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Using a Theory-Guided Learning Collaborative Model to Improve Implementation of EBPs in a State Children’s Mental Health System: A Pilot Study

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Administration and Policy in Mental Health and Mental Health Services Research Aims and scope Submit manuscript

Abstract

Learning collaboratives (LCs) are used widely to promote implementation of evidence-based practices. However, there has been limited research on the effectiveness of LCs and models vary widely in their structure, focus and components. The goal of the present study was to develop and field test a theory-based LC model to augment a state-led, evidence-based training program for clinicians providing mental health services to children. Analysis of implementation outcomes contrasted LC sites to matched comparison sites that participated in the clinical training program alone. Results suggested that clinicians from sites participating in the LC were more highly engaged in the state-led clinical training program and were more likely to complete program requirements.

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Acknowledgments

This study was supported by funding from the National Institute of Mental Health (P30 MH090322).

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Authors and Affiliations

  1. Ferkauf Graduate School of Psychology, Yeshiva University, Rousso Building, 1165 Morris Park Avenue, Bronx, NY, 10461, USA

    Erum Nadeem

  2. Department of Child and Adolescent Psychiatry, New York University School of Medicine, New York, NY, USA

    Erum Nadeem, Dara Weiss, S. Serene Olin, Kimberly E. Hoagwood & Sarah M. Horwitz

  3. New York State Office of Mental Health, Albany, NY, USA

    Kimberly E. Hoagwood

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  1. Erum Nadeem
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  2. Dara Weiss
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  3. S. Serene Olin
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  4. Kimberly E. Hoagwood
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  5. Sarah M. Horwitz
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Correspondence to Erum Nadeem.

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Nadeem, E., Weiss, D., Olin, S.S. et al. Using a Theory-Guided Learning Collaborative Model to Improve Implementation of EBPs in a State Children’s Mental Health System: A Pilot Study. Adm Policy Ment Health 43, 978–990 (2016). https://doi.org/10.1007/s10488-016-0735-4

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