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Selected Readings and Websites for Training in
Evidence-Based Practice for Clinical Psychology Doctoral Programs |
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Article Name and Citation |
Topic |
Abstract or Summary Description of Article |
Recommendations for Use |
General Principles |
Principle 1: Teach to base practice on research |
Principle 2: Teach Critical Thinking |
Principle 3: Teach Life-Long Thinking |
Principle 4: Integrate experiential with didactic
learning in all aspects of training |
|
Describes systematic,
structured approach to developing an EBM training program |
I recommend that the
committee read this article because it provides us with an example of how an
EBM curriculum may be successfully implemented. The University of A revamped
their EBM curriculum to incorporate evidence-based medicine training in a
more systematic, structured into their residency training. I am sure there
are many examples of how other programs but this seemed like a good example
of one as it involved a systematic review of the components of training that
didnÕt work, a systematic incorporation of a new, comprehensive EBM program,
along with an evaluation of the new program. Components of a standard EBM
program include a workshop combining a lecture portion and a small group
interactive learning, utilization of a database resource, journal club and
the BEAR project to help trainees learn how to identify clinical questions,
focus their search, get answers, reflect on and present answers. |
Faculty reading prior to
implementing EBP training |
1 |
1 |
0 |
1 |
1 |
|
|
A handbook that provides
research, practice, and policy factors in clinical psychology |
" It has sections on
topics such as training, assessment, diagnosis, and intervention as well as
in emerging issues in the clinical field, including heath care reforms,
cultural factors, and technological innovations and challenges. Each chapter
offers a review of the literature, outlines current issues and identifies
possibilities for future research. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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Tips for faculty to teach
Evidence-Based Medicine |
Physicians, patients and
policy-makers are influenced not only by the results of studies but also by
how authors present the results.1,2,3,4 Depending on
which measures of effect authors choose, the impact of an intervention may
appear very large or quite small, even though the underlying data are the
same. In this article we present 3 measures of effect — relative risk
reduction, absolute risk reduction and number needed to treat — in a
fashion designed to help clinicians understand and use them. We have
organized the article as a series of ÒtipsÓ or exercises. This means that
you, the reader, will have to do some work in the course of reading this
article (we are assuming that most readers are practitioners, as opposed to
researchers and educators). |
Faculty |
1 |
1 |
1 |
1 |
1 |
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Discusses 4 steps of EBM
and how this approach can fit with shared decision making |
Although I am not
recommending that everyone read this given time constraints, this article
address a key issue for psychology with its proliferation of non-evidence
based treatments, begging the question of whether evidence-based practice in
psychology can truly be compatible with shared decision making. Although the
article loses its way toward the end, the strength of the article is its
review of the four steps of EBM along with a discussion of how they can be
lead to a compatibility between EBM and shared decision making – EBM Step1 is the development
of a searchable focused, clinical question, Step 2 is the search for
evidence, Step 3 is to find and appraise the best evidence and Step 4
involves bringing it altogether to make a decision by taking into account
individual client variables that may affect the efficacy of the intervention
(e.g., age, comorbid disorders, etc.), and client values and preferences
regarding treatments. They suggest that presenting the evidence and along
with how individual client variables may interact with the intervention, may
modify clientsÕ values and preferences regarding evidence-based intervention. |
Faculty/supervisors reading
prior to implementing EBP training |
1 |
1 |
0 |
0 |
0 |
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|
Reviews 3 pillars of EBM,
ESTs vs. EBM and areas of training that would need to occur to achieve EBM |
He reviews evidence-based
medicine in the context of psychology. He reviews the three pillars of EBM,
discusses the confusion in psychology between ESTs and EBM, and discusses the
areas of training that would need to occur in doctoral training in order to
achieve EBP such as epidemiology, clinical trials methodology, qualitative
research methods and measurement (along with quant methods of course), conducting
systematic reviews and meta-analyses, informatics and database searching
skills. |
Faculty reading prior to
implementing EBP training |
1 |
1 |
0 |
0 |
0 |
|
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Assessment of what clinical
psychologists still need to learn about Evidence-Based Practice |
Evidence-based practice
(EBP) requires that practitioners routinely access, appraise, and utilize the
best available research. We surveyed a representative sample of the Society
of Clinical Psychology; 549 psychologists (response rate = 46%) reported
their frequency of engaging in EBP when offering psychological services,
rated their current knowledge of 12 online research resources, and evaluated
their current knowledge of 12 research methods and designs. These psychologists
reported, on average, using EBP in 73.1% of their psychological services.
With the exception of PsycINFO and MEDLINE,
clinical psychologists related low to moderate knowledge of online research
resources. By contrast, these psychologists reported considerable knowledge
of most research methods and designs, except for odds ratios and structural
equation modeling. Psychologists' theoretical orientation, clinical
experience, and employment setting predicted knowledge of both online
resources and research designs. We discuss the educational and practice
ramifications of these results |
Faculty reading prior to
implementing EBP training |
1 |
0 |
1 |
1 |
0 |
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Psychotherapy Training |
This series of papers
discuss effective components (e.g., principles of change, helpful skills,
therapeutic relationship, program infrastructure, )
of psychotherapy training |
Faculty and students |
1 |
1 |
0 |
0 |
1 |
|
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Empirically evidenced principles of
change |
This book derives
principles of change (or general guidelines cutting across theoretical
orientations) that are based on empirical evidence, and that are related to
client's characteristics, techniques, and therapeutic relationship. The principles are delineated for the
treatment of depression, anxiety disorders, substance abuse disorders, and
personality disorders. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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EBP supplement |
The chapters of this book,
writing by expert researchers in psychopathology and/or psychotherapy, derive
assessment and treatment guidelines from basic research in psychopathology |
|
1 |
1 |
0 |
0 |
0 |
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Research conducted in
naturalistic settings with active participation of clinicians |
This chapter reviews
research that are complementary to randomized clinical trials and that are
aimed at involving clinicians in design and/or implementation of data to
inform clinical practice |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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Prevent and repair therapy
deterioration |
This paper present
empirically based but also theoretically and clinically driven
recommendations to trainers to help their trainees to prevent and repair
deterioration in therapy that have been documented by research. |
Faculty/clinical
supervisors and students |
1 |
1 |
0 |
0 |
0 |
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Empirically- supported
treatments |
The papers
summarizes tasks forces that have been created to define EST, as well
as the treatments that have been identified as such. Controversies about numerous issues
related to such identification are also discussed |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
|
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Description of EBPP with
examples for training |
The authors address common
myths associated with EBP, propose core components involved in teaching EBPP,
and describe an example of how such training can be incorporated into a
professional psychology education and training curriculum |
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1 |
1 |
0 |
1 |
1 |
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A summary of research evidence |
Written for the clinician who
wants book present a jargon-free summary of the research evidence on the
efficacy of therapy, treatment orientation, therapist factors, client
factors, relationship factors, and techniques factors. |
Practitioners |
1 |
1 |
0 |
0 |
0 |
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A consensus statement of
what EBP means, a description of the skills required to practice in an EB
manner and a curriculum that outlines the minimum requirements for training
health professionals in EBP patient outcomes |
a consensus statement of what EBP means, a
description of the skills required to practice in an EB manner and a
curriculum that outlines the minimum requirements for training health
professionals in EBP patient outcomes |
Faculty and students |
1 |
0 |
0 |
0 |
0 |
|
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Adaptation of EBP
training to a clinical psychology curriculum |
The present article
proposes clinical competencies associated with the practice of EBP, and
describes initial efforts to implement elements of EBP into training at the
University of Nebraska-Lincoln. These efforts have occurred in both the
classroom and practicum training experiences, and are geared toward helping
students become more effective users of the evidence base through their
clinical work. Challenges to the implementation of EBP in clinical psychology
training are discussed as well. (PsycINFO Database
Record (c) 2012 APA, all rights reserved) |
|
1 |
1 |
0 |
0 |
1 |
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Process research
methodologies |
This paper presents the
strengths and weakness of different types of change process research, which
are strategies complementary to outcome studies (efficacy and
effectiveness). The process
research methods described and assessed are: quantitative process-outcome, qualitative,
sequential, and significant event or episodes |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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Describes EBP curriculum
for psychiatry which has many elents that may
inform our recommendations |
Describes an existing EB
training curriculum for psychiatry residents. The curriculum was put together based
on a literature review, and outcome data were collected and supported
effectiveness of curriculum.
Although geared for psychiatry residents, the program contained many
specific elements that we might want to incorporate into our guidelines or
that may give us ideas for what we might want to include (e.g., real-time
question formulation and literature searching, evidence-based practice
journal clubs). |
Faculty reading prior to
implementing EBP training |
1 |
1 |
0 |
0 |
1 |
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Recommends issues to
address in the integration of EST in training |
The authors argue that to
help students to become critical thinkers, training programs should to
address several scientific, practical, and clinical issues that are not
addressed by EST, such as principles of change, contextual variables, meaningfulness
of change, cost-effectiveness, and harmful effects. |
Faculty and students |
1 |
1 |
1 |
0 |
0 |
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Suggests some broad
principles in EBP training for social work which may be relevant for our
group |
Suggests practical
principles for implementing evidence-based practices in teaching and training
in social work. Principles are
broad (e.g., give students a transdisciplinary
framework, acceptance of constant learning and ambiguity in knowledge), but
potentially informative for us as we develop guidelines for EBP training in
clinical psychology. |
Faculty reading prior to
implementing EBP training |
1 |
1 |
0 |
1 |
0 |
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Garb,
H. (1998). Studying the Clinician: Judgment Research and Psychological
Assessment |
Discusses the biases that
may affect clinical judgment and decisions and offers recommendations to
increase their accuracy |
Decision Making in therapy
and other clinical settings requires careful judgment. But how accurate is
the judgment of most clinicians? This critical question is addressed in
Studying the Clinician: Judgment Research and Psychological Assessment.
Chapters examine the cognitive processes of mental health professionals and
the subtle biases that may influence their decisions. The author also
provides important recommendations on improving the accuracy of psychological
assessment, including advice on the optimal use of computers in making clinical
judgments. This volume is essential reading for researchers who study the
assessment process; mental health professionals and graduate students who
wish to reduce bias and improve clinical judgment; and forensic psychologists
who must defend the nature of their expertise. |
Faculty and students |
1 |
1 |
1 |
0 |
0 |
|
Strengths and limitation of
the evidence based movement |
This book allows several
leading scholars and researchers to discuss the strengths and limitation of
the evidence based movement, from a clinical and research perspectives. Also
discussed are the training and policy implications of this movement. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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|
EBP supplement |
Also helpful as a
supplement. One of the common critiques of the Straus et al. or Guyatt & Rennie is that the
examples in the main book derive from all over medicine, rather than focusing
on mental health examples. On the one hand, this book is purely comprised of
mental health examples. On the other hand, it is missing some key ideas (such
as the nomogram?!?) that
are developed in other volumes. Recommended, but with 3.5 stars out of 5. |
Practitioners |
1 |
1 |
1 |
1 |
1 |
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Anthology of key papers |
This is more of an
anthology and annotation of key papers. It is most useful as an ÒInstructorÕs
SupplementÓ or a Òrecommended additional reading.Ó By now, most of the key
ideas have been distilled into the Straus et al. |
Hospital practitioners;
teachers and supervisors for advanced topics |
1 |
1 |
1 |
1 |
1 |
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Presents description and
empirical evidence for specific EBTs for childhood disorders |
The authors provide a
description of treatment strategies, and provide source information on the
manuals and guidelines. They also provide outcome data and discuss
limitations, issues of generalizability, and future directions |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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Supervision |
This chapter review the
quantitative and qualitative research literature on psychotherapy supervision
and training |
Faculty/clinical
supervisors |
1 |
1 |
0 |
0 |
0 |
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Teaching EBP skills to
healthcare providers |
EAY: The big value of this
article is discussing how creating a regular venue for using EBP skills led
to policy and procedural changes within an institution. More of a
testimonial; documents positive attitudes and buy-in. The sidebars provide useful
bulleted lists of key skills |
Hospital practitioners |
0 |
0 |
0 |
0 |
1 |
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Clear and excellent summary
of concepts in EBM and provides suggestions for how to build this into
training programs |
Excellent overview.
Provides a clear summary of core concepts in EBM, and discusses strategies
for implementation. Perhaps the single most valuable article in my set for a
thoughtful introduction to the skills, concepts, and application. Teaching skills: (1) Asking answerable
clinical questions, (2) search skills for relevant information, (3) Critical appraisal
skills for rapid identification of key info, (4) "Will this help my
patient?". Discusses journal club as a common
teaching mechanism, and notes that by itself a journal club may not
generalize the skills and behavior to clinical practice. Contrasts EBP as a
process versus teaching a evidence based specific
practice (e.g., CBT for anxiety), which has been the emphasis for psychology
and the EST/EVT approach. Teaching a specific EBP may be more practical in
situations where teaching the process is not feasible (due to lack of prior
training or poor access to online resources). Also provides clear, concise
overview of teaching models, including a bulleted list on p. 858. Idea of
"academic detailing" was new to me, but sounds like it has been
used successfully by pharma. |
Faculty reading prior to
implementing EBP training |
1 |
1 (p. 855-857) |
1 (p. 852-855) |
1 |
1 |
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Recommendations for using
EBP |
Strongly endorses value of
teaching EBPs; identifies many challenges within area of social work
(including weaker research tradition). Offers 12 recommendations, many of
which seem appropriate for psychology training (though how many will depend
on where each program falls on the Boulder-Vail continuum). (1) Avoid
hyperbole about EBP; (2) training on information science methods; (3)
exposure to a broad sampling of systematic reviews and meta-analyses; (4)
argues for increased specialization rather than generalist training
(obviously will be a range of opinion about the breadth vs
depth issue); also under this point argues that training should focus on
research consumption skills rather than research generation at most programs
(e.g., research methods or the normal stats class might become an elective,
and teach critical appraisal and decision making instead); also provides
suggestions for how this could be evaluated; (5) argues that social work
usually should be preparing effective practitioners -- the
scientist-practitioner may not be a realistic goal for most social work programs;
(6) emphasize problem-based learning; (7) teach the ethical value of
transparency and honesty in practice, including discussion of rationale and
weight-of-evidence for interventions; (8) programs should create a faculty
committee to track evidence and educational innovations -- goal is to have
local expertise that stays current; (9) test students to ensure competence on
EBP skills prior to graduation; (10) teach that there are no EBPs per se,
instead all have different degrees of evidence for specific problems and
populations (similar to how now talking about test validity -- not an
intrinsic property of the test); (11) programs should offer free access to
databases for field supervisors, and look for other ways to facilitate uptake
of EBP throughout training; (12) programs should develop CE efforts to
retrain core faculty and adjuncts. Overarching theme is that EBP requires
systematic organizational change to accelerate uptake and increase impact. |
Faculty and students |
1 |
1 |
1 |
1 |
1 |
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This is an edited anthology
of chapters written about specific disorders, and clinical issues by content
experts. The chapters use a consistent framework of sections and tables to
present information about evidence-based assessment strategies. |
|
1 |
1 |
1 |
0 |
0 |
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EBP on assessment and
treatment |
Much more detailed than the
Hunsley & Mash, and not just EBA focused.
Reviews professional goals and mandates consistent with EBP (including
training in professional psychology), reviews and rebuts commons concerns
about EBP (EBP should be conducted in warm, empathic manner; it is not
"cookbook," concerns about hierarchy of evidence overstated).
Research base for utility of assessment procedures in general underdeveloped.
Tracking patient progress through treatment appears to be an exception:
Process monitoring results in less deterioration and higher success rates.
Rebuts claim that "real life" patients are more impaired than study
participants (see p. 36 for complete review); and comorbidity appears largely
unrelated to outcome. EBT also achieves good coverage of presenting problems
(89% of youths, based on the Hawaii services data), and also appears to
generalize well in terms of measured outcomes. Recommends supplementing core
psychological training with training in efficient evidence search skills and
critical appraisal. Training on assessment should definitely include
functional assessment strategies, tracking progress, measuring outcomes.
Training on treatment should start with EBPs (meaning those with the most
current evidence of validity for common problems with the most general
populations). |
Faculty/clinical
supervisors |
1 |
1 |
1 |
0 |
1 |
|
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Summary of EBA principles |
Introduction to special
section of Psychological Assessment on EBA. Provides clear summary of EBA
principles, including extension beyond reliability and validity to also
consider utility: (a) treatment utility, (b) diagnostic utility, and (c)
assessment related costs, and cost-benefit analysis. Also points towards the
importance of integrated assessment strategies (versus the field typically
focusing on individual tests in isolation). Need to balance accuracy versus
limited time and resources. Training should cover techniques required for evidence based assessment (such as semistructured
interviews, self-monitoring; awareness of heuristics and de-biasing
strategies) -- usually not included in current curricula. Brief, well worth
reading. |
Faculty/clinical
supervisors |
1 |
0 |
1 |
0 |
0 |
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Evidence-based assessment
approaches and improving diagnostic accuracy |
The misdiagnosis of
pediatric bipolar disorder (PBD) has become a major public health concern.
Would available evidence-based assessment (EBA) strategies help improve
diagnostic accuracy and are clinicians willing to consider these strategies
in practice? The purpose of the present study was to document the extent to
which using an EBA decision tool—a probability nomogram—improves
the interpretation of family history and test data by clinicians and to
examine the acceptability of the nomogram technique
to clinicians. Over 600 clinicians across the U.S. and Canada attending
continuing education seminars were trained to use the nomogram.
Participants estimated the probability that a youth in a clinical vignette
had bipolar disorder, first using clinical judgment and then using the nomogram. Brief training of clinicians (less than 30
minutes) in using the nomogram for assessing PBD
improved diagnostic accuracy, consistency, and agreement. The majority of
clinicians endorsed using the nomogram in practice.
EBA decision aids, such as the nomogram, may lead
to a significant decrease in overdiagnosis and help
clinicians detect true cases of PBD. |
Practitioners |
0 |
1 |
1 |
0 |
1 |
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Evidence based assessment |
This commentary raises considerations
regarding how one might proceed in developing evidence-based assessment
(EBA). Developing EBA might begin by delineating the different purposes of
assessment and then, for each purpose, identifying the special requirements
and then the criteria for stating when these requirements are met. To
illustrate the special requirements of different assessment goals, monitoring
of patient progress in treatment is discussed. |
Faculty and students |
1 |
1 |
1 |
0 |
0 |
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Current knowledge about
research methods |
This book
summarize the current knowledge
about research methods, psychotherapy efficacy and effectiveness, variables
related to treatment outcome, as well as major theoretical approaches,
treatment settings and populations. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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Outlines core components of
training in EBP |
This chapter overlaps some
with these authorÕs 2007 article in Journal of
Clinical Psychology. They outline the core parts of training in EBP, in the
context of graduate studies. Interestingly, they present a series of myths
about EBP, complete with data and relevant arguments to dispute these. An
outline of core components of teaching EBP within a doctoral program is
provided, including teaching students how to Ôdata mineÕ, the importance of
faculty modeling the integration of science and practice, the saliency of
evaluation methods that assess studentsÕ ability to obtain data and apply it
to an individual patient, and the shift in the supervisor role that occurs as
a result of EBP. The chapter
concludes with discussion of how EBP has become integrated into the doctoral
training program at Oklahoma State Univ. |
Faculty reading prior to
implementing EBP training |
1 |
1 (p. 555-557) |
1 |
0 |
0 |
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Potentially harmful
treatments |
Based on empirical
evidence, this paper identified a list of treatment that may lead to deterioration. It is at least as important to make
trainees aware of potentially harmful treatments, as it is to train them in
empirically supported ones |
Faculty/clinical
supervisors and students |
1 |
1 |
0 |
0 |
0 |
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Tips for faculty to teach
Evidence-Based Medicine |
The articles provides teaching tips to
help physicians appreciate the importance of applying evidence to their every day decisions. In 2 or 3 short teaching
sessions, clinicians can also become familiar with the use of Clinical
Prediction Rules (CPRs) in applying evidence consistently in everyday
practice. |
Faculty |
1 |
1 |
1 |
1 |
1 |
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|
Reviews current efforts in
dissemination of evidence-based treatments, including measurement of outcomes |
This book discusses evidence-based
treatments and the need for dissemination/implementation. It includes nine
chapters describing dissemination programs, including procedures and
practices used to determine outcome. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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Evidence-based approach to
clinical supervision |
What are the main
activities that supervisors should undertake within supervision? What goals
or functions are they supposed to achieve? Which environmental factors are
critical to these activities and functions? The heart of the supervisory
exercise is the facilitation of the supervisee's learning and development. To
address these questions, the article builds on the augmented evidence-based
clinical supervision (EBCS) model. It suggests that supervision is basically
a problem-solving cycle, one that pivots around the supervisor and
supervisee, nested in the alliance and which occurs within an organizational
context. |
Clinical supervisors using
EBP approach |
0 |
1 |
0 |
0 |
0 |
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Evidence-based approach to
clinical supervision |
There is a fundamental
weakness shared by many models in that they generally lack conceptual rigor.
Although there is a strong tendency to judge research and theory on the basis
of outcomes, research needs to start with careful reasoning. Models lack the
degree of precision needed for supervisors to know what to do in specific
situations and it also means that research work is hampered. Research would be better served by an explicit model that defines
the constructs that are involved, so that an appropriately clear hypothesis
can be explicated and tested. In addition to recognizing the complex
work environments in which supervisors work, there is also a need for models
to clarify the way that moment-to-moment interactions are supposed to unfold.
Models need to state what it is that supervisors are supposed to be doing
within the process of a supervision session, and the anticipated effects this
will have on the supervisee. |
Clinical supervisors using
EBP approach |
1 |
1 |
0 |
0 |
1 |
|
|
Describes strategies for
teaching EBP in social work curriculum |
Describes 4 general
strategies (and specific recommendations regarding courses and curriculum)
that should be adopted by schools of social work in training students in evidence
practice. Issues related to these
strategies are illustrated with a collaborative pilot study between Columbian
University and three NYC agencies.
|
Faculty reading prior to
implementing EBP training |
|
1 |
0 |
1 |
1 |
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Research in support of
empirically validated treatments |
This book describes the
research evidence supporting psychological and pharmacological treatments
that have been empirically validated for treating childhood,
adolescent, and adult disorders. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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|
Guidelines for randomized
controlled trials of psychosocial intervention |
This book provides
conceptual and practical information for conducting and evaluating
evidence-based outcome studies of psychosocial interventions. |
Faculty, students |
0 |
0 |
1 |
1 |
0 |
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Evidence based practices |
This book regroups experts
in the field on mental health to address and debate crucial issues about
evidence based practices (EBP), such as what qualifies as EBP, what qualifies
as research supporting EBP, the impact of treatment manuals, the validity of
randomized clinical trials, the types of empirically validated variables
(treatment methods, therapeutic relationship, therapist, client, principles
of change), and the adequacy of EBT and treatment as usual for client diversity. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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|
the therapeutic relationship as predicting
psychotherapy outcome |
This book describes the
research evidence supporting variables related to the therapeutic
relationship (as single factors of change or in interaction some client's
characteristics) that are predictors of psychotherapy outcome. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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|
Training in the basics of
EBP (asking the right questions, locating the best available research
translating research into practice, etc . |
his volume synthesizes evidence-based practice in a
manner that is highly accessible. The book includes a CD that includes
interactive examples and hyperlinks. It is extremely user-friendly. |
Faculty and students |
1 |
1 |
1 |
0 |
0 |
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Major issues related to
evidence based practice |
This book addresses major
issues related to evidence based practice by having some of the most
well-known figures in the field presenting their views (pros and cons) and
reacting to the perspective of others about question such as: "What qualifies
as evidence of effective practice?"; "What
qualifies as research on which to judge effective practice?" ;
"What should be validated?" (e., treatment
method, therapists) |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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|
Provides a series of case studies that
illustrate how to apply empirically based principles to complex clinical cases
|
Cases include both child
and adult cases which illustrate the use of empirically-based assessment and
treatment approaches, written by renown experts |
Faculty and students |
1 |
1 |
1 |
0 |
1 |
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|
Extensive training and ongoing
supervision by expert with focus on theory is needed to effectively train
students in CBT |
Review of literature of CBT
training and dissemination.
Outcome: patient outcome and therapist competence. Training length was classified within
three categories: Extensive (137 hours or more; intermediate (60-137 hours)
brief (60 hours or less). Among the general conclusions: extensive training
is associated with increase competence and improvement; more instruction to
therapists who are slow to develop competence appears to be indicated;
theoretical instruction should be part of initial training, adherence
monitoring, with feedback and instruction is important in early phase;
sustained supervision may be important for maintaining competence. Expert CBT
supervisor may be crucial in initial stage of development. |
Faculty reading prior to
implementing EBP training |
|
0 |
0 |
0 |
1 |
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Roth,
A., & Fonagy, P (2005). What works for whom? (2nd ed). NY: Guilford Press |
Psychotherapy outcome |
This book reviews evidence
of the effectiveness of different psychotherapy treatment for a variety of psychological
disorders |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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Discusses how to integrate
EBP training into social work programs (following Sackett
model) |
This article could easily
be helpful for doctoral training programs that are not scientifically
oriented. It provides an easy-to-read summary of the authorsÕ thoughts about
integrating EBP training into their respective social work programs. They
walk the reader through the various steps involved in EBP (Sackett et al.Õs definition), provide clear examples, and
outline the benefits and challenges of EBP. |
Faculty reading prior to
implementing EBP training |
1 |
1 |
1 |
0 |
1 |
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Defines EBP (as separate
from ESTs) and discusses models for EBP training in doctoral programs |
This article reviews (in a
concise, orderly fashion) the basic definitions of evidence-based practice.
In particular, this article delineates the difference between EBP and empirically-supported treatments, with particular
attention to the additional skills that are needed in order to train a
clinical psychologist to do EBP. Throughout this article, there are numerous
suggestions re: doctoral training models. |
Faculty reading prior to
implementing EBP training; possibly students as well |
1 |
0 |
0 |
0 |
0 |
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Discussion of training EBP
in the context of clinical supervision |
This chapter provides a
thorough discussion of using a EBPP model in
supervision. The authors discuss a number of concerns, including data
examining different models of supervision (e.g., developmental versus
psychotherapy-oriented versus competency-based), individual characteristics
of supervisees that influence the process of supervision, studies on the
nature of the supervisory relationship, and information about how to
determine whether one is effective as a supervisor. |
Clinical supervisors using
EBP approach |
0 |
0 |
0 |
0 |
1 |
|
|
EBM in teaching strategies
and patient-centered care |
This is the fourth, current
edition of the fountainhead of evidence based
medicine. They still have the most intriguing ideas and excellent emphases on
(a) outstanding teaching strategies and (b) patient-centered care (c) using
the most current evidence. Extremely highly recommended. |
Faculty/clinical
supervisors and students |
1 |
1 |
1 |
1 |
1 |
|
|
Presents description and
empirical evidence for specific EBTs for childhood disorders |
The book provides
conceptual underpinnings of evidence-based therapies for anxiety, depression,
oppositional behavior and conduct problems, attention-deficit/hyperactivity
disorder, autism spectrum disorders, anorexia nervosa, enuresis,
obsessive-compulsive disorder, substance use disorders, and posttraumatic
stress disorder, how
interventions are delivered on a session-by-session basis, and what the
research shows about treatment effectiveness. Recommended manuals and other
clinical and training resources are discussed, and details are provided on
how to obtain them. The section on implementation and dissemination focuses
on ways to improve clinical services in real-world settings, including a
chapter on cultural diversity issues. |
Faculty and students |
1 |
1 |
0 |
0 |
0 |
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|
Overview of ACCESS model
for large-scale training of practitioners in agencies |
This article provides a
concise overview of the ACCESS model. ACCESS = assess and adapt, convey
basics, consult, evaluate, study outcomes, and sustain. This model was
developed to provide a comprehensive approach to training EBTs for
large-scale application within both community-based agencies and
practitioners. |
Those wishing to scale-up
EBT to agencies and/or practitioners |
1 |
0 |
0 |
0 |
0 |
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EBM and assessment |
Some early reflections
about points of connection and difference between EBM and traditional
psychological approaches to assessment. It is short! |
Practitioners |
|
0 |
0 |
0 |
0 |
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