- Meaklim, Hailey, Rehm, Imogen, Junge, Moira, Monfries, Melissa, Kennedy, Gerard, Bucks, Romola, Meltzer, Lisa, Jackson, Melinda
- Authors: Meaklim, Hailey , Rehm, Imogen , Junge, Moira , Monfries, Melissa , Kennedy, Gerard , Bucks, Romola , Meltzer, Lisa , Jackson, Melinda
- Date: 2023
- Type: Text , Journal article
- Relation: Behavioral Sleep Medicine Vol. 21, no. 6 (2023), p. 787-801
- Full Text: false
- Reviewed:
- Description: Objectives: Despite the clear influence of poor sleep on mental health, sleep education has been neglected in psychology training programs. Here, we develop a novel behavioral sleep medicine (BSM) education workshop, the Sleep Psychology Workshop, designed for integration within graduate psychology programs. We also examined the potential efficacy and acceptability of the workshop to upskill trainee psychologists in sleep and insomnia management. Methods: The Sleep Psychology Workshop was developed using a modified Delphi Method. Eleven trainee psychologists completing their Master of Psychology degrees (90% female, 24.4 ± 1.6 years old) attended the workshop, delivered as three, two-hour lectures (total of six hours). Sleep knowledge, attitudes, and practice assessments were completed pre-and post-intervention using the GradPsyKAPS Questionnaire. A focus group and 6-month follow-up survey captured feedback and qualitative data. Results: Trainees’ sleep knowledge quiz scores (% correct) increased from 60% to 79% pre- to post-workshop (p =.002). Trainees’ self-efficacy to use common sleep-related assessment instruments and empirically supported interventions to manage sleep disturbances increased, along with their confidence to manage insomnia (all p < .02). Participant feedback was positive, with 91% of trainees rating the workshop as “excellent” and qualitative data highlighting trainees developing practical skills in BSM. Six months post-intervention, 100% of trainees endorsed routinely asking their clients about sleep, with 82% reporting improvements in their own sleep. Conclusions: The Sleep Psychology Workshop is a potentially effective and acceptable introductory BSM education program for trainee psychologists, ready for integration within the graduate psychology curriculum. © 2023 Taylor & Francis Group, LLC.
Disseminating sleep education to graduate psychology programs online : a knowledge translation study to improve the management of insomnia
- Meaklim, Hailey, Meltzer, Lisa, Rehm, Imogen, Junge, Moira, Monfries, Melissa, Kennedy, Gerard, Bucks, Romola, Graco, Marnie, Jackson, Melinda
- Authors: Meaklim, Hailey , Meltzer, Lisa , Rehm, Imogen , Junge, Moira , Monfries, Melissa , Kennedy, Gerard , Bucks, Romola , Graco, Marnie , Jackson, Melinda
- Date: 2023
- Type: Text , Journal article
- Relation: Sleep Vol. 46, no. 10 (2023), p.
- Full Text:
- Reviewed:
- Description: Study Objectives: Despite the negative impact of poor sleep on mental health, evidence-based insomnia management guidelines have not been translated into routine mental healthcare. Here, we evaluate a state-wide knowledge translation effort to disseminate sleep and insomnia education to graduate psychology programs online using the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) evaluation framework. Methods: Using a non-randomized waitlist control design, graduate psychology students attended a validated 6-hour online sleep education workshop delivered live as part of their graduate psychology program in Victoria, Australia. Sleep knowledge, attitudes, and practice assessments were conducted pre- and post-program, with long-term feedback collected at 12 months. Results: Seven out of ten graduate psychology programs adopted the workshop (adoption rate = 70%). The workshop reached 313 graduate students, with a research participation rate of 81%. The workshop was effective at improving students’ sleep knowledge and self-efficacy to manage sleep disturbances using cognitive behavioral therapy for insomnia (CBT-I), compared to the waitlist control with medium-to-large effect sizes (all p < .001). Implementation feedback was positive, with 96% of students rating the workshop as very good-to-excellent. Twelve-month maintenance data demonstrated that 83% of students had used the sleep knowledge/skills learned in the workshop in their clinical practice. However, more practical training is required to achieve CBT-I competency. Conclusions: Online sleep education workshops can be scaled to deliver cost-effective foundational sleep training to graduate psychology students. This workshop will accelerate the translation of insomnia management guidelines into psychology practice to improve sleep and mental health outcomes nationwide. © The Author(s) 2023. Published by Oxford University Press on behalf of Sleep Research Society.
- Authors: Meaklim, Hailey , Meltzer, Lisa , Rehm, Imogen , Junge, Moira , Monfries, Melissa , Kennedy, Gerard , Bucks, Romola , Graco, Marnie , Jackson, Melinda
- Date: 2023
- Type: Text , Journal article
- Relation: Sleep Vol. 46, no. 10 (2023), p.
- Full Text:
- Reviewed:
- Description: Study Objectives: Despite the negative impact of poor sleep on mental health, evidence-based insomnia management guidelines have not been translated into routine mental healthcare. Here, we evaluate a state-wide knowledge translation effort to disseminate sleep and insomnia education to graduate psychology programs online using the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) evaluation framework. Methods: Using a non-randomized waitlist control design, graduate psychology students attended a validated 6-hour online sleep education workshop delivered live as part of their graduate psychology program in Victoria, Australia. Sleep knowledge, attitudes, and practice assessments were conducted pre- and post-program, with long-term feedback collected at 12 months. Results: Seven out of ten graduate psychology programs adopted the workshop (adoption rate = 70%). The workshop reached 313 graduate students, with a research participation rate of 81%. The workshop was effective at improving students’ sleep knowledge and self-efficacy to manage sleep disturbances using cognitive behavioral therapy for insomnia (CBT-I), compared to the waitlist control with medium-to-large effect sizes (all p < .001). Implementation feedback was positive, with 96% of students rating the workshop as very good-to-excellent. Twelve-month maintenance data demonstrated that 83% of students had used the sleep knowledge/skills learned in the workshop in their clinical practice. However, more practical training is required to achieve CBT-I competency. Conclusions: Online sleep education workshops can be scaled to deliver cost-effective foundational sleep training to graduate psychology students. This workshop will accelerate the translation of insomnia management guidelines into psychology practice to improve sleep and mental health outcomes nationwide. © The Author(s) 2023. Published by Oxford University Press on behalf of Sleep Research Society.
Factor Structure of the Sleep Disturbance Scale for Children (SDSC) in those with Attention Deficit and Hyperactivity Disorder (ADHD)
- Mancini, Vincent, Rudaizky, Daniel, Pearcy, Benjamin, Marriner, Angela, Pestell, Carmela, Gomez, Rapson, Bucks, Romola, Chen, Wai
- Authors: Mancini, Vincent , Rudaizky, Daniel , Pearcy, Benjamin , Marriner, Angela , Pestell, Carmela , Gomez, Rapson , Bucks, Romola , Chen, Wai
- Date: 2019
- Type: Text , Journal article
- Relation: Sleep Medicine: X Vol. 1, no. (2019), p.
- Full Text:
- Reviewed:
- Description: Objective: To examine the factor structure of the Sleep Disorder Scale for Children (SDSC) in children and adolescents with attention deficit and hyperactivity disorder (ADHD). Method: The caregivers of 307 children with ADHD completed the SDSC. Standard and bifactor confirmatory factor analysis (CFA) evaluated the goodness-of-fit of competing factor structures. Results: The original and unidimensional factor structure produced sub-optimal fit. Bifactor exploratory factor analysis (EFA) was performed to examine the underlying structure of the SDSC. A revised bifactor solution comprising six-specific factors and a general factor was identified. A nested version of this model was deemed to be the preferred model, which also demonstrated good psychometric properties. Conclusion: There is evidence of a ‘general sleep difficulties’ factor in children with ADHD. Four of the six original factors were replicated in this study. However, the revised factor structure suggests that clinicians should be cautious of the utility of subscale scores pending further validation in ADHD samples. © 2019
- Authors: Mancini, Vincent , Rudaizky, Daniel , Pearcy, Benjamin , Marriner, Angela , Pestell, Carmela , Gomez, Rapson , Bucks, Romola , Chen, Wai
- Date: 2019
- Type: Text , Journal article
- Relation: Sleep Medicine: X Vol. 1, no. (2019), p.
- Full Text:
- Reviewed:
- Description: Objective: To examine the factor structure of the Sleep Disorder Scale for Children (SDSC) in children and adolescents with attention deficit and hyperactivity disorder (ADHD). Method: The caregivers of 307 children with ADHD completed the SDSC. Standard and bifactor confirmatory factor analysis (CFA) evaluated the goodness-of-fit of competing factor structures. Results: The original and unidimensional factor structure produced sub-optimal fit. Bifactor exploratory factor analysis (EFA) was performed to examine the underlying structure of the SDSC. A revised bifactor solution comprising six-specific factors and a general factor was identified. A nested version of this model was deemed to be the preferred model, which also demonstrated good psychometric properties. Conclusion: There is evidence of a ‘general sleep difficulties’ factor in children with ADHD. Four of the six original factors were replicated in this study. However, the revised factor structure suggests that clinicians should be cautious of the utility of subscale scores pending further validation in ADHD samples. © 2019
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