David Merlo, MS, CPRP, COTA - SUNY/ECC, Julie Welkowitz, PhD - Southern NH University,

1. Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods in PSR Higher Ed David Merlo, MS, CPRP, COTA - SUNY/ECC, Julie Welkowitz, PhD - Southern NH University, Charlie Bernacchio, EdD, CRC - UNC at Chapel Hill

2. EBP Teaching Strategies-Workshop Objectives • Describe several theories that guide effective adult education, applicable to PSR practitioner education. • Articulate several advantages of utilizing person-centered experiential learning methods. • Apply adult learning theories to create at least one experiential learning activity for classroom instruction, reflective of evidence-based strategies.

3. EBP Teaching Strategies-Overview • Share exemplary learning activities used in PSR education/training (Pre-/In-/Admin) • Examine Bloom’s theoretical framework • Review evidence-based context and strategies for teaching/training • Develop learning activities congruent with EBP strategies

4. Evidence-based Workforce Development Strategies for Evidence-based Practices in Mental Health (SAMHSA/HSRI) report (Leff et al. 2007) College-level educators are- • Experts in specific content areas. • Non-experts in teaching methodology. (p.10)

5. TraditionalPost-secondary Education HSRI report (Leff et al, 2007) raises concerns- • Didactic v. dialectic/interactive learning • Passive v. active learners • Memorization v.creative&critical thinking • Textbook knowledge v. practicalapplication

6. EB WorkforceDevelopment Report(Leff et al, 2007) • Need to train learners to be creative and critical thinkers • Prepare for competency with practical application to mental health field • Evidence from research reveals several theoretical frameworks linked to effective teaching/training best practice

7. EB Workforce Development Report • Constructivist theory • Experiential/Situated Cognition Learning • Adult Learning theories • New Economy theories • Organizational/Systems theories • Social Equity theories • Social Marketing/Academic Detailing

8. “Training-As Usual” (Leff et al, 2007)” • Bloom’s Taxonomy: • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Ineffective in changing practitioner behavior or consumer outcomes (Sholomskas et al., 2005) • Effective in knowledge acquisition (Cook, Horton-O’Connell, Fitzgibbon, & Steigman, 1998; Sholomskas et al., 2005)

9. Bloom’s Taxonomy EVALUATION (evaluating) Description: Justifying a decision or course of action. Actions: hypothesizing/critiquing/experimenting/judging efficacy SYNTHESIS (creating) Description: Generating new ideas/products/ways of viewing things. Actions: designing/constructing/planning/producing/inventing ANALYSIS (analysing) Description : Breaking information into parts to study relationships. Actions: comparing/organizing/deconstructing/interrogating/finding APPLICATION (applying) Description : Using information in another familiar situation. Actions : implementing/carrying out/using/executing COMPREHENSION (understanding) Description : Explaining ideas or concepts. Actions: interpreting/summarizing/paraphrasing/classifying/explaining KNOWLEDGE (remembering) Description : Recalling information. Actions: recognizing, listing, describing, retrieving, naming, finding Higher ' Order Thinking http://coe.sdsu.edu/eet/articles/BloomsLD/start.htm

10. EBP Training Strategies-1. Train participants with competency-based materials developed by stakeholders • Consumer and provider input/advisory board input re: competencies • Ensuring curriculum/syllabi reflect competency areas • Student portfolios reflecting all competency areas

11. EBP Training Strategies- 2. Use of facilitative educational materials for individualizing the training • Self-Assessments • Internships based on individual needs and goals (as derived from self-assessments) • Assignment choices within courses

12. EBP Training Strategies- 3. Training is conducted by credible instructors • Instructors who have some applied field experience • Guest speakers with expertise in particular areas • Consumers or family members as instructors/guest speakers/panelists

13. EBP Training Strategies- 4. Training curriculum integrates academic concepts and technical competencies • Applied assignments/reflective paper/journals • Papers that ask students to apply real life experiences to theories • Video taping of doing the work in "real settings" and then discuss in class how theory applies • Practicum/internships/job shadowing

14. EBP Training Strategies-5. Prepare learners to use active inquiry & to develop/apply knowledge to real life problems • Use of case examples generated by students for in-class activities • Assignments using analysis/problem solving • Practicing the skills in real settings or role plays (eg diagnostic intakes, practicing clinical skills) • Considering how to make systems change in current or previous work settings

15. EBP Training Strategies-6. Instructional methods involves training in teams and groups • In-class activities: group problem-solving, group diagnostic decision-making, team debates, group discussions • Use of reflecting team models • Group assignments

16. EBP Training Strategies-7. Participants are trained in skills for life-long learning • Learning how to find needed resources (eg developing a handbook or website of community resources; learning how to use databases, the library) • Seeking out mentors/supervision; supervision groups

17. EBP Training Strategies-8. Delivery of workforce training through educational outreach in community and at work • Trainings that involve supervisors • Involving work supervisors as mentors • Providing training at the worksite • Team projects that involve the student AND co-workers

18. EBP Training Strategies-9. Flexible learning formats and schedules are used to train participants • Distance learning/education platforms • Hybrid courses (online venues, video-conferencing and face-face instruction) • Weekend instruction (e.g., PCMH-one weekend per month) • Evening instruction; on-site training • Summer/holiday week long institutes

19. EBP Training Strategies- 10.Trainers use multifaceted strategies involving two or more individual training strategies • Mix of face to face instruction with distance learning strategies (listserves, Blackboard, email, skype) • Workshop followed by ongoing technical assistance, consultation, or mentoring • Videotaping of applied activities and then use during classroom discussion

20. Small Group Activity • Apply checklist to individual learning activity • Group into Pre-/In-/Admin small groups • Identify which learning activity to examine in their group; person shares thoughts on checklist criteria and implications for activity • Group provides warm/cold feedback in response to individual’s focus; group brainstorms to enrich the activity respective of the criteria and shares

21. References: • Cook, Horton-O’Connell, Fitzgibbon, & Steigman, (1998) • Leff, H.S. et al. (2007). Evidence-based Workforce Development Strategies for Evidence-based Practices in Mental Health, Human Services Research Institute:Cambridge, MA, funded by SAMHSA. • Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Bloom’s Multiple Intelligences Themes and Activities. • Sholomskas et al., (2005). We don’t train in vain: A dissemination trial of three strategies of training clinicians in cognitive behavioral therapy. Journal of Consulting and Clinical Psychology, 73(1), 106-115. • Martin, J. (2001). Bloom's learning domains. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved June 11, 2008, from http://coe.sdsu.edu/eet/articles/BloomsLD/start.htm