Implementing elements of evidence‐based practice into scientist–practitioner training at the University of Nebraska‐Lincoln

DiLillo, David; McChargue, Dennis E.

doi:10.1002/jclp.20375

Cited by 18 publications

(21 citation statements)

References 41 publications

(31 reference statements)

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“…Moreover, an increasing number of training programs are also beginning to emphasize the evidence-based practice (EBP) movement in psychology (DiLillo & McChargue, 2007). As defined by the American Psychological Association, the purpose of EBP is to promote effective psychological practice and enhance public health by applying empirically supported principles of psychological assessment, case formulation, therapeutic relationship, and intervention (APA Presidential Task Force on Evidence-Based Practice, 2006).…”

Section: Discussionmentioning

confidence: 99%

Clinical PhD Graduate Student Views of Their Scientist‐Practitioner Training

et al. 2012

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ObjectivesThe goal of the scientist‐practitioner (S‐P) training model is to produce clinical psychologists equipped to integrate and utilize both science and practice in the clinical and research domains. However, much has been written regarding the possible shortcomings of S‐P training and whether clinical psychology graduate students are actually gaining the knowledge and skills to integrate science and practice during graduate training and beyond (Chang, Lee, & Hargreaves, 2008; Gelso, 2006; Merlo, Collins, & Bernstein, 2008; Phillips, 1993).MethodsAs such, the present study assessed ratings of satisfaction, perception of ability, and use of the S‐P training model within 653 clinical psychology graduate students enrolled in programs that are members of the Council of University Directors of Clinical Psychology.ResultsFindings suggest that students are consistently trained in the integration of science and practice and have confidence in their abilities to apply the S‐P integration to research and clinical work. However, despite understanding the ways in which science can influence practice, over one third of students reported that they rarely use science‐based decisions when informing clients of the clinical services they will be providing.ConclusionsThe implications of these results support the need for a more detailed evaluation of clinical psychology graduate students as well as the use of research‐informed practice and the process of providing clients with information they need to make informed choices about treatment.

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Section: Discussionmentioning

confidence: 99%

Clinical PhD Graduate Student Views of Their Scientist‐Practitioner Training

et al. 2012

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“…The Boulder Conference of 1949 led to the development of the scientist-practitioner concept; a highly influential model espousing that research and practice should co-exist (DiLillo & McChargue, 2007;Lilienfeld, Ritschel, Lynn, Cautin, & Latzman, 2013). EBP represents an important development of the scientist-practitioner model since it is able to integrate the concepts of science and practice within a conceptually richer framework (DiLillo & McChargue, 2007).…”

Section: Evidence Based Practice (Ebp)mentioning

confidence: 99%

“…EBP represents an important development of the scientist-practitioner model since it is able to integrate the concepts of science and practice within a conceptually richer framework (DiLillo & McChargue, 2007). In recognition of this, the American Psychological Association has officially endorsed the EBP as the governing model of best practice applied psychology (APA Presidential Task Force on Evidence Based Practice,…”

Section: Evidence Based Practice (Ebp)mentioning

confidence: 99%

Where has all the psychology gone?

Gannon

Ward

2014

Aggression and Violent Behavior

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(2014) Where has all the psychology gone? A critical review of evidence-based psychological practice in correctional settings. Aggression and Violent Behavior., 19 (4 WHERE HAS ALL THE PSYCHOLOGY GONE?2! Abstract Evidence-Based Practice (EBP) is the gold standard for effective clinical psychological practice. In this review we examine the basic tenets of EBP and consider how-in the context of psychological treatment provision-EBP is able to subsume the overarching guiding theory of offender rehabilitation adopted by correctional policy makers and psychologists worldwide (i.e., the Risk-Need-Responsivity Model, RNR;Andrews & Bonta, 2010a). We also examine ways in which, under the backdrop of RNR, EBP tenets are typically being neglected by correctional psychologists. We examine three key aspects of EBP currently being neglected by correctional psychologists: (a) individualized and flexible client focus, (b) the therapeutic alliance, and (c) psychological expertise. We also highlight two highly related issues responsible for psychologistsÕ neglect of EBP within corrections. The first relates to the dual-relationship problem.That is, the tension that psychologists experience as a result of engaging in psychological practice whilst also obliging the risk and security orientated policies of correctional systems. The second relates to psychologistsÕ response to this tension. In short, psychology, as a discipline appears to have acquiesced to the dual-relationship problem.In our view, this constitutes a ÔcrisisÕ for the discipline of correctional psychology and for the provision of best practice treatment within correctional settings. We offer several recommendations for injecting EBP back into correctional psychology for the individual, psychology as a discipline, and correctional policy makers.Key words: Evidence Based Practice, Risk Need Responsivity, Corrections, SciencePractice Gap. WHERE HAS ALL THE PSYCHOLOGY GONE? 3!Where has all the Psychology Gone? A Critical Review of Evidence-Based Psychological Practice in Correctional SettingsThe role of the correctional or forensic psychologist has evolved steadily from decades of struggle between punishment and rehabilitation proponents. Ultimately, the psychologist has secured an important role in contemporary western world corrections.Yet despite correctional psychology having evolved over many decades, we believe that the correctional psychology discipline is facing a crisis. In this manuscript, we highlight one fundamental aspect underpinning this crisis-that is, the correctional psychologistsÕ mounting neglect of Evidence Based Practice (EBP). The lack of attention to EBP within such a highly important field is potentially harmful not only to the profession of psychology but also to society who must inevitably deal with the devastating effects of re-offending associated with inadequate psychological treatment.In this manuscript, we examine (1) the development of the modern day correctional psychologist; paying particular attention to the highly popular Risk Nee...

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“…Participants predicted that training in EBP and ESTs will become increasingly available in the near future. Particularly, there will be more emphasis on training predoctoral trainees and interns in EBP as part of their graduate education (see also Collins, Leffingwell, & Belar, 2007;DiLillo & McChargue, 2007;Spring, 2007). In addition, community mental health and independent practitioners, post graduation, will also likely receive more training in EBP and ESTs.…”

Section: Ebpmentioning

confidence: 98%

Future directions in clinical child and adolescent psychology: a delphi survey

James¹,

Roberts²

2009

J Clin Psychol

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This study sought to identify the future directions in three domains: clinical practice, research, and training of clinical child and adolescent psychologists in the upcoming decade. Doctoral-level active members in the field were surveyed via a two-round Delphi survey (45 in round 1; 35 in round 2). Evidence-based practice received the greatest consensus by the participants and highest rank in each of the three domains. Other highly ranked clinical practice directions included prevention and early diagnosis and treatment, and clinical services for specific psychological problems. Research directions focused on biological and social factors interactions in the etiology and treatment and specific child and adolescent disorders. In the training domain, major directions included the pursuit of specialty training in child and adolescent psychology and training emphasizing the biological basis of behavior. Implications of these future directions are discussed.

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Implementing elements of evidence‐based practice into scientist–practitioner training at the University of Nebraska‐Lincoln

Cited by 18 publications

References 41 publications

Clinical PhD Graduate Student Views of Their Scientist‐Practitioner Training

Clinical PhD Graduate Student Views of Their Scientist‐Practitioner Training

Where has all the psychology gone?

Future directions in clinical child and adolescent psychology: a delphi survey

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