PDF(Pubmed)
Abstract：
The supply of school mental health (SMH) providers and services cannot meet the demand of students in-need, and this gap is expected to widen in coming years. One way to increase the reach of helpful services for youth is to grow the SMH workforce through task-shifting to paraprofessionals. Task-shifting could be especially promising in expanding Motivational Interviewing (MI) interventions, as MI can be molded to target a number of academic and behavioral outcomes important to schools. However, no review of training exclusively paraprofessional samples in MI has yet been conducted. The current paper provides a scoping review of 19 studies of training paraprofessional providers to use MI to evaluate trainee characteristics, training content and format, and outcomes. Of these 19 studies, 15 reported that paraprofessionals improved in using MI following training. Nine studies reported that task-shifting MI was positively received by clients and/or providers. Six studies examined task-shifting MI in youth-serving contexts, and four examined the practice in traditional school contexts, suggesting its potential for use in SMH. Other findings and implications, such as client behavior change and provider fidelity, are shared, along with ideas for advancing research, practice, and policy in this subfield.
摘要：
学校心理健康（SMH）提供者和服务的供应无法满足有需要的学生的需求，这种差距预计将在未来几年扩大。增加为青年提供有用服务的一种方法是通过将任务转移到辅助专业人员来增加SMH劳动力。任务转移在扩大动机性访谈(MI)干预方面可能特别有希望，因为MI可以塑造一些对学校很重要的学术和行为成果。然而,尚未对MI的纯专业培训样本进行审查。本论文对19项关于培训准专业提供者使用MI评估受训者特征的研究进行了范围审查，培训内容和形式，和结果。在这19项研究中，15报告说，辅助专业人员在培训后使用MI方面有所改善。九项研究报告说，客户和/或提供者积极接受任务转移MI。六项研究检查了青年服务环境中的任务转移MI，四个人研究了传统学校环境中的实践，表明其在SMH中使用的潜力。其他发现和影响，例如客户端行为更改和提供者保真度，共享，以及推进研究的想法，实践,和这个子领域的政策。
