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Symposium

Training, supervision, and credentialing

Web-Based CBT Training to Increase Access to Evidence-Based Care for Insomnia, Nightmares, Suicide Risk, and PTSD

1 - (SYM 9) What Happens When the Horse Makes It to Water: Exploring Training Activities Among tfcbtweb2.0 Learners

Thursday, June 25, 2026
4:05 PM - 4:22 PM PDT
Location: Yerba Buena Salon 5, B3 Level
Keywords: PTSD Posttraumatic Stress Disorder, Dissemination, Child Trauma / Maltreatment
Abstract Body
Professionals who serve youth and families experiencing trauma-related challenges should have access to high-quality evidence-based training (EBT) opportunities. Ideally, providers would have the resources to participate in a range of training opportunities, which would in turn lead to proficiency with the EBT prior to implementation with a patient. However, reality can be much more challenging, as EBT trainings can be difficult to locate, time-consuming, and expensive. Well-constructed web-courses can increase provider knowledge of, and self-efficacy to deliver, EBTs such as Trauma-Focused Cognitive Behavior Therapy (TF-CBT). However, web-courses alone are not sufficient in increasing EBT implementation for most individuals. This paper examined web-course engagement and learner reports of training in, and implementation of, TF-CBT among recent TFCBTWeb2.0 learners. Participants (N=1029; 85.23% cisgender women; 66.28% White; Mage=36.21) who recently registered for TFCBTWeb2.0 completed questionnaires assessing TF-CBT training experiences, reasons for starting/stopping TFCBTWeb2.0, and use of TF-CBT in clinical practice. Meta-data on web-course progress was extracted from TFCBTWeb2.0. Chi-square tests of independence were used to examine differences in professional characteristics, reasons for starting TFCBTWeb2.0, engagement in training, and use of TF-CBT, and across three completion status groups: Completers, Non-Completers, and Invalid Completers (those completing the course too rapidly). Participants across groups were similar regarding professional characteristics (e.g., degree type, theoretical orientation). Significant differences were found across groups regarding the most important reasons for starting TFCBTWeb2.0. Completers were more likely to report starting TFCBTWeb2.0 because of participation in a TF-CBT workshop or graduate course compared to Non-Completers. Most participants ( >70% across groups) had not engaged in any other TF-CBT training besides TFCBTWeb2.0. Moreover, one-fourth to one-third of individuals with no other TF-CBT training reported using TF-CBT with at least one patient. While web-courses offer an easily accessible training opportunity, significant efforts should be made to increase and promote training activities beyond the online space. Results also provide key evidence on how EBT web-courses might increase learner engagement and promote additional training among learners.