Training Therapists in Evidence-Based Practice: A Critical Review of Studies From a Systems-Contextual Perspective
By R. Beidas, P. Kendall. Clinical Psychology, 2010
1,050 citations recorded by the source corpus.
Evidence-based practice (EBP), a preferred psychological treatment approach, requires training of community providers. The systems-contextual (SC) perspective, a model for dissemination and implementation efforts, underscores the importance of the therapist, client, and organizational variables that influence training and consequent therapist uptake and adoption of EBP. This review critiques the extant research on training in EBP from an SC perspective. Findings suggest that therapist knowledge improves and attitudinal change occurs following training. However, change in therapist behaviors (e.g., adherence, competence, and skill) and client outcomes only occurs when training interventions address each level of the SC model and include active learning. Limitations as well as areas for future research are discussed.
Subfields: Clinical Psychology
View Paper: https://www.semanticscholar.org/paper/39f542bbc1c78582e7d96d61ef9dfed22716a7a5
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Citations in the corpus
- A practical implementation science heuristic for organizational readiness: R = MC2 (2015, neutral): “However, training in and of itself is generally insufficient to produce intentional change within an organization (Wandersman et al., 2012; Beidas & Kendall, 2010).”
- Reenvisioning Clinical Science: Unifying the Discipline to Improve the Public Health (2014, neutral): “A uthor M anuscript A uthor M anuscript A uthor M anuscript A uthor M anuscript routinely provide interventions such as cognitive behavioral therapy (CBT) are able to do so with adequate fidelity (Beidas & Kendall, 2010; Olmstead, Abraham, Martino, & Roman, 2012).”
- Dissemination and Implementation of Evidence Based Treatments for Youth: Challenges and Recommendations (2012, methodology): “Before setting the training date, however, Beidas and Kendall (2010) cautioned that a consideration of the complex systems in which therapists are embedded is needed before identifying a method for training (cf. MHSE model).”
- Odd Couple? Reenvisioning the Relation Between Science and Practice in the Dissemination-Implementation Era (2014, background): “Reviews have indicated that training workshops alone typically fail to change clinician behavior or increase proficiency (Beidas & Kendall, 2010; Herschell, Kolko, Baumann, & Davis, 2010).”
- Development, evaluation, and multinational dissemination of the triple P-Positive Parenting Program. (2012, background): “Evidence-based programs achieve the best results when delivered with fidelity (Beidas & Kendall 2010), and practitioners with higher levels of competence produce better child outcomes; in contrast, incompetently delivered evidence-based programs may even be harmful (Henggeler 2011).”