TY - JOUR
T1 - Evaluation of a web-based training model for family peer advocates in children's mental health
AU - Horwitz, Sarah Mc Cue
AU - Cervantes, Paige
AU - Kuppinger, Anne D.
AU - Quintero, Patricia L.
AU - Burger, Susan
AU - Lane, Heather
AU - Bradbury, Donna
AU - Cleek, Andrew F.
AU - Hoagwood, Kimberly Eaton
N1 - Funding Information:
Department of Child and Adolescent Psychiatry, New York University School of Medicine, New York (Horwitz, Cervantes, Kuppinger, Hoagwood); McSilver Institute for Poverty Policy and Research, New York University Silver School of Social Work, New York (Quintero, Cleek); Families Together in New York State, Albany (Burger); Division of Integrated Community Services for Children and Families, New York State Office of Mental Health, Albany (Lane, Bradbury). Send correspondence to Dr. Horwitz ([email protected]). This research was supported by the New York State Office of Mental Health (NYSOMH) (C007542/C008288). The authors thank the NYSOMH for its support. These findings and conclusions are those of the authors and do not necessarily reflect the opinions of NYSOMH. The authors report no financial relationships with commercial interests. Received July 22, 2019; revision received November 1, 2019; accepted November 14, 2019; published online January 8, 2020.
Publisher Copyright:
© 2020 American Psychiatric Association. All rights reserved.
PY - 2020/5
Y1 - 2020/5
N2 - Objective: The aim of this study was to compare knowledge gains from a new online training program with gains from an existing in-person training program for family peer advocates. Methods: Data were used from a pre-post study of individuals who enrolled in the Web-based Parent Empowerment Program training; 144 participants completed the training and pre-post tests, and 140 were admitted to the analyses. Knowledge was assessed with 34 questions, 29 of which were common to the online and in-person trainings. Pre-post knowledge scores were available from the in-person training. Results: Statistically significant gains in knowledge were found with both the 34 questions and the 29 questions common to both trainings. Knowledge gains across the two training models did not differ. Conclusions: Data on knowledge gains from this accessible, affordable online model show promise for training the growing and important workforce of family peer advocates.
AB - Objective: The aim of this study was to compare knowledge gains from a new online training program with gains from an existing in-person training program for family peer advocates. Methods: Data were used from a pre-post study of individuals who enrolled in the Web-based Parent Empowerment Program training; 144 participants completed the training and pre-post tests, and 140 were admitted to the analyses. Knowledge was assessed with 34 questions, 29 of which were common to the online and in-person trainings. Pre-post knowledge scores were available from the in-person training. Results: Statistically significant gains in knowledge were found with both the 34 questions and the 29 questions common to both trainings. Knowledge gains across the two training models did not differ. Conclusions: Data on knowledge gains from this accessible, affordable online model show promise for training the growing and important workforce of family peer advocates.
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U2 - 10.1176/appi.ps.201900365
DO - 10.1176/appi.ps.201900365
M3 - Article
C2 - 31910753
AN - SCOPUS:85084189001
SN - 1075-2730
VL - 71
SP - 502
EP - 505
JO - Psychiatric Services
JF - Psychiatric Services
IS - 5
ER -