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Evaluating a Staff-Child Interaction Therapy Workshop for Home-Based Mental Health Providers: Effects on Therapist Skill Change Cree Robinson, B.A. The current study evaluated the effectiveness of a one-day training workshop used to train bachelor’s level mental health staff in Staff-Child Interaction Therapy (SCIT), a newly developed intervention designed to reduce problem behaviors in children 2to -9 years of age through the use of behavioral management techniques by home-based staff. A total of 39 therapists, known as Therapeutic Support Staff (TSS), were involved in this study, 20 who received training in SCIT (i.e., experimental group) and 19 who received training in Compassion Fatigue (i.e., attention control group). This study was a part of a larger outcome study that included additional training workshops and an evaluation of the SCIT protocol for changing child behavior problems in the home. Therapists in both groups completed a baseline assessment at the beginning of the workshop day. To measure the skills, therapists interacted with confederate children (adult research assistants who were trained to act like children) during two 5-minute situations (ChildLed Play and Clean-Up). These interactions were live coded by a trained research assistant using the Dyadic Parent-Child Interaction Coding System (DPICS; Eyberg, Nelson, Duke, & Boggs, 2005) to measure the staff skill change. Therapists also completed the TSS Demographic Form at baseline. Approximately 6-to-8 weeks following the baseline assessment, therapists completed a post-training assessment, which involved the same procedures as the baseline assessment. Analyses indicated that therapists who were trained in SCIT provided significantly more labeled praises, reflections, and behavior descriptions from pre-to post-assessment and significantly fewer questions, criticisms, and commands than therapists who received a Compassion Fatigue training workshop during the Child-Led Play DPICS situation. Regarding the Clean-Up DPICS situation, analyses indicated that therapists who were trained in SCIT provided significantly fewer questions and criticisms than therapists who received a Compassion Fatigue training workshop. There were no significant differences between the SCIT and Compassion Fatigue groups on any other dependent variables (e.g., contingent praise, effective commands). TSS from the study had difficulty learning two distinct sets of skills simultaneously. Specifically, it was challenging for TSS to master both ChildDirected Interaction skills (designed to improve TSS-child relationships) and AdultDirected Interaction skills (designed to help therapists implement effective discipline strategies) during a one-day workshop where they received only 4.5 actual hours of instruction. In future research, it may be more effective to teach positive relationship skills first and allow TSS to practice those skills before teaching discipline skills. This would allow therapists to have additional time to practice both skill sets, thus also improving their chances of meeting mastery criteria for two sets of disparate techniques. Overall, however, findings supported the use of this experiential, mastery-based workshop to teach bachelor’s-level staff to manage problem behaviors in their child clients. The workshop resulted in many therapists mastering their skills at the end of the day of training and demonstrating sustained skill improvements 6-to-8 weeks after the initial workshop.