What Clinical Psychologists Know About Evidence-Based Practice: Familiarity With Online Resources and Research Methods

Berke, David; Rozell, Cassandra A.; Hogan, Thomas P.; Norcross, John C.; Karpiak, Christie P.

doi:10.1037/e662162011-001

Cited by 6 publications

(8 citation statements)

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“…The foundation of research methodology forms in one's graduate studies and expands in one's career. In the past two decades, however, self‐reported knowledge of research methods from graduate students and professionals has focused on traditional techniques such as RCT designs, test reliability, effect size, and basic regressions, indicative of a slow incorporation of newer techniques into the curriculum (Aiken et al., ; Berke, Rozell, Hogan, Norcross, & Karpiak, ). These findings call for an update and expansion of training and education in research methods.…”

Section: Research Methodology: From Treatment Development To Disseminmentioning

confidence: 99%

Training and education in clinical psychology in the context of the Patient Protection and Affordable Care Act.

Chor¹,

Olin²

2014

Clinical Psychology: Science and Practice

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The Patient Protection and Affordable Care Act of 2010 (ACA) is revamping the access, quality, and financing of the health and mental health systems. However, its impact on training and education in clinical psychology is unclear. This article aims to identify specific components of the ACA, in particular the Mental and Behavioral Health Education and Training Grants, that are expected to affect training and education in the field. The article further connects the ACA with four paradigm shifts in clinical psychology that have broad implications for training and education—evidence‐based practices, research methodology, interprofessionalism, and the quality indicator movement. The overarching goal of this article is to begin timely discussions on the future directions of the field under the current healthcare reform.

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Section: Research Methodology: From Treatment Development To Disseminmentioning

confidence: 99%

Training and education in clinical psychology in the context of the Patient Protection and Affordable Care Act.

Chor¹,

Olin²

2014

Clinical Psychology: Science and Practice

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“…This different finding may be accounted for by the number of psychologists who have reported receiving training in EBPP. Berke et al () also reported that 75% of clinical psychologists in their study reported using EBPP, which indicates that EBPP is becoming better known as time progresses. It may also be the case that there has been some self‐selection in taking part in this study, in that psychologists with an interest in, and knowledge of, EBPP chose to complete the survey.…”

Section: Discussionmentioning

confidence: 83%

“…The majority of students, after being supplied the correct definition of EBPP, agreed with the principles of EBPP. Although Berke, Rozell, Hogan, Norcross, and Karpiak () found that 75% of the clinical psychologists surveyed reported using EBPP in their clinical practice, suggesting that they had positive attitudes towards EBPP, they were not provided with, or questioned as to the definition of EBPP. Given these conflicting findings in defining EBPP, and applying EBPP in professional practice, it would be valuable to ascertain the understanding of and attitudes towards EBPP in psychologists in Australia.…”

Section: The Spmmentioning

confidence: 99%

Attitudes of Psychologists in Australia towards evidence‐based practice in psychology

Hamill

2018

Australian Psychologist

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Objective: In the Australian context, literature searches did not identify any empirical research of Australian psychologists exploring their knowledge of, and attitudes towards, evidence-based practice in psychology (EBPP). This study aimed to investigate whether psychologists in Australia understood the EBPP model, their attitudes towards EBPP, and the individual differences that affect attitudes towards EBPP. Method: A cross-sectional design study using an online survey was completed by 113 psychologists, aged between 23 and 78 years. The participants completed a set of questionnaires assessing their understanding of the EBPP model and their attitudes towards implementing the model in practice. Results: Descriptive analysis showed that 60% of the psychologists were able to define EBPP, with women showing a greater positive attitude towards EBPP. Psychologists with 4 years or less of academic training endorsed stronger positive attitudes than those psychologists' with more than 5 years academic training. Psychologists with more years of professional experience were found to be associated with more negative attitudes towards EBPP. Conclusions: This is the first Australian study exploring psychologist's understanding of and attitudes towards the model. The findings suggest that further research is required to examine the impact of training, years of practice, and individual differences towards attitudes.

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“…Particularly relevant in the US context, the American Psychological Association Presidential Taskforce on Evidence‐Based Practice defined EBP in psychology as ‘the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences’ (Levant, , p. 273). However as some have argued, many practitioners acknowledge the importance of this integration and the relevancy of research to their work, but there are differences in terms of what counts as meaningful and accurate research and the relative weight given to client values, clinical expertise and research evidence in daily practice (Berke et al, ).…”

Section: Introductionmentioning

confidence: 99%

Developing research‐informed practitioners – an organisational perspective

McDonnell

Stratton

Butler

et al. 2012

Couns and Psychother Res

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Background: Two current trends are making it increasingly important for counsellors and psychotherapists to be more engaged with research. Evidence of effectiveness is being increasingly demanded by those who fund our therapies and also by our clients. Meanwhile therapy research is offering practicable ways for therapists to improve their practice. Therapy organisations have an opportunity, perhaps even a duty, to meet the research needs of their members. Methods: This paper reports on a survey conducted by the UK Council for Psychotherapy (UKCP) to help it plan the activities of its Research Faculty. Findings: Key findings from the survey were that the most common ways of UKCP practitioners engaging with research were through reading, discussions with colleagues and doing research. Engaging with research collaboratively with other therapists, having more time, and access to user‐friendly web‐based research resources and updates, were the factors most commonly cited as supporting practitioner engagement with research. Conversely, lack of time, difficulties accessing resources and materials and feeling not competent were the major barriers to practitioner engagement with research. Discussion: Implications for therapists, for training, and for therapy organisations are considered.

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What Clinical Psychologists Know About Evidence-Based Practice: Familiarity With Online Resources and Research Methods

Cited by 6 publications

References 0 publications

Training and education in clinical psychology in the context of the Patient Protection and Affordable Care Act.

Training and education in clinical psychology in the context of the Patient Protection and Affordable Care Act.

Attitudes of Psychologists in Australia towards evidence‐based practice in psychology

Developing research‐informed practitioners – an organisational perspective

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