Providing EBP Training in Graduate School to Strengthen the School Mental Health Workforce: A Pilot

Figures & data

Table 1. Graduate student demographics.

Domain	Category	n(%)
Race
	White	11 (84.62)
	American Indian or Alaska Native	–
	Asian	–
	Black or African American	–
	Hispanic or Latinx	–
	Middle Eastern or North African	–
	Native Hawaiian or Pacific Islander	–
	Not listed (please describe)	–
	Prefer not to answer	–
Gender
	Woman	12 (92.31)
	Man	–
	Non–binary	–
	Questioning or unsure	–
	My gender is not listed	–
	Prefer not to answer	–
Familiarity with CBT
	Familiar with CBT as a term	11 (84.62)
	Attended brief presentation	3 (23.08)
	Self–directed learning (e.g., reading, YouTube videos)	3 (23.08)
	Attended workshop	1 (7.69)
	No CBT professional development activities	9 (69.23)

A dash indicates suppression due to counts < 5 in race and gender categories.

Table 2. Graduate student CCS scores before and after training.

Domain	Pre (n = 12)	Post (n = 12)
Non-behavioral skills	0.73	2.40
Behavioral skills	0.52	2.03
Perceptions	2.89	3.72
Knowledge	2.11	2.96
Total	1.56	2.78

CCS scores are presented as means.

Table 3. Qualitative themes & examples.

Population	Qualitative Theme	Description/Examples
Graduate Instructor
	Barriers	Building partnerships with schools early on for skills groups to begin as soon as possible in the semester Incorporating TRAILS content into class time and course structure University semester ending earlier than K-12 school semester
	Student-Specific Factors	Graduate students relied heavily on scripted materials, would have benefitted from additional suggestions of how to adapt materials Graduate students were at a point developmentally where they were very curious, open to learning, and responsive to feedback
Graduate Students
	Barriers and Challenges	Organizational support (e.g., obtaining permission slips, identifying students for skills groups) Engaging students in skills groups Students expressing suicidal ideation during skills groups Modifying session structure to accommodate shorter university semester Competing demands from other graduate student responsibilities (e.g., additional coursework)
	Facilitators or Value Add	Organizational support (e.g., on-site supervisor familiar with TRAILS) Perceived benefit for training beyond typical practicum structure Applicability of CBT for students in skills groups and with future students Appreciated training and available resources (e.g., printing handouts from the website)
	Confidence and Self-Efficacy	Reliance on scripted materials Expressed feelings of imposter syndrome Interest in additional role-play opportunities Gained confidence in delivering the materials and seeing student progress
Supervisors and Supporting School-Based MH Providers
	Benefits for Students	Skills groups were beneficial for participating students Students enjoyed skills groups
	Graduate Student Support	Varied responses (e.g., supporting obtaining permission slips, some graduate students ran skills groups essentially independently)

Table 4. Considerations for future projects.

Prior to Coaching Semester
	Build partnerships with participating schools as soon as feasible Understand what contracts or partnerships may already be in place for MH supports in participating schools
	Identify supporting SMHPs and site supervisors early and clarify their responsibilities for supporting graduate students (e.g., identifying students for skills groups, obtaining permission slips)
	Plan skills group session schedule ahead of time to fit with university semester (e.g., using 7-session manuals when appropriate, planning for biweekly sessions)
	If collecting student data, clarify what data will be collected and how it may be shared back with students Complete any necessary IRB paperwork
	Determine whether graduate students will receive a certificate for participation in unique practicum experience
During Coaching Semester
	Provide additional role-play opportunities for graduate students to build competence and self-efficacy