218 - Feasibility and Acceptability Assessment of the ‘Reflecting in Relationships’ training for Early Intervention

Publication Number: 4215.218

Elizabeth Peacock-Chambers, Baystate Children's Hospital, Springfield, MA, United States; Lindsey G.. Ford, UMass Chan Medical School, South Grafton, MA, United States; Raizel M. Suresh, Baystate Health, East Longmeadow, MA, United States; Amanda Lowell, University of Massachusetts Chan Medical School- Baystate, Springfield, MA, United States; Yeelin Bacchus, University of Massachusetts Medical School, Worcester, MA, United States; Jessica Griffin, University of Massachusetts Medical School, Shrewsbury, MA, United States; Nancy Byatt, UMass Chan Medical School/UMass Memorial Health, Shrewsbury, MA, United States

Background: Addressing parental mental health in Early Intervention (EI) is key to supporting unique challenges faced by marginalized families. A focus on therapeutic alliance and early relational health (ERH) may promote parental mental health and engagement in EI services. The Reflecting in Relationships training was developed to tailor content from evidence-based ERH interventions for multi-disciplinary EI professionals in a scalable format.

Objective: To test the feasibility and acceptability of Reflecting in Relationships and to identify barriers and adaptations for future implementation.

Design/Methods: The sample included 50 EI staff (supervisors and multi-disciplinary service providers) who participated in a 2-day in-person, approximately 12-hour workshop, with grant funding support to offset productivity loss. The training package was developed over a 2-year period with input from a Community Advisory Council, EI providers, and consultation from mental health experts. The training content and activities incorporated ERH principles, reflective practice, and team reflection strategies. All staff participated in Day 1 together, while Day 2 separated providers and supervisors to focus on role-specific applications. Acceptability was assessed through post-training surveys and focus groups at the end of Day 2 along with follow-up interviews completed within 6 months. The interviews and focus groups were transcribed and analyzed using thematic analysis. Feasibility was assessed using process measures and field notes.

Results: The 2-day training format was feasible with a high rate of attendance by both direct service providers and supervisors. Acceptability of the training was also high with 100% of participants stating they agreed or strongly agreed that they were able to understand the key concepts, and that they would recommend the training to their professional colleagues. Four key themes emerged from the qualitative data, including: 1) Content resonance, 2) Connection between participants and facilitators, 3) Areas for improvement, and 4) General relational dynamics within EI. See Table 1 for further description and example quotations.

Conclusion(s): The Reflecting in Relationships training demonstrated strong acceptability among EI providers and proved feasible as a two-day in-person training. Participants strongly recommended future trainings for other EI agencies as well as ‘refresher trainings’ with additional content related to working with families experiencing insecure attachment, neurodiversity, and cultural barriers to engagement.

Table 1: Key Themes driving the acceptability and feasibility of the Reflecting in Relationships training
Apricus_PAS_Table_FINAL.pdf