Table 4.

NSP training and supervision

Intervention	Facilitator Type	Training Length and Trainer	Training Description	Supervision length/freq and Supervisor	Supervision Description	Treatment fidelity
Annan et al., 2016 HFP	NGO staff and community members with reading/writing ability and prior experience with migrant community	5 days; Psychologist (HIC) 6 days refresher training (NGO Staff	Didactic presentation of material; demonstrations; role plays; practice sessions; feedback and discussions of challenges during refresher trainings.	Every 2–3 weeks NGO staff (HIC); Individualized coaching as needed	Direct observation with standardized checklist to provide tailored supervision and coaching	Fidelity checklist of all session components
Bell et al., 2008 CHAMPSA	Community caregivers	Not reported	Didactic presentation of purpose and content of each session; participatory and experiential methods; feedback on facilitation skills; practice sessions	Weekly	Group debriefing sessions, workshops on stress management, dealing with grief and bereavement and importance of boundaries and containment when working as a facilitator	Facilitators observed periodically
Bhana et al., 2014 VUKA	Lay health workers at local HIV clinic	2 days; counseling psychologist (HIC)	Trained on manual, counseling skills, and management of group dynamics; role play	Biweekly (2hrs); Masters level Psychologist	Review of fidelity checklist and areas for improvement; refresher training for upcoming sessions	Fidelity checklist
Eloff et al., 2014 Kgolo Mmogo	Lay health workers providing care to HIV-affected mothers and children.	10 days; Social Worker	Didactic presentation of information about HIV/AIDS and skills for counseling, facilitating groups, and identification and management of children’s emotional and behavioral problems	Weekly then biweekly; supervisors available daily as needed; Social Worker (individual) and Psychologist (group)	Individual supervision until lay health worker reached threshold; group supervision by the site specialists; discussed progress and necessary tailoring of the intervention	Quality assurance questionnaire per session (self)
Jordans et al., 2013	Lay community counselors, mostly BA-level	2 days as part of 3 week psychosocial training; Psychologist (LIC)	Intervention content; basic therapeutic skills; training on additional battery of intervention; classroom instruction, role-plays, group discussion	Biweekly; Psychologist (LIC)	Group supervision, discussion of difficulties observed during implementation	None collected
Li et al., 2014 TEA	NGO health educators at provincial, county, and township levels	One-week; central training team	Didactic presentation; mock practice sessions	Before/after all intervention activities; in-country investigators and facilitator team leaders	Preparation before intervention and summary after the intervention activities	Checklist for supervisors and observers
O’Callaghan et al., 2014	Lay facilitators recruited from a Congolese-based NGO’s staff	6 days; Psychologist (HIC)	Trained on manual and video materials; feedback to make each module culturally relevant; role plays	Weekly (3–4 hours); Psychologist (HIC)	Meeting before each session; review previous module; prepare for subsequent module	Researcher attended sessions and ensured all modules were covered
Puffer et al., 2015 PMD	Lay providers with reading/writing ability and some previous facilitation experience	5 days; NGO staff	Didactic presentation of material; group discussions; role plays	Occasional; NGO staff	Group debriefing sessions; consultation with trainer as needed.	Fidelity checklist of all session components (self); occasional external observer
Puffer et al., 2016 READY	Community members	5 days; Psychologist (HIC)	Didactic presentation of material; demonstrations; role plays; practice sessions	Weekly (4–6 hours); Psychologist (HIC) / Peer	Group meetings to practice for each weekly session; included peer and trainer feedback on areas for improvement; trainer involvement decreased over time	Local member of research team observed each session and tracked completion of activities, facilitation quality and participant responses
Rahman et al., 2016 PASS	Health worker with college education (not required) who showed commitment, interest, and could communicate well	10 days; Study Team (HIC)	Didactic presentation; role playing; observation; practice cases	Weekly; Local specialist	UK team provided online support to local specialist; local specialists provided one-on-one supervision until lay health worker reached threshold. Group supervision continued throughout and consisted of discussion ongoing problems and tailoring of the intervention	Assessed by UK therapy experts, rated videos of 10% (36 of 360) of treatment sessions using DCMA, randomly selected across health workers and stages of treatment