Trial reportEpidemiology and psychiatric sciences2022
Evaluation of competency-driven training for facilitators delivering a psychological intervention for children in Lebanon: a proof-of-concept study.
Trial report in Epidemiology and psychiatric sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
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The trial behind it
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Who cites it
16 citing papers in PubMed, 24 citations in OpenAlex.
- An evaluation of non-specialist training and delivery of a brief cognitive-behavioral therapy-based transdiagnostic intervention for adolescents with depression and anxiety in Nairobi, Kenya.Global mental health (Cambridge, England) · 2026Article
- Fidelity of Mindfulness Training and Delivery for Adolescent Mental and Metabolic Health.Mindfulness · 2026Article
- Predictors of caregiver support intervention outcomes for refugees in Jordan: a three-path mediational study.Child and adolescent psychiatry and mental health · 2025Article
- Article
- Facilitators and barriers to participation and scale-up of a non-specialist delivered psychological intervention for adolescents in low-resourced settings: a process evaluation.BMC public health · 2025Article
- Applying systems theory to global mental health.Global mental health (Cambridge, England) · 2025Article
- Competency-based training and supervision: development of the WHO-UNICEF Ensuring Quality in Psychosocial and Mental Health Care (EQUIP) initiative.The lancet. Psychiatry · 2025Article
- Piloting competency assessments for an evidence-based brief psychological intervention with Arabic-speaking non-specialists in Switzerland.Global mental health (Cambridge, England) · 2025Article
- Integrating competency-based assessment into training with peer counsellors providing support at scale to children, adolescents and young adults living with HIV in Zimbabwe: An implementation pilot case study.PLOS mental health · 2025Article
- Article
- Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda.Frontiers in education · 2024Article
- Psychological interventions for children with emotional and behavioral difficulties aged 5-12 years: An evidence review.Global mental health (Cambridge, England) · 2024Review
- The role that USAID and other development funders play in furthering mental health research.Global mental health (Cambridge, England) · 2024Article
- Practitioners' perspectives on preparing for and delivering remote psychological support in Nepal, Perú and the United States during COVID-19.Psychology and psychotherapy · 2023Article
- Peer-delivered Problem-solving Therapy for Adolescent Mental Health in Kenya: Adaptation for Context and Training of Peer-counselors.Research on child and adolescent psychopathology · 2023Article
- Task shifting healthcare services in the post-COVID world: A scoping review.PLOS global public health · 2023Article
Corrections and comments
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Authors and funding
12 authors at 4 institutions in 4 countries.
Funding
Abstract
aimsThe mounting evidence for effective delivery of psychological interventions by non-specialists in low- and middle-income settings has led to a rapid expansion of mental health and psychosocial support trainings globally. As such, there is a demand for strategies on how to train and implement these services to attain adequate quality. This study aims to evaluate the added value of a competency-driven approach to training of facilitators for a group intervention for children with severe emotional distress in Lebanon.
methodsIn a controlled before and after study, 24 trainees were randomly allocated to participate in either a competency-driven training (CDT) or training-as-usual (TAU) (1 : 1) for a psychological intervention for children with severe emotional distress. We assessed the change in demonstrated competencies, using standardised role-plays, before and after the training. Measures included the 13-item Working with children-Assessment of Competencies Tool (WeACT), the 15-item ENhancing Assessment of Common Therapeutic factors (ENACT) and the 6-item Group facilitation: Assessment of Competencies Tool (GroupACT). The trainer in the experimental arm used pre-training and during training competency assessment scores to make real-time adjustment to training delivery. Due to COVID-19 pandemic restrictions, all activities were done remotely.
resultsCDT resulted in significantly better outcomes on increasing competencies on the WeACT (repeated measures analysis of variance;
conclusionsThis proof-of-concept study demonstrates the potential of CDT, using standardised assessment of trainee competencies, to contribute to better training outcomes without extending the duration of training. CDT can result in up to 18% greater increase in adequate competency, when compared to TAU. The study also yields recommendations for further enhancing the benefits of competency-driven strategies. A fully powered trial is needed to confirm these findings.
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