A survey of graduate training in empirically supported and manualized treatments: A preliminary report

Abstract

The promotion and dissemination of empirically supported (ESTs) and manualized therapies are important, albeit controversial, developments within clinical science and practice. To date, studies evaluating training opportunities and attitudes about such treatments at the graduate, predoctoral internship, and postdoctoral levels have focused on the opinions of training directors and seasoned practitioners. The present study surveyed 172 graduate students from 60 APA-accredited doctoral programs in clinical, counseling, and school psychology programs regarding their knowledge, extent of didactic and practical training experiences, and attitudes about ESTs and treatment manuals. Student knowledge of, and attitudes about, treatment manuals and ESTs varied reliably as a function of self-described theoretical orientation (i.e., cognitive behavioral vs. eclectic) and extent of didactic and applied training experiences. Graduate education and training in ESTs and treatment manuals predicted plans to use and seek out additional training with such methods. We recommend that graduate programs increase efforts to promote, disseminate, and integrate these and other evidentiary procedures into their training curricula.