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Changes in Child Trauma Assessment Practices and Related Barriers During and After a Learning Collaborative (LC): Specificity, Diffusion, and Sustainability

Year: 2019

Slide deck from a presentation at the 32nd Annual Research and Policy Conference on Child, Adolescent and Young Adult Behavioral Health

Changes in Child Trauma Assessment Practices and Related Barriers During and After a Learning Collaborative (LC): Specificity, Diffusion, and Sustainability
Samuel O. Peer, PhD, Idaho State University, Pocatello, ID; Rochelle F. Hanson, PhD; Benjamin E. Saunders, PhD, Medical University of South Carolina, Charleston, SC; Alyssa M. Korell, Idaho State University, Pocatello, ID

This longitudinal study examined 315 community clinicians from five LCs to disseminate and implement Trauma-Focused Cognitive Behavioral Therapy. Results identified (a) typical use of and barriers to child trauma assessment, (b) pre- to post-LC decreases in assessment barriers, (c) pre- to post-LC increases in evidence-based child trauma assessment practices, (d) agency-level diffusion, and (e) sustained improvements.