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Using the core curriculum on childhood trauma to strengthen clinical knowledge in evidence-based practitioners.

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  • المؤلفون: Layne CM;Layne CM; Strand V; Popescu M; Kaplow JB; Abramovitz R; Stuber M; Amaya-Jackson L; Ross L; Pynoos RS
  • المصدر:
    Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 [J Clin Child Adolesc Psychol] 2014; Vol. 43 (2), pp. 286-300. Date of Electronic Publication: 2014 Jan 31.
  • نوع النشر :
    Journal Article; Research Support, Non-U.S. Gov't
  • اللغة:
    English
  • معلومة اضافية
    • المصدر:
      Publisher: Routledge Country of Publication: England NLM ID: 101133858 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1537-4424 (Electronic) Linking ISSN: 15374416 NLM ISO Abbreviation: J Clin Child Adolesc Psychol Subsets: MEDLINE
    • بيانات النشر:
      Publication: 2008- : London : Routledge
      Original Publication: Mahwah, N.J. : Lawrence Erlbaum Associates, c2002-
    • الموضوع:
      Clinical Competence* ; Competency-Based Education* ; Curriculum* ; Evidence-Based Practice*; Mental Health Services/*organization & administration; Adult ; Health Knowledge, Attitudes, Practice ; Humans ; Psychiatric Nursing/education ; Students ; Workforce
    • نبذة مختصرة :
      The high prevalence of trauma exposure in mental health service-seeking populations, combined with advances in evidence-based practice, competency-based training, common-elements research, and adult learning make this an opportune time to train the mental health workforce in trauma competencies. The Core Curriculum on Childhood Trauma (CCCT) utilizes a five-tiered conceptual framework (comprising Empirical Evidence, Core Trauma Concepts, Intervention Objectives, Practice Elements, and Skills), coupled with problem-based learning, to build foundational trauma knowledge and clinical reasoning skills. We present findings from three studies: Study 1 found that social work graduate students' participation in a CCCT course (N = 1,031) was linked to significant pre-post increases in self-reported confidence in applying core trauma concepts to their clinical work. Study 2 found significant pre-post increases in self-reported conceptual readiness (N = 576) and field readiness (N = 303) among social work graduate students participating in a "Gold Standard Plus" educational model that integrated classroom instruction in core trauma concepts, training in evidence-based trauma treatment (EBTT), and implementation of that EBTT in a supervised field placement. Students ranked the core concepts course as an equivalent or greater contributor to field readiness compared to standard EBTT training. Study 3 used qualitative methods to "distill" common elements (35 intervention objectives, 59 practice elements) from 26 manualized trauma interventions. The CCCT is a promising tool for educating "next-generation" evidence-based practitioners who possess competencies needed to implement modularized, individually tailored trauma interventions by strengthening clinical knowledge, clinical reasoning, and familiarity with common elements.
    • الموضوع:
      Date Created: 20140204 Date Completed: 20140915 Latest Revision: 20181202
    • الموضوع:
      20240628
    • الرقم المعرف:
      10.1080/15374416.2013.865192
    • الرقم المعرف:
      24484506