Administration and Policy in Mental Health and Mental Health Services Research最新文献

{"title":"One of These Things is Not Like the Other: Parents’ Experience of Family-Focused Substance Use Treatment","authors":"Emily A. Bosk,&nbsp;Sarah V. Kautz","doi":"10.1007/s10488-025-01471-w","DOIUrl":"10.1007/s10488-025-01471-w","url":null,"abstract":"<div><p>Parental substance use represents a significant source of family separation in the U.S. child welfare system. Family-focused substance use treatment programs are an innovative approach to keeping families safely together while addressing the impacts of parental substance use on children and the family system. Yet, we know very little about how families experience this new type of treatment, particularly as it relates to trauma-informed care (TIC). This qualitative study examines the experience of 24 parents participating in the In-Home Recovery Program (IHRP), an intervention that provides substance use and early child relational health treatment to families at risk of separation in the child welfare system. A content analysis indicated that IHRP was highly valued by families. The majority of participants experienced the intervention as uniquely helpful and supportive compared to other forms of substance use treatment they had previously received. Results suggest that IHRP is a model that operationalizes principles of TIC and which could be expanded as a supportive approach to parental substance use in the child welfare system to prevent family separation.</p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 5","pages":"999 - 1016"},"PeriodicalIF":2.7,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10488-025-01471-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144999487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Teacher Practices and Perceptions of Implementing Anxiety-Focused Supports in Low-Income Urban Elementary Schools","authors":"Kristina Conroy,&nbsp;Anya E. Urcuyo,&nbsp;Elena M. Schiavone,&nbsp;Averill F. Obee,&nbsp;Stacy L. Frazier,&nbsp;Elizabeth Cramer,&nbsp;Jonathan S. Comer","doi":"10.1007/s10488-025-01468-5","DOIUrl":"10.1007/s10488-025-01468-5","url":null,"abstract":"<div><p>Surging rates in child internalizing problems require teachers to serve as frontline responders, especially in marginalized urban communities where structural barriers constrain access to healthcare resources. The current mixed methods study examined teachers’ use and perceptions of tools for addressing anxiety in urban elementary schools serving predominately low-income and Black and Hispanic youth. Across surveys (<i>N</i> = 82) and interviews (<i>n</i> = 12), teachers were asked about their current practices, their perceptions of the most common evidence-based practice elements for youth anxiety, and their preferences for professional development (PD) materials going forward. All teachers endorsed use of evidence-based practices for anxiety. Among the practices assessed, teachers were most enthusiastic about using modeling, praise/rewards, cognitive coping, and relaxation strategies, and were least enthusiastic about exposure, self-monitoring, and psychoeducation. In interviews, teachers noted key facilitators (e.g., keeping strategies time-limited), and highlighted other “setting up for success” strategies (e.g., building relationships with students) that work to minimize anxiety in classrooms. Teachers with higher self-efficacy and sense of personal accomplishment perceived evidence-based practices for student anxiety as more usable, underscoring the importance of teachers’ job-related wellness in student mental health promotion. Teachers preferred PD materials that were time-limited, asynchronous, and engaging. Taken together, findings indicate that many teachers are already incorporating evidence-based anxiety practices into their routines. Results inform policy and practice recommendations, and suggest value in leveraging teachers’ existing practices and opinions to develop relevant PD materials that optimize practices for addressing child anxiety in urban schools.</p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 :","pages":"1261 - 1277"},"PeriodicalIF":2.7,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144938679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher-Delivered Mental Health Interventions: Promises, Challenges, and Recommendations for Future Directions","authors":"Gwendolyn M. Lawson,&nbsp;Andrew Orapallo,&nbsp;Golda S. Ginsburg,&nbsp;Avery Brewton,&nbsp;Courtney N. Baker,&nbsp;Gazi Azad","doi":"10.1007/s10488-025-01467-6","DOIUrl":"10.1007/s10488-025-01467-6","url":null,"abstract":"<div><p>Schools are a key setting where services to support youth mental health can occur, and teachers are important for students’ social, emotional and behavioral well-being. Teacher-delivered mental health prevention and intervention programs offer an opportunity to integrate mental health support meaningfully into students’ everyday lives, as well as expand the reach and impact of mental health services. This is particularly important given the lack of highly trained mental health providers and the barriers to accessing clinical services. However, teachers are not trained as mental health providers and serve a primarily educational mission, and therefore, there are unique considerations for conceptualizing teachers as individuals who can deliver mental health prevention and intervention programs. The purpose of this paper is to delineate conceptual and practical issues related to utilizing teachers as non-traditional mental health providers including key opportunities and challenges to teacher-delivered mental health interventions. We present four examples of teacher-delivered programs that aim to support student mental health and well-being and use these example programs to illustrate these key opportunities and challenges. We also outline directions for future research, with the ultimate goal of enhancing teachers’ skills and improving youth mental health.</p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 :","pages":"1296 - 1310"},"PeriodicalIF":2.7,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12571018/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144938061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers and Facilitators to Implementation of Mental Health Task Sharing Among Older Chinese Adults: A Qualitative Study","authors":"Yuanyuan Hu,&nbsp;Whitney Wortham,&nbsp;Emmeline Chuang,&nbsp;Victoria Stanhope","doi":"10.1007/s10488-025-01469-4","DOIUrl":"10.1007/s10488-025-01469-4","url":null,"abstract":"<div><p>Mental health task sharing, which involves delegating select mental health tasks to non-licensed providers in social service settings, has been used globally and in the U.S. to improve access to and uptake of mental health care. This study aimed to identify barriers and facilitators to effective implementation of mental health task sharing in community-based organizations mainly serving older Chinese adults, a fast-growing older immigrant population with a high prevalence of unmet mental health needs. Semi-structured interviews were conducted in 2023 with 30 service providers from 17 community-based social service organizations in New York City that had implemented mental health task-sharing initiatives since 2016. Interview data were analyzed by two coders using the framework method, a systematic approach for managing and interpreting qualitative data through coding, charting, and thematic analysis, with codes reflecting key domains in the Consolidated Framework for Implementation Research (CFIR). Codes were further analyzed for the factors’ positive or negative influence on implementation. Key barriers to the implementation of mental health task sharing included limited mental health resources, varying levels of staff mental health competencies, and insufficient financial incentives for social service organizations to provide mental health care. Facilitators to mental health task sharing implementation included supportive leadership, training, cross-system collaborations between mental health specialists and social service providers, and close teamwork between administrators and frontline providers in social service organizations. Study findings highlight the importance of more systematically integrating mental health and social care and of using culturally tailored strategies to engage different populations in care.</p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 :","pages":"1246 - 1260"},"PeriodicalIF":2.7,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144938610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers to Access to Care Evaluation Scale - Proxy Report (BACE-PR): Evidence of Reliability and Validity for Caregivers Reporting on Children and Adolescents with Mental Health Concerns in Greece","authors":"Konstantinos Kotsis,&nbsp;Graham Thornicroft,&nbsp;Julia Luiza Schafer,&nbsp;Aspasia Serdari,&nbsp;Maria Basta,&nbsp;Caio Borba Casella,&nbsp;Lauro Estivalete Marchionatti,&nbsp;Mauricio Scopel Hoffmann,&nbsp;Alexandra Tzotzi,&nbsp;Andromachi Mitropoulou,&nbsp;André Simioni,&nbsp;Katerina Papanikolaou,&nbsp;Anastasia Koumoula,&nbsp;Giovanni Abrahão Salum","doi":"10.1007/s10488-025-01466-7","DOIUrl":"10.1007/s10488-025-01466-7","url":null,"abstract":"<div><p>To improve access to mental health care for children and adolescents, it is necessary to identify the barriers faced by their caregivers. The aim of this study is to identify these barriers in Greece and to investigate the reliability and validity of the modified version of the Barriers to Access to Care Evaluation scale (BACE) - the BACE Proxy Report (BACE-PR). A total of 265 caregivers who reported that their offspring had mental health difficulties completed the BACE-PR. Descriptive statistics were used to identify the major barriers to accessing care. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to investigate the factor structure of the instrument. Item parameters were assessed via Item Response Theory. Interpretability was assessed by linking summed scores to IRT-based scores. Caregivers reported care costs, their willingness to resolve problems on their own, and their own concern that their children might be seen as weak, as the major barriers to services access. Obsessive compulsive symptoms and self-harm were the conditions for which caregivers reported the highest level of barriers. EFA and CFA suggested that a one-factor solution fit the data well (RMSEA = 0.048, CFI = 0.991, TLI = 0.990). Internal consistency was found to be high (ω = 0.96). Average z-scores provided five meaningful levels of caregivers’ perceived barriers compared to the national average. Caregivers face a variety of barriers to access mental health care for their children, and this could partly explain the treatment gap in the Greek mental health sector. Our study provides evidence for the reliability and validity of the BACE-PR scale, which can aid to identify caregiver-perceived barriers and to design interventions to improve access to mental health care.</p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 5","pages":"983 - 998"},"PeriodicalIF":2.7,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10488-025-01466-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144938660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Examination of Training Quality and Provider Outcomes Across Two Generations of Train-the-Trainer","authors":"Catherine A. Callaway,&nbsp;Joshua M. Varghese,&nbsp;Emma R. Agnew,&nbsp;Laurel D. Sarfan,&nbsp;Allison G. Harvey","doi":"10.1007/s10488-025-01463-w","DOIUrl":"10.1007/s10488-025-01463-w","url":null,"abstract":"<p>Train-the-trainer (TTT) is a promising method for implementing and sustaining evidence-based psychological treatments (EBPTs) in routine practice. In TTT, external “expert” trainers train an initial provider cohort (i.e., Generation 1) and then train “local” trainers to train the next provider cohort (i.e., Generation 2). This study evaluated whether training quality and provider outcomes are maintained across two generations of TTT in a hybrid type 2 effectiveness-implementation trial. TTT was used to implement the Transdiagnostic Intervention for Sleep and Circadian Dysfunction (TranS-C) in community mental health centers (CMHCs) across California, United States. CMHCs were randomized to receive training in either Standard or Adapted TranS-C. Data from both conditions were combined to maximize power. Two expert trainers trained 115 providers (Generation 1), and 25 local trainers trained 42 providers (Generation 2). Trainings were coded for gold standard training elements (TranS-C content, training techniques) using the Gold Standard Training Checklist. Providers completed a post-training assessment which measured TranS-C knowledge, acceptability, appropriateness, and feasibility of TranS-C, and willingness and confidence to use TranS-C. Local trainers delivered more gold standard training techniques than expert trainers. No differences were found between generations on provider outcomes after correcting for multiple comparisons. Sensitivity analyses excluding outliers revealed that providers trained in Generation 2 rated TranS-C as more appropriate to their setting. The extent of gold standard elements delivered in trainings were not related to provider outcomes. These findings support the potential of TTT to sustain, and even improve, training quality and provider outcomes in a CMHC setting.</p><p>The parent study was registered on ClinicalTrials.gov (NCT04154631) on 11 April 2019, https//clinicaltrials.gov/study/NCT04154631. This study was preregistered on the Open Science Framework (osfregistrationsx7v38v1).</p>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 5","pages":"966 - 982"},"PeriodicalIF":2.7,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10488-025-01463-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144938638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Behavioral Health Student Assistance Programs: Leveraging Non-Traditional Mental Health Providers to Address Workforce Shortages and Mitigate the Youth Mental Health Crisis","authors":"Eric J. Bruns,&nbsp;Cassandra Ehde,&nbsp;Larissa M. Gaias,&nbsp;Bethlehem Kebede,&nbsp;Christina McWherter,&nbsp;Erin Wick","doi":"10.1007/s10488-025-01465-8","DOIUrl":"10.1007/s10488-025-01465-8","url":null,"abstract":"<div><p>Workforce shortages and other barriers have undermined efforts to address recent spikes in youth behavioral health problems. This study evaluates Washington State’s Behavioral Health Student Assistance Program (BH-SAP), a novel approach to addressing the youth behavioral health crisis by using paraprofessional-delivered services in schools to expand the continuum of services available to youth. During the 2022-23 school year, 60 Student Assistance Specialists (SASs) delivered 3,218 prevention activities, provided group interventions to 1,158 students, and served 2,532 students with individual interventions, though there was substantial variation in the relative rates of BH-SAP activities across Washington’s nine regional Educational Service Districts. Students receiving group and individual interventions reported significant improvements in hope, social connection, mental health agency, and reductions in internalizing symptoms and behavioral incidents, with small to moderate effect sizes (d = 0.23–0.39). Over 96% of <i>N</i> = 1,061 students who completed surveys reported the program was helpful. Students served by SASs who demonstrated greater adherence to the state’s BH-SAP fidelity rubric showed greater improvements than those from lower-adherence providers. Results show that paraprofessionals, when properly trained and supervised, can effectively expand the workforce and extend the reach of evidence-based interventions in schools, and that a consistently implemented student assistance program can provide a promising strategy to address the youth mental health crisis.</p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 :","pages":"1219 - 1235"},"PeriodicalIF":2.7,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144938593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation Factors Influencing Peer-Delivered Behavioral Evidence-Based Interventions for Substance Use Disorders: A Scoping Review","authors":"Justin S. Bell,&nbsp;Martha Tillson,&nbsp;Morgan S. Anvari,&nbsp;Daniel M. Blonigen,&nbsp;Mark McGovern,&nbsp;Jessica F. Magidson","doi":"10.1007/s10488-025-01470-x","DOIUrl":"10.1007/s10488-025-01470-x","url":null,"abstract":"<div><p>Peer recovery specialists (PRS) are increasingly recognized as key members of the substance use disorder (SUD) treatment workforce. Recent efforts have focused on expanding PRS roles to include the delivery of behavioral evidence-based interventions (EBIs), such as motivational interviewing, cognitive-behavioral therapy techniques, and brief interventions. This scoping review aims to identify the determinants that influence the implementation of PRS-delivered behavioral EBIs and the strategies used to optimize their delivery within diverse SUD treatment contexts. A systematic search was conducted in APA PsycINFO, Web of Science, Scopus, PubMed, and Google Scholar, following PRISMA-ScR guidelines. Studies were included if they examined PRS delivering behavioral EBIs for SUD and reported on at least one implementation outcome as defined by Proctor et al. (2011). Data extraction and thematic synthesis were conducted using a hybrid deductive-inductive coding framework. Twelve studies met inclusion criteria. The most commonly studied interventions included behavioral activation, motivational interviewing, and Screening, Brief Intervention, and Referral to Treatment (SBIRT). PRS-delivered behavioral EBIs demonstrated high acceptability, appropriateness, and feasibility, with strong participant engagement and satisfaction. Facilitators of implementation included the integration of PRS within existing service structures, the adaptability of interventions, and the unique relatability of PRS. Barriers included PRS role ambiguity, gaps in training, and systemic challenges such as lack of funding and limited access to adjunctive support services. Implementation outcomes such as adoption, sustainability, and cost were infrequently assessed, highlighting gaps in the current literature. The findings suggest that PRS-delivered behavioral EBIs hold promise in expanding access to evidence-based care for individuals with SUD. However, structured training, supervision, and organizational support are critical for successful implementation. Future research should prioritize evaluating long-term sustainability, supervision, and strategies to enhance the integration of PRS within healthcare systems. Incorporating methods to address systemic barriers faced by service recipients will be essential for maximizing the impact of PRS-delivered interventions in SUD treatment.</p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 :","pages":"1278 - 1295"},"PeriodicalIF":2.7,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144938641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Youth-Focused Cognitive and Behavioral Therapy Adherence Measure: A Multi-Informant, Transdiagnostic, Trans-Manual, Adherence Monitoring Tool","authors":"Evelyn Cho,&nbsp;Jack H. Andrews,&nbsp;Rebecca Woo,&nbsp;Sarah Kate Bearman,&nbsp;Kristin M. Hawley","doi":"10.1007/s10488-025-01462-x","DOIUrl":"10.1007/s10488-025-01462-x","url":null,"abstract":"<div><p>While treatment adherence is often considered necessary for optimal clinical outcomes, adherence to evidence-based practices (EBPs) may be poorer in usual care (UC) than in research settings. Practical, accurate adherence monitoring tools may enhance EBP delivery in UC. We examined the psychometric properties of the Cognitive and Behavioral Therapy Adherence Measure (CBTAM), a multi-informant (provider, caregiver, youth) measure of provider adherence to the core components of cognitive and behavioral therapy (CBT) for youth anxiety, depression, and behavior problems. Providers (<i>N</i> = 28, <i>M</i> 29.46 years old; 75% female; 82.14% White; 7.40% Latinx), youths (<i>N</i> = 46, <i>M </i>11.34 years old, 54.35% male; 58.70% White; 6.52% Latinx) and their caregivers (<i>N</i> = 41, <i>M</i> 42.63 years old; 92.68% female; 73.17% White; 9.76% Latinx) rated provider adherence to CBT following each treatment session. Coders rated a subset of treatment sessions using the CBTAM and established observational coding systems for CBT adherence and alliance. Provider, caregiver, and youth CBTAM ratings evidenced full range, but were generally higher than coder ratings. Caregivers and youths were concordant with coders on a few items, while providers were concordant on most items. Provider CBTAM ratings were also correlated with similar items on observational measures, and these correlations were higher than correlations with dissimilar items, demonstrating convergent and discriminant validity. There is initial support for the provider CBTAM as a session-level measure of CBT adherence for common youth mental health problems. Further research is needed to evaluate the CBTAM’s reliability and clinical utility in community settings. </p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 5","pages":"950 - 965"},"PeriodicalIF":2.7,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144854132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Piloting of a Scalable Training for Peer Recovery Specialists in an Evidence-Based Substance Use Intervention: Preliminary Implementation Outcomes","authors":"Morgan S. Anvari,&nbsp;Jessica F. Magidson,&nbsp;Salam Sulaiman,&nbsp;Eddie Killing,&nbsp;Dwayne Dean,&nbsp;Annette Dewbury,&nbsp;Logan Zelenak,&nbsp;Ellen Nixon,&nbsp;Andre Johnson,&nbsp;Julia W. Felton","doi":"10.1007/s10488-025-01464-9","DOIUrl":"10.1007/s10488-025-01464-9","url":null,"abstract":"<div><p>Individuals from minoritized and under-resourced communities have significantly less access to specialized services from substance use disorder. Peer recovery specialists (PRSs) show promise for increasing access to services, especially in low-resource settings, but have not historically been trained to deliver evidence-based interventions (EBIs). While behavioral activation (BA) has shown promise as a PRS-delivered EBI, few studies have examined broader training efforts that may inform the scale-up of this model. This study describes the co-development (including PRSs and community-based treatment providers) and dissemination of a BA training for PRSs. The initial training was piloted with five PRSs, who provided qualitative feedback on training content and delivery. The revised training was then delivered to 168 PRSs. Post-training, participants completed implementation outcome measures assessing feasibility, acceptability, and appropriateness. A follow-up survey was sent within six months to assess continued use and perceptions of BA. Qualitative feedback identified BA as feasible for PRS delivery and appropriate for the PRS role, and identified ongoing supervision and experiential learning as key needs for PRS training. PRSs who received the revised training found it to be feasible, appropriate and acceptable. Follow-up surveys suggest PRSs continued to use BA skills and found it was a good fit to their role and feasible for their work situation. PRS-delivery of EBIs has the potential to increase access to treatment for individuals from low-resource communities. With appropriate modifications for the unique needs of this workforce, PRSs can be trained on a large-scale to deliver BA.</p></div>","PeriodicalId":7195,"journal":{"name":"Administration and Policy in Mental Health and Mental Health Services Research","volume":"52 :","pages":"1236 - 1245"},"PeriodicalIF":2.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10488-025-01464-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144758920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}