The Feasibility and Early Efficacy of MATCH-ADTC as a Small Group Intervention

Abstract

Schools are a primary site for mental health services for children. School-based mental health services (SBMH) can minimize common barriers to treatment and have less stigma than community mental health. Modular therapy techniques, such as MATCH-ADTC, may be well-suited for schools because treatment is typically shorter, and content is transdiagnostic and focused on skill building. School counselors are in an optimal position to provide SBMH services because they are engrained in the school and understand the effect of mental health on students' overall well-being. However, due to several barriers, many do not have time to provide long-term treatment. The current study examined whether school counselors could feasibly and effectively implement MATCH-ADTC as a small-group intervention. Eleven school counselors were randomly assigned to one of two groups within a waitlist design. They were trained in the use of MATCH-ADTC as a small group intervention for students at-risk for anxiety or depression. Each counselor was given a standardized session sequence to follow for anxiety and depression groups. Five school counselors implemented the intervention. Counselors completed pre- and post-intervention rating scales for self-efficacy and intervention usage. Semi-structured interviews were conducted at the conclusion of the intervention with both those who did and did not do the intervention. Overall, counselors found MATCH-ADTC to be acceptable and understandable. But counselors' opinions of feasibility were affected by school schedules, large caseloads, and other job responsibilities. Treatment fidelity generally varied with high adherence to treatment goals but low fidelity quality and treatment dosage. School counselors may need more time to become familiar with the MATCH-ADTC material to increase their fidelity. Counselors who were trained but did not implement MATCH-ADTC groups cited time constraints, feeling overworked, and having too many roles as key barriers to implementation. Other school personnel, such as social workers, administrators, and school faculty, are also needed to take on duties that are typically added to counselors' responsibilities.