Training Therapists in Evidence‐Based Practice: A Critical Review of Studies From a Systems‐Contextual Perspective
Identifieur interne : 001414 ( Istex/Corpus ); précédent : 001413; suivant : 001415Training Therapists in Evidence‐Based Practice: A Critical Review of Studies From a Systems‐Contextual Perspective
Auteurs : Rinad S. Beidas ; Philip C. KendallSource :
- Clinical Psychology: Science and Practice [ 0969-5893 ] ; 2010-03.
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Abstract
[Clin Psychol Sci Prac 17: 1–30, 2010] 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.
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DOI: 10.1111/j.1468-2850.2009.01187.x
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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.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Rinad S. Beidas</name><affiliations><json:string>Department of Psychology, Temple University</json:string></affiliations></json:item><json:item><name>Philip C. 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Published by Wiley Periodicals, Inc., on behalf of the American Psychological Association</copyright><eventGroup><event type="firstOnline" date="2010-03-10"></event><event type="publishedOnlineFinalForm" date="2010-03-10"></event><event type="xmlConverted" agent="Converter:BPG_TO_WML3G version:2.3.2 mode:FullText source:FullText result:FullText" date="2010-03-13"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-16"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.1.7 mode:FullText,remove_FC" date="2014-10-16"></event></eventGroup><numberingGroup><numbering type="pageFirst" number="1">1</numbering><numbering type="pageLast" number="30">30</numbering></numberingGroup><correspondenceTo>Address correspondence to Rinad S. Beidas, Department of Psychology, Temple University, Weiss Hall, Philadelphia, PA 19122. 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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.</p></abstract></abstractGroup></contentMeta><noteGroup><note xml:id="fn1" numbered="no"><p>This project was supported by the Ruth L. 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Limitations as well as areas for future research are discussed.</abstract><subject lang="en"><genre>keywords</genre><topic>dissemination and implementation</topic><topic>evidence‐based practice</topic><topic>systems‐contextual perspective</topic><topic>therapist training</topic></subject><relatedItem type="host"><titleInfo><title>Clinical Psychology: Science and Practice</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0969-5893</identifier><identifier type="eISSN">1468-2850</identifier><identifier type="DOI">10.1111/(ISSN)1468-2850</identifier><identifier type="PublisherID">CPSP</identifier><part><date>2010</date><detail type="volume"><caption>vol.</caption><number>17</number></detail><detail type="issue"><caption>no.</caption><number>1</number></detail><extent unit="pages"><start>1</start><end>30</end><total>30</total></extent></part></relatedItem><identifier type="istex">2BE8F5DEE9ED86EE51747C8AF3614D2A12EE8FA0</identifier><identifier type="DOI">10.1111/j.1468-2850.2009.01187.x</identifier><identifier type="ArticleID">CPSP1187</identifier><accessCondition type="use and reproduction" contentType="copyright">© 2010 American Psychological Association. 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