Can Dialectical Behavior Therapy Be Learned in Highly Structured Learning Environments? Results From a Randomized Controlled Dissemination Trial
Can Dialectical Behavior Therapy Be Learned in Highly Structured Learning Environments? Results From a Randomized Controlled Dissemination Trial
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DOI：
10.1016/j.beth.2010.06.004
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发表时间：
2011-06-01
期刊：
影响因子：
3.7
通讯作者：
Beadnell, Blair
中科院分区：
文献类型：
--
作者：
Dimeff, Linda A.;Woodcock, Eric A.;Beadnell, Blair
本研究评估了社区心理健康服务提供者（N=132）辩证行为疗法（DBT）痛苦忍受技能培训方法的有效性，包括（a）Linehan（1993a）边缘性人格障碍技能培训手册（手册），（b）涵盖相同内容的多媒体电子学习课程（e-DBT），以及（c）安慰剂对照电子学习课程（c-Control）。参与者被随机分配到一种条件，培训是在高度结构化和受控的学习环境中进行的。评估在基线、培训后以及培训后 2、7、11 和 15 周完成。结果表明，除学习和使用治疗的动机外，一种或两种主动 DBT 条件在所有结果上均优于对照条件。虽然临床医生更喜欢电子 DBT 而不是手册，并发现它更有帮助和参与性，但积极的 DBT 条件通常在知识和自我效能的主要结果上没有差异，但在 15 周随访中，电子 DBT 在知识方面显着优于手册。 E-DBT 在临床实践中应用和教授新学到的技能的比例也最高。总体而言，这项研究的结果支持电子学习在向临床医生传播经验支持的治疗知识方面的功效，同时也表明治疗手册可以成为有效的培训工具。
This study evaluated the efficacy of methods of training community mental health providers (N=132) in dialectical behavior therapy (DBT) distress tolerance skills, including (a) Linehan's (1993a) Skills Training Manual for Borderline Personality Disorder (Manual), (b) a multimedia e-Learning course covering the same content (e-DBT), and (c) a placebo control e-Learning course (c-Control). Participants were randomized to a condition, and the training took place in a highly structured and controlled learning environment. Assessments were completed at baseline, post-training, and 2, 7, 11, and 15 weeks following training. The results indicate that one or both of the active DBT conditions outperformed the control condition on all outcomes except motivation to learn and use the treatment. While clinicians preferred e-DBT over the Manual and found it more helpful and engaging, the active DBT conditions generally did not differ on the primary outcomes of knowledge and self-efficacy, with the exception that e-DBT significantly outperformed the Manual on knowledge at the 15-week follow-up. E-DBT also produced the highest rate of applying and teaching the newly learned skills in clinical practice. Overall, results from this study support the efficacy of e-Learning in disseminating knowledge of empirically supported treatments to clinicians, while also indicating that treatment manuals can be effective training tools.