Using Engaged Research Strategies to Advance Evidence-Based Trauma Treatment for the Common Good: Findings from a Hybrid Intervention/Implementation Study of a Common Elements Curriculum

Background: Challenges to dissemination/uptake of evidence-based treatments (EBTs), including evidence-based trauma treatments (EBTT), have led to the examination of common elements approaches, practice elements commonly occurring across EBTs. Still, implementation of EBTTs remains a challenge. Further, Black, Indigenous, Latine, and other People of Color (BILPOC) are less likely to receive treatment for trauma and even less likely to receive EBTT. Common Trauma Informed Practice Elements (CTIPE) were identified by coding child and adolescent EBTT manuals. The 12 most commonly occurring practice elements form the foundation for the Common Trauma Informed Practice Elements (CTIPE) curriculum. Our study aimed: 1) to test the implementation and effectiveness of an educational intervention for practitioners based on the CTIPE training curriculum.

Methods: We used engaged scholarship and anti-racist/anti-oppressive frameworks to design and implement a CTIPE training curriculum. Strategies included partnering with Historically Black Colleges/Universities and ‘minority serving’ institutions, a diverse national advisory board, a pilot trainer/faculty cohort, and identifying equity goals. With these diverse stakeholders, we developed training cases, training materials, a trainers’ manual, training video, online and graduate course training curriculums. We implemented and evaluated the CTIPE training intervention using an evidence-based implementation framework and a mixed method, hybrid feasibility/implementation design. After IRB approval participants were recruited by flyer, email, word of mouth. We collected baseline and outcome data on confidence and intent to use CTIPE from 1240 participants test the effectiveness of the training curriculum intervention.

Results: Participants were primarily mental health or mental health affiliated providers (97%), worked in psychiatric settings (38%), had a bachelors or masters degree (81%), and were social workers (48%). The majority of participants (77%) who started the asynchronous online training completed all 12 modules. Pre/post comparison (t-test) of confidence and intent to use CTIPE found significant differences positive difference between pre and post-test (p<.001). Completers stated they would recommend the training to others (98%) and that the training approached practice from an anti-racist lens (95%). Qualitative results highlight critical positive aspects of the training intervention and as areas for improvement.

Discussion: EBTs have been painfully slow in moving from research to practice. This demonstration project using an evidence-based training intervention demonstrated both the feasibly and effectiveness of using an evidence-based implementation framework and engaged scholarship strategies to improve confidence and intent to utilize CTIPE. We will highlight lessons learned from using collaborative research strategies to develop and implement a trauma informed common elements training intervention including both challenges and successes, and recommendations for policy and practice including recommendations for evidence-based training curriculum developed in partnership with diverse stakeholders. This will highlight recommended engaged scholarship strategies for development, implementation and evaluation of novel evidence-based training interventions directed at increasing access to EBTT for children and families, particularly BILPOC children and families who may be otherwise unlikely to receive treatment for trauma. Other studies have identified the gap in moving EBTs from research to practice, this model offers a strategy to do so using community engaged and evidence-based implementation framework.