TY - JOUR TI - Training school counselors in Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) DO - https://doi.org/doi:10.7282/T3JD503F PY - 2016 AB - Initial evidence suggests that school counselors can be trained in evidence-based prevention programs and treatments; however, the application of these interventions in the school setting is influenced by a variety of factors, including characteristics of the intervention, the provider, and the organization. Understanding and attending to these factors is crucial to promoting the successful implementation of evidence-based interventions in school settings. This study examined the initial feasibility and acceptability of a training and implementation package for Interpersonal Psychotherapy – Adolescent Skills Training (IPT-AST), a school-based preventive intervention for adolescent depression. Participants consisted of 33 school counselors from middle and high schools in six school districts in New Jersey who were invited to receive training in IPT-AST. Approximately six months following the training, participants completed 20-30 minute individual, semi-structured interviews regarding a) whether or not they ran IPTAST groups, b) perceived barriers to and facilitators of implementation, and c) suggestions for improvements to the IPT-AST training package. Of the 33 counselors interviewed at six-month follow up, only one had implemented an IPT-AST group (with significant modifications), and two others had attempted to run a group together. About half of the participants (N=16) reported incorporating components of IPT-AST (e.g., communication skills, closeness circle), into their individual, group, or dyadic work. Participant responses highlighted numerous barriers to implementation of IPT-AST that generally grouped into six categories: 1) time, 2) support from school community, 3) fit with school priorities and needs, 4) logistics, 5) readiness for implementation, and 6) beliefs. The facilitators of implementation of IPT-AST groups, as reported by three participants, fell into similar categories: 1) support from school community, 2) logistics, 3) readiness for implementation, 4) beliefs, and 5) provider characteristics. Implications for future training and implementation efforts are discussed. KW - Clinical Psychology KW - School psychologists KW - Interpersonal psychotherapy LA - eng ER -