR]

Experienced HIV prevention group facilitators have a unique perspective on sexual risk reduction interventions; however, their views are rarely reported in the research literature. To address this gap, the authors solicited input from four men and four women who served as facilitators in a randomized controlled trial of HIV risk reduction interventions. During focus groups or individual interviews, these facilitators commented on issues related to facilitation training and supervision, key facilitator characteristics, and challenges associated with intervention delivery. Facilitators reported that they valued training that was specific to the HIV context, the opportunity to observe workshops and to facilitate a mock workshop before facilitating themselves, and ongoing peer supervision. They recognized several important facilitator characteristics, including being open and nonjudgmental, being flexible, and being culturally competent. Finally, facilitators mentioned that facilitating workshops was made more difficult by the many psychosocial problems many low-income participants experienced, and that facilitating workshops with men was more difficult than with women. Observations such as these, provided by experienced facilitators, can help to improve intervention training and delivery, and may increase the likelihood that interventions will be adopted in community settings. [ABSTRACT FROM PUBLISHER]

Background: Gloves are a necessary contact precaution to prevent transmission of infectious pathogens that spread by direct or indirect contact with an infected person or a contaminated environment. This article reports a study investigating hand and environmental contamination levels when health care workers (HCWs) followed two different methods of removing gloves at two distances from the rubbish bin. Methods: Fifty HCWs performed a personal or causal glove removal method (pretest) and a Centers for Disease Control (CDC)-recommended glove removal method (posttest) at distances of 2 feet and 3 feet from the rubbish bin after the application of fluorescent solution (the simulated contaminant) onto their gloved hands. Results: The incidence of the small patch of fluorescent stain (<1 cm2) on the front of the doffed gloves was significantly lower in the posttest than in the pretest. The incidence of small and large patches (>1 cm2) on the front of the doffed gloves and on the cover of the rubbish bin was significantly lower at 3 feet than at 2 feet. Health care assistants had significantly higher levels of contamination than other HCWs in the pretest but not in the posttest. There was no significant difference in hand contamination rate between pretest and posttest based on distance from the rubbish bin and type of HCW. Conclusion: The impact of the glove removal procedure and the distance to the bin in which used gloves are discarded should be taken into consideration on a daily basis, along with the supervision of infection control measures by minor staff. [Copyright &y& Elsevier]

Background: While Motivational Interviewing (MI) is effective in reducing client problem behaviours, including health-related behaviours, there is little evidence about how MI training enhances practitioner skills. Aims: The current pilot study addressed this lack by training two health practitioners (Diabetes Nurse Educators) in MI, and evaluated the effect of MI training on both practitioner and patient behaviour when MI was delivered in a clinical settting, with patients experiencing difficultieswith diabetes self-management. Methods: Comparisons were made between the practitioners' skills in a baseline condition (Patient Education; PE) and after training in Motivational Enhancement Therapy (MET), a four-session form of MI. At the same time, the effects of the two interventions on patient in-session behaviour were compared. Practitioner and patient data were obtained from transcripts of all PE and MET sessions, which were independently coded using Motivational Interviewing Skills Code therapist and client behaviour counts. Results: Compared with their baseline performance, practitioners, when trained to practice MET, behaved in ways consistent with MI, and this appears to have evoked beneficial in-session behaviour from the patients. Conclusions: These results suggest that the MI training was effective. [ABSTRACT FROM AUTHOR]

Abstract: Motivational interviewing is an empirically supported treatment for drug and alcohol problems. Training in this approach is very popular, although previous studies have identified that the acquisition of key skills is challenging and that postworkshop supervision inputs are helpful. This pilot trial investigated the training of adolescent drug treatment practitioners, comparing a group who received immediate training against a delayed training study condition. Training and supervision were found to have no impact upon skill levels as measured by the Motivational Interviewing Treatment Integrity Version 2, with the exception of a very specific effect on motivational interviewing spirit. Motivational interviewing was not easy to learn for these practitioners. Progress made indicates the importance of ongoing supervision, and for high level skill acquisition to occur requires more intensive support of learning from ongoing practice than was used here. [Copyright &y& Elsevier]

The Motivational Interviewing Skills Code (MISC) has been developed to measure motivational interviewing skill, but a need has been identified for more economical instruments. This study expands on a previous systematic review by Madson and Campbell (2006) and examines the extent to which motivational interviewing integrity measures other than the MISC have been developed and psychometrically tested. Seven studies were reviewed that tested 5 such measures: the Motivational Interviewing Process Code (MIPC), the Motivational Interviewing Supervision and Training Scale (MISTS), the Motivational Interviewing Treatment Integrity Code (MITI), the Behaviour Change Counselling Index (BECCI), and the Video Assessment of Simulated Encounters (VASE). Although these instruments are promising, further psychometric testing is required and current findings should be judged as preliminary. Furthermore, external validity criteria and additional information that would facilitate consumer decision making are lacking. Recommendations for further development and research on these instruments and training studies generally are provided. [ABSTRACT FROM AUTHOR]

Marital therapy is a growing field, while sex therapy is stagnating, and even shrinking. However, this does not mean sexual problems have lessened in frequency or severity. Traditionally, sexuality has not been a focus in marital therapy training, research, or practice. The Plissit model provides a format for marital therapies to integrate sexual interventions into their therapeutic repertoire. Sex therapists can provide workshops and consultations emphasizing permission giving, sexual information, and specific cognitive and behavioral suggestions. The supervision format helps the marital therapist assess interest in and ability to integrate sexual interventions into the therapeutic repertoire, as well as explore personal issues or values that might subvert therapeutic effectiveness. [ABSTRACT FROM PUBLISHER]

Many individuals in need of mental health services do not currently receive care. Scalable programs are needed to reduce the burden of mental illness among those without access to existing providers. Digital interventions present an avenue for increasing the reach of mental health services. These interventions often rely on paraprofessionals, or coaches, to support the treatment. Although existing programs hold immense promise, providers must ensure that treatments are delivered with high fidelity and adherence to the treatment model. In this paper, we first highlight the tension between the scalability and fidelity of mental health services. We then describe the design and implementation of a peer-to-peer coach training program to support a digital mental health intervention for undergraduate students within a university setting. We specifically note strategies for emphasizing fidelity within our scalable framework, including principles of learning theory and competency-based supervision. Finally, we discuss future applications of this work, including the potential adaptability of our model for use within other contexts., (©Benjamin M Rosenberg, Tamar Kodish, Zachary D Cohen, Elizabeth Gong-Guy, Michelle G Craske. Originally published in JMIR Mental Health (https://mental.jmir.org), 26.01.2022.)

Background: Preventable maternal and newborn deaths can be averted through simple evidence-based interventions, such as the use of community health workers (CHWs), also known in Uganda as village health teams. However, the CHW strategy faces implementation challenges regarding training packages, supervision, and motivation., Objectives: This paper explores knowledge levels of CHWs, describes the coverage of home visits, and shares lessons learnt from setting up and implementing the CHW strategy., Methods: The CHWs were trained to conduct four home visits: two during pregnancy and two after delivery. The aim of the visits was to promote birth preparedness and utilization of maternal and newborn health (MNH) services. Mixed methods of data collection were employed. Quantitative data were analyzed using Stata version 13.0 to determine the level and predictors of CHW knowledge of MNH. Qualitative data from 10 key informants and 15 CHW interviews were thematically analyzed to assess the implementation experiences., Results: CHWs' knowledge of MNH improved from 41.3% to 77.4% after training, and to 79.9% 1 year post-training. However, knowledge of newborn danger signs declined from 85.5% after training to 58.9% 1 year later. The main predictors of CHW knowledge were age (≥ 35 years) and post-primary level of education. The level of coverage of at least one CHW visit to pregnant and newly delivered mothers was 57.3%. Notably, CHW reports complemented the facility-based health information. CHWs formed associations, which improved teamwork, reporting, and general performance, and thus maintained low dropout rates at 3.6%. Challenges included dissatisfaction with the quarterly transport refund of 6 USD and lack of means of transportation such as bicycles., Conclusions: CHWs are an important resource in community-based health information and improving demand for MNH services. However, the CHW training and supervision models require strengthening for improved performance. Local solutions regarding CHW motivation are necessary for sustainability.