The candidate in this K23 application proposes to launch a programmatic line of research that integrates the science of training and prevention science. She will attain the skills and experience necessary to establish 'best practices'for the design and delivery of prevention-oriented training programs in community-based settings, based upon what has been developed in highlycontrolled settings. There is a well-recognized gap between experimentally derived research demonstrating the efficacy of novel prevention programs, and a later inability to 'transport'or 'export'these effectively to community- based settings. This gap is explained, in part, by a failure in training practices and transfer processes. It now is vitally important to develop and evaluate standardized training for maximal intervention success in 'real world'settings where services are needed urgently - program success never will surpass skill levels of community-based implementation agents (lAs). The candidate's interests are specifically focused on developing models, methods, and measures for enhancing training for community-based lAs who are charged with carrying forth a variety ofinterventions for youth. The candidate's education plan provides: a) multi-disciplinary study and collaborative learning in models of adult learning, training, and transfer processes, and,b) explicit instruction and supervised learning in study design and methods associated with prevention trials, observational assessment, and analytic strategies. The research will occurin the context oftwo NIMH-funded trials using distinct preventive interventions targeting youth - Promoting Resilient Children Initiative, a school-based prevention program in Rochester, NY,and QPR (Question, Persuade, Refer) a """"""""gatekeeper"""""""" suicide prevention programunderway in CobbCounty, GA. The research plan proposes a series of fully integrated research projects on the development of implementer knowledge, attitudes and skills to implement manualizedinterventions with adherence and competence. The studies are guidedby a heuristic model oftraining and transfer. Study i will develop reliable, efficient, observational rating scales of communityimplementer adherence and competence,which is a necessary requisite to study the proximate effects ofvariations in training practices. Study 2 will examine IAadherence and competence, separately and in combination, as predictors of children's outcomes in the PRCI intervention. Study 3 manipulates a training design factor (active learning) and tests the impact on implementer learning outcomes. Results ofthese studies will guidefuture research, which is to conduct trials that vary training factors and to evaluatethe interacting effects ofimplementer knowledge, attitudes, adherence and competence in program implementation on predetermined target outcomes, particularly during dissemination.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Mentored Patient-Oriented Research Career Development Award (K23)
Project #
3K23MH073615-03S1
Application #
7871110
Study Section
Mental Health Services in Non-Specialty Settings (SRNS)
Program Officer
Hill, Lauren D
Project Start
2009-07-01
Project End
2011-03-30
Budget Start
2009-07-01
Budget End
2011-03-30
Support Year
3
Fiscal Year
2009
Total Cost
$54,000
Indirect Cost
Name
University of Rochester
Department
Psychiatry
Type
Schools of Dentistry
DUNS #
041294109
City
Rochester
State
NY
Country
United States
Zip Code
14627
Cross, Wendi; West, Jennifer; Wyman, Peter A et al. (2015) Observational measures of implementer fidelity for a school-based preventive intervention: development, reliability, and validity. Prev Sci 16:122-32
Cross, Wendi F; Pisani, Anthony R; Schmeelk-Cone, Karen et al. (2014) Measuring trainer fidelity in the transfer of suicide prevention training. Crisis 35:202-12
Gould, Madelyn S; Cross, Wendi; Pisani, Anthony R et al. (2013) Impact of Applied Suicide Intervention Skills Training on the National Suicide Prevention Lifeline. Suicide Life Threat Behav 43:676-91
Pisani, Anthony R; Cross, Wendi F; Watts, Arthur et al. (2012) Evaluation of the Commitment to Living (CTL) curriculum: a 3-hour training for mental health professionals to address suicide risk. Crisis 33:30-8
Pisani, Anthony R; Cross, Wendi F; Gould, Madelyn S (2011) The assessment and management of suicide risk: state of workshop education. Suicide Life Threat Behav 41:255-76
Cross, Wendi F; Seaburn, David; Gibbs, Danette et al. (2011) Does practice make perfect? A randomized control trial of behavioral rehearsal on suicide prevention gatekeeper skills. J Prim Prev 32:195-211
Cross, Wendi F; West, Jennifer C (2011) Examining implementer fidelity: Conceptualizing and measuring adherence and competence. J Child Serv 6:18-33
Cross, Wendi; Matthieu, Monica M; Lezine, Dequincy et al. (2010) Does a brief suicide prevention gatekeeper training program enhance observed skills? Crisis 31:149-59
Cross, Wendi; Cerulli, Catherine; Richards, Heidi et al. (2010) Predicting dissemination of a disaster mental health ""Train-the-Trainer"" program. Disaster Med Public Health Prep 4:339-43
Wyman, Peter A; Cross, Wendi; Hendricks Brown, C et al. (2010) Intervention to strengthen emotional self-regulation in children with emerging mental health problems: proximal impact on school behavior. J Abnorm Child Psychol 38:707-20