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Training school counselors in Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST)

Descriptive

TitleInfo
Title
Training school counselors in Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST)
SubTitle
an examination of barriers to and facilitators of implementation
Name (type = personal)
NamePart (type = family)
Mendel
NamePart (type = given)
Caroline Axelrod
DisplayForm
Caroline Axelrod Mendel
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Young
NamePart (type = given)
Jami
DisplayForm
Jami Young
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Gregory
NamePart (type = given)
Anne
DisplayForm
Anne Gregory
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2016
DateOther (qualifier = exact); (type = degree)
2016-10
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2016
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
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.
Subject (authority = RUETD)
Topic
Clinical Psychology
Subject (authority = ETD-LCSH)
Topic
School psychologists
Subject (authority = ETD-LCSH)
Topic
Interpersonal psychotherapy
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7258
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 62 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Caroline Axelrod Mendel
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3JD503F
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Mendel
GivenName
Caroline
MiddleName
Axelrod
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-04-14 23:42:59
AssociatedEntity
Name
Caroline Mendel
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-10-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2018-10-31
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 31st, 2018.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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1.4
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Mac OS X 10.10.3 Quartz PDFContext
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-04-15T03:28:15
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-04-15T03:28:15
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