Citation

Horwitz SM, Cervantes P, Kuppinger AD, Quintero PL, Burger S, Lane H, Bradbury D, Cleek AF, Hoagwood KE. Psychiatr. Serv. 2020; ePub(ePub): appips201900365.

Affiliation

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).

Copyright

(Copyright © 2020, American Psychiatric Association)

DOI

10.1176/appi.ps.201900365

PMID

31910753

Abstract

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.

Language: en

Keywords

Research delivery; service delivery; state-university collaboration