Lessons learned in adapting an online intervention program for posttraumatic stress for use in Egypt

2020 ◽  
pp. 136346152097074
Author(s):  
Kate Ellis ◽  
Laura E. Miller-Graff
Keyword(s):  
Posttraumatic Stress ◽  
Mental Health Professionals ◽  
Cultural Adaptation ◽  
Intervention Program ◽  
Online Intervention ◽  
Target Population ◽  
Lessons Learned ◽  
Evidence Based ◽  
Evidence Based Treatments ◽  
Population Mental Health

Cultural adaptation of evidence-based treatments is a pressing priority for global health, and previous research has informed recommendations for guiding the process of translation and adaptation. As research in the domain of cultural adaptation and evaluation of evidence-based treatments progresses, it is critical that researchers communicate key lessons learned, so that models of adaptation can be continuously refined and reconsidered. The work described in this article aimed to translate and culturally adapt an online intervention to address symptoms of posttraumatic stress—the PTSD Coach Online—for use with young adults in Egypt. The cultural adaptation framework proposed by Bernal and colleagues (1995) was used, and focus groups and interviews with members of the target population, mental health professionals, and service users were conducted. The authors encountered a number of challenges in treatment adaptation that generated important insights for future work. Specifically, this case study highlights the importance of translation teams with diverse backgrounds and experiences, the critical nature of iterative feedback throughout the adaptation process, and the importance of a long time-horizon for optimal adaptation.

Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery

2021 ◽  
pp. 004723952110160
Author(s):  
Kristen L. Granger ◽  
Maureen A. Conroy ◽  
Kevin S. Sutherland ◽  
Edward G. Feil ◽  
Jessica Wright ◽  
...  
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Phase 1 ◽  
Lessons Learned ◽  
Study Phase ◽  
Evidence Based ◽  
Tier 2 ◽  
Web Based ◽  
Testing Phase ◽  
Panel Review

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.

scholarly journals Formative Evaluation Prior to Implementation of a Brief Treatment for Posttraumatic Stress Disorder in Primary Care

2021 ◽  
Author(s):  
Sarah E. Valentine ◽  
Cara Fuchs ◽  
Natalya Sarkisova ◽  
Elyse A. Olesinski ◽  
A. Rani Elwy
Keyword(s):  
Primary Care ◽  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Formative Evaluation ◽  
Stress Disorder ◽  
Safety Net ◽  
Successful Implementation ◽  
Evidence Based ◽  
Primary Care Settings ◽  
Evidence Based Treatments

Abstract Background Successful implementation of evidence-based treatments for posttraumatic stress disorder (PTSD) in primary care may address treatment access and quality gaps by providing care in novel and less stigmatized settings. Yet, PTSD treatments are largely unavailable safety net primary care settings. We aimed to collect data on four potential influences on implementation, including the degree of less-than-best practices, determinants of the current practice, potential barriers and facilitators of implementation, and the feasibility of a proposed strategy for implementing a brief treatment for PTSD. Methods Our mixed-methods developmental formative evaluation (Stetler et al., 2006) was guided by the Consolidated Framework for Implementation Research (CFIR), including a) surveys assessing implementation climate and attitudes towards evidence-based treatments and behavioral health integration and b) semi-structured interviews to identify barriers and facilitators to implementation and need for intervention and system augmentation. Participants were hospital employee stakeholders (N = 22), including primary care physicians, integrated behavioral health clinicians, community wellness advocates, and clinic leadership. We examined frequency and descriptive data from surveys and conducted directed content analysis of interviews. We used a concurrent mixed-methods approach, integrating survey and interview data collected simultaneously using a joint display approach to inform implementation efforts. We utilized a primary care community advisory board (CAB) comprised of employee stakeholders to refine interview guides, and apply findings to the specification of a revised implementation plan. Results Stakeholders described strong attitudinal support, yet therapist time and capacity restraints are major PTSD treatment implementation barriers. Patient engagement barriers such as stigma, mistrust, and care preferences were also noted. Recommendations based on findings included tailoring the intervention to meet existing workflows, system alignment efforts focused on improving detection, referral, and care coordination processes, protecting clinician time for training and consultation, and embedding a researcher in the practice. Conclusions Our evaluation identified key factors to be considered when preparing for implementation of PTSD treatments in safety net integrated primary care settings. Our project also demonstrated that successful implementation of EBTs for PTSD in safety net hospitals necessitates strong stakeholder engagement to identify and mitigate barriers to implementation.

Cultural Adaptation of Evidence-Based Treatments for Children: Common Themes

2007 ◽  
Author(s):  
Benjamin Saunders ◽  
Michael de Arellano ◽  
Elizabeth Thompson ◽  
Laura Murray
Keyword(s):  
Cultural Adaptation ◽  
Evidence Based ◽  
Evidence Based Treatments

Evidence-based Training

2018 ◽  
pp. 964-980
Author(s):  
Anthony P. DuBose ◽  
Yevgeny Botanov ◽  
Maria V. Navarro-Haro ◽  
Marsha M. Linehan
Keyword(s):  
Mental Health Professionals ◽  
Emotion Dysregulation ◽  
Professional Training ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Behaviour Therapy ◽  
Evidence Based Treatment ◽  
Intensive Training ◽  
Evidence Based Treatments ◽  
Primary Means

Evidence-based training is a key component in the dissemination and implementation of evidence-based treatments. Dialectical behaviour therapy (DBT) is a well-established evidence-based treatment for suicidal behaviours and emotion dysregulation. However, after publication of the first DBT clinical trial and treatment text, few routes were available to meet the demand for training outside of the treatment development laboratory. Additionally, due to inconsistent standards and regulations for professional training in evidence-based treatments, few mental health professionals had the opportunity to receive training in DBT. To meet the training needs and maintain fidelity to a resource-intensive evidence-based treatment, a novel model of training was developed. Consequentially, an intensive model of training remains the primary means by which practising professionals are trained in standard DBT. This chapter reviews the development and structure of intensive training in DBT and the evidence for the training model’s effectiveness.

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