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Clinical psychology : a publication of the Division of Clinical Psychology of the American Psychological Association
Sep, 2018;25 (3):

Proposing a Mechanistic Model of Clinician Training and Consultation.

Bryce D McLeod, Julia R Cox, Amanda Jensen-Doss, Amy Herschell, Jill Ehrenreich-May, Jeffrey J Wood
Author Information
  1. Bryce D McLeod: Virginia Commonwealth University, Department of Psychology. ORCID
  2. Julia R Cox: Virginia Commonwealth University, Department of Psychology.
  3. Amanda Jensen-Doss: University of Miami, Department of Psychology.
  4. Amy Herschell: West Virginia University.
  5. Jill Ehrenreich-May: University of Miami, Department of Psychology.
  6. Jeffrey J Wood: Departments of Education and Psychiatry, University of California.
PMID: 30713369 DOI: 10.1111/cpsp.12260

Abstract

To make evidence-based treatments deliverable, effective, and scalable in community settings, it is critical to develop a workforce that can deliver evidence-based treatments as designed with skill. However, the science and practice of clinician training and consultation lags behind other areas of implementation science. In this paper, we present the Longitudinal Education for Advancing Practice (LEAP) model designed to help span this gap. The LEAP model is a mechanistic model of clinician training and consultation that details how training inputs, training and consultation strategies, and mechanisms of learning influence training outcomes. We first describe the LEAP model and then discuss how key implications of the model can be used to develop effective training and consultation strategies.

Keywords

Clinician Community Settings Consultation Mechanisms of Learning Training

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Grants

  1. R34 MH110591/NIMH NIH HHS
Journal Article

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