An evaluation of a train-the-trainer workshop for social service workers to develop community-based family interventions

Agnes Y. Lai, Sunita M. Stewart, Moses W. Mui, Alice Wan, Carol Yew, Tai Hing Lam, Sophia S. Chan

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Introduction: Evaluation studies on train-the-trainer workshops (TTTs) to develop family well-being interventions are limited in the literature. The Logic Model offers a framework to place some important concepts and tools of intervention science in the hands of frontline service providers. This paper reports on the evaluation of a TTT for a large community-based program to enhance family well-being in Hong Kong. Methods: The 2-day TTT introduced positive psychology themes (relevant to the pro-grams that the trainees would deliver) and the Logic Model (which provides a framework to guide intervention development and evaluation) for social service workers to guide their community-based family interventions. The effectiveness of the TTT was examined by self-administered questionnaires that assessed trainees' changes in learning (per-ceived knowledge, self-efficacy, attitude, and intention), trainees' reactions to training content, knowledge sharing, and benefits to their service organizations before and after the training and then 6 months and 1 year later. Missing data were replaced by baseline values in an intention-to-treat analysis. Focus group interviews were conducted approx-imately 6 months after training. Results: Fifty-six trainees (79% women) joined the TTT. Forty-four and 31 trainees completed the 6-month and 1-year questionnaires, respectively. The trainees indicated that the workshop was informative and well organized. The TTT-enhanced trainees' per-ceived knowledge, self-efficacy, and attitudes toward the application of the Logic Model and positive psychology constructs in program design. These changes were present with small to large effect size that persisted to the 1 year follow-up. The skills learned were used to develop 31 family interventions that were delivered to about 1,000 families. Qualitative feedback supported the quantitative results. Conclusion: This TTT offers a practical example of academic-community partnerships that promote capacity among community social service workers. Goals included sharing basic tools of intervention development and evaluation, and the TTT offered, therefore, the potential of learning skills that extended beyond the lifetime of a single program. clinical trial registration: The research protocol was registered at the National Institutes of Health (identifier number: NCT01796275).

Original languageEnglish (US)
Article number141
JournalFrontiers in Public Health
Volume5
Issue numberJUN
DOIs
StatePublished - Jun 30 2017

Fingerprint

Social Work
Education
Self Efficacy
Learning
Psychology
Intention to Treat Analysis
Social Welfare
National Institutes of Health (U.S.)
Hong Kong
Focus Groups
Clinical Trials
Organizations
Interviews
Research
Surveys and Questionnaires

Keywords

  • Family intervention
  • Logic model
  • Positive psychology
  • Train-the-trainer
  • Training program

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

An evaluation of a train-the-trainer workshop for social service workers to develop community-based family interventions. / Lai, Agnes Y.; Stewart, Sunita M.; Mui, Moses W.; Wan, Alice; Yew, Carol; Lam, Tai Hing; Chan, Sophia S.

In: Frontiers in Public Health, Vol. 5, No. JUN, 141, 30.06.2017.

Research output: Contribution to journalArticle

Lai, Agnes Y. ; Stewart, Sunita M. ; Mui, Moses W. ; Wan, Alice ; Yew, Carol ; Lam, Tai Hing ; Chan, Sophia S. / An evaluation of a train-the-trainer workshop for social service workers to develop community-based family interventions. In: Frontiers in Public Health. 2017 ; Vol. 5, No. JUN.
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AU - Lam, Tai Hing

AU - Chan, Sophia S.

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N2 - Introduction: Evaluation studies on train-the-trainer workshops (TTTs) to develop family well-being interventions are limited in the literature. The Logic Model offers a framework to place some important concepts and tools of intervention science in the hands of frontline service providers. This paper reports on the evaluation of a TTT for a large community-based program to enhance family well-being in Hong Kong. Methods: The 2-day TTT introduced positive psychology themes (relevant to the pro-grams that the trainees would deliver) and the Logic Model (which provides a framework to guide intervention development and evaluation) for social service workers to guide their community-based family interventions. The effectiveness of the TTT was examined by self-administered questionnaires that assessed trainees' changes in learning (per-ceived knowledge, self-efficacy, attitude, and intention), trainees' reactions to training content, knowledge sharing, and benefits to their service organizations before and after the training and then 6 months and 1 year later. Missing data were replaced by baseline values in an intention-to-treat analysis. Focus group interviews were conducted approx-imately 6 months after training. Results: Fifty-six trainees (79% women) joined the TTT. Forty-four and 31 trainees completed the 6-month and 1-year questionnaires, respectively. The trainees indicated that the workshop was informative and well organized. The TTT-enhanced trainees' per-ceived knowledge, self-efficacy, and attitudes toward the application of the Logic Model and positive psychology constructs in program design. These changes were present with small to large effect size that persisted to the 1 year follow-up. The skills learned were used to develop 31 family interventions that were delivered to about 1,000 families. Qualitative feedback supported the quantitative results. Conclusion: This TTT offers a practical example of academic-community partnerships that promote capacity among community social service workers. Goals included sharing basic tools of intervention development and evaluation, and the TTT offered, therefore, the potential of learning skills that extended beyond the lifetime of a single program. clinical trial registration: The research protocol was registered at the National Institutes of Health (identifier number: NCT01796275).

AB - Introduction: Evaluation studies on train-the-trainer workshops (TTTs) to develop family well-being interventions are limited in the literature. The Logic Model offers a framework to place some important concepts and tools of intervention science in the hands of frontline service providers. This paper reports on the evaluation of a TTT for a large community-based program to enhance family well-being in Hong Kong. Methods: The 2-day TTT introduced positive psychology themes (relevant to the pro-grams that the trainees would deliver) and the Logic Model (which provides a framework to guide intervention development and evaluation) for social service workers to guide their community-based family interventions. The effectiveness of the TTT was examined by self-administered questionnaires that assessed trainees' changes in learning (per-ceived knowledge, self-efficacy, attitude, and intention), trainees' reactions to training content, knowledge sharing, and benefits to their service organizations before and after the training and then 6 months and 1 year later. Missing data were replaced by baseline values in an intention-to-treat analysis. Focus group interviews were conducted approx-imately 6 months after training. Results: Fifty-six trainees (79% women) joined the TTT. Forty-four and 31 trainees completed the 6-month and 1-year questionnaires, respectively. The trainees indicated that the workshop was informative and well organized. The TTT-enhanced trainees' per-ceived knowledge, self-efficacy, and attitudes toward the application of the Logic Model and positive psychology constructs in program design. These changes were present with small to large effect size that persisted to the 1 year follow-up. The skills learned were used to develop 31 family interventions that were delivered to about 1,000 families. Qualitative feedback supported the quantitative results. Conclusion: This TTT offers a practical example of academic-community partnerships that promote capacity among community social service workers. Goals included sharing basic tools of intervention development and evaluation, and the TTT offered, therefore, the potential of learning skills that extended beyond the lifetime of a single program. clinical trial registration: The research protocol was registered at the National Institutes of Health (identifier number: NCT01796275).

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