Evidence-based Practice In Psychology Research Articles

Telephone support vs. self-guidance in an Internet-based self-administered psychological program for the treatment of depression: Protocol for a hybrid type 1 effectiveness-implementation randomized controlled trial

BackgroundDepression is already the leading psychological disability around the world, impairing daily life, well-being, and social functioning and leading to personal and social costs. Despite the effectiveness of Evidence-Based Psychological Practices (EBPP), a significant percentage of depressive individuals remain untreated, especially in Primary Care (PC) settings in Spain. There are numerous barriers that limit access to EBPPs, including high costs, professional training, and adherence problems. Information and Communication Technologies (ICTs) offer a cost-effective way to disseminate and scale EBPPs to address these barriers. The iCBT program Smiling is Fun has been demonstrated to be a cost-effective treatment for depression in various Randomized Control Trials. However, adherence and implementation problems in real-world settings need to be addressed. Implementation research can help evaluate these challenges by identifying facilitators and barriers to the implementation process in PC. In this regard, including human support has been pointed out as a possible key factor in addressing the population's mental health needs and promoting treatment adherence. ObjectiveThe current study aims to examine the effectiveness, adherence rates, and implementation process of Smiling is Fun to address depression in a PC setting considering the influence of telephone support vs no support. MethodsThe proposed research is a Hybrid Effectiveness-Implementation Type I study, with a two-armed randomized controlled design, which will test a clinical intervention for major depressive disorder while gathering information on its implementation in a real-world setting. The study will include adult patients with mild to moderate symptoms of depression. Participants will be randomly assigned to one of two groups: self-applied psychotherapy or self-applied psychotherapy with psychotherapeutic telephone support. The trial will recruit 110 patient participants, with a loss-to-follow-up rate of 30 %. DiscussionA study protocol for a hybrid effectiveness-implementation study is presented with the aim to assess the implementation of Smiling is Fun for the treatment of depression in PC. The study evaluates the influence of telephone support during a self-administered intervention compared to unguided self-administration. The main goal is to address the barriers and facilitators of the implementation process and to promote treatment adherence. Ultimately, the results of the study could help in the uptake of sustainable resources so that the population could gain better access to psychological interventions in mental health services. RegistrationClinicalTrials.gov; NCT06230237.

A mixed-methods study of training in evidence-based practice in psychology among students, faculty, and practitioners in India and the United States.

A mixed-methods study of training in evidence-based practice in psychology among students, faculty, and practitioners in India and the United States.

Supplemental Material for A Mixed-Methods Study of Training in Evidence-Based Practice in Psychology Among Students, Faculty, and Practitioners in India and the United States

Supplemental Material for A Mixed-Methods Study of Training in Evidence-Based Practice in Psychology Among Students, Faculty, and Practitioners in India and the United States

Perceptions of evidence-based practice among Vietnamese psychology students

Evidence-based practice in psychology (EBPP) improves public health and makes it easier for psychologists to do their jobs well by using case formulation, intervention, and therapeutic relationship principles that have been shown to work in the real world. The utilization of evidence-based practice in the field of psychology has been widely regarded as the most effective approach for researchers and practitioners to incorporate current data into their therapeutic practice and decision-making processes. The objective of this study was to investigate attitudes towards EBPP and assess the level of exposure to evidence-based practice and evidence-based therapies in the corresponding training program among students. A cohort of 250 undergraduate students pursuing a degree in psychology were enlisted to participate in the survey. The research employed quantitative methodologies, specifically one-way ANOVA, Pearson correlation, and regression analysis, to examine and interpret the collected data. The favorable influence of students' judgments of the sufficiency of training in different components of clinical expertise and exposure to evidence-based practice (EBP) and evidence-based treatments (EBTs) in their respective training program can be observed in students' experiences and attitudes towards EBP in psychology. The findings derived from the present study provide compelling evidence supporting the imperative of implementing educational interventions aimed at enhancing the research knowledge and skills of psychology students, as well as their ability to effectively utilize research in their academic pursuits.

Evidence-based practice in psychology: Context, guidelines, and action.

Evidence-based practice in psychology: Context, guidelines, and action.

Implementering av DBT i en rural kontekst

Background and purpose: Dialectical behaviour therapy (DBT) is a widespread evidence-based method of treating emotionally unstable personality disorder, but the method has barely been studied in a rural context. The purpose of this study is to identify rural challenges for the four treatment channels of DBT, to pinpoint implicit urban starting points in DBT, and to suggest possible adaptations of DBT in rural areas, based on Finnmark as a case. Method: The authors, who are clinicians with extensive experience in psychiatric healthcare in Finnmark, integrates findings from previous research of culturally adapted DBT for rural cultures with local clinical experience in accordance with the declaration of evidence-based psychological practice. Our methodical basis is traditional literary study, case study, autoethnography and theory generation. Results: DBT in its original format falls short in rural areas without adaptations. We found that key challenges for implementations of DBT in our local clinical practise are geographical distances, lack of personnel, difficulties in maintaining anonymity in group therapy, difficulties with group guidance and lack of continuity in treatment due to high turnover. Vi lay out possible adjustments, such as sectional skill training, short periodic admissions at DPS with intensive skill training, pragmatic use of phone consultations, digital treatment (and guidance) and inclusion of other departments in treatments. Conclusion: DBT is a principle-driven method which is originally designed for an urban setting, but which is possible to adapt to a rural context such as Finnmark. Possible challenges are geographical distance, lack of continuity, personnel shortage and lack of anonymity (group treatment). Keywords: rural, DBT, pragmatic psychology, geographical narcissism, urban bias

Behandlingsmetoders rolle i evidensbasert psykologisk praksis

In 1995 the report from the American Psychological Association on empirically supported treatments (EST) boosted the understanding that evidence-based practice rested on the premise of matching treatments with diagnoses. Evidence-based psychological practice (EBPP) was developed partly as a response to this premise and described a broader foundation for good practice. However, EBPP did not give clear answers on the role and significance of treatment methods in evidence-based practice. The question remains an issue and has implications for the organization of service delivery to people with mental disorders. The goal of this article is to explore how clinicians could reason when faced with the question of which treatment method to choose. Even though different treatment methods may not differ notably in outcomes, there is still a need to establish their efficacy through research before integrating them in service delivery systems. Moreover, uncertainties exist regarding what the healing elements of psychotherapy are, as do challenges regarding the classification and conceptualization of mental disorders. Individual adaptation is an essential feature of EBPP, which implies that EBPP should be conceptualized as a dynamic process of hypothesis-based testing of methods in consultation with the client. Keywords: diagnoses, psychotherapy, treatment methods, evidence-based practice

The need for a measurement-based care professional practice guideline.

Professional practice guidelines (PPGs) are intended to promote a high level of professional practice and serve as an educational resource, providing pragmatic guidance in a clinical area for psychologists. Measurement-based care (MBC) is an evidence-based psychological practice with accumulating empirical support and alignment with patient-centered care. In connection with the American Psychological Association's Advisory Committee for Measurement-based Care and the Mental and Behavioral Health Registry, this article outlines various lines of support for the development and implementation of an MBC PPG. In addition to research evidence, we address the demonstrated need of this guideline across three domains: public benefit, professional guidance, and legal and regulatory issues. Consistent with the aspirational spirit of a PPG, this article proposes a draft PPG statement and highlights how an MBC PPG would improve service delivery, facilitate implementation of an evidence-based practice associated with symptom reduction, improved retention, and greater patient satisfaction, as well as create a framework that will better align changes in reimbursement models with patients' and providers' treatment goals. We also identify key future directions and critical gaps in MBC science and implementation that require attention. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Working With Preferences in Psychotherapy: Clinical and Ethical Considerations

Some characteristics of the individual who attends psychotherapy influence its outcomes, and these variables are the main factor associated with change. A treatment that is tailored to each case will be much more effective than one that does not adapt to the uniqueness of each client. This paper focuses on one of the factors to take into account: the patient’s preferences, a fundamental pillar of evidence-based practice in psychology. Available empirical evidence is reviewed, along with associated clinical implications and recommendations. This is followed by other ethical considerations, which lead to a discussion about the dilemmas that can arise when working with each individual's preferences.

Matching Autism Interventions to Goals With Planned Adaptations Using COMPASS

To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks—the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Implementation Research (CFIR). The EBPP Framework proposes the equal importance of the EBP, student/family factors, and school/teacher factors in decision-making. CFIR highlights greater understanding of the iterative decision-making process and elucidates how an EBP moves through selection, adaptation, and use. Descriptive analysis of COMPASS intervention plans revealed that five EBPs were selected on average and specific EBPs were based on goal domain. Social goals used the widest variety of EBPs and demonstrated the greatest number of intercorrelations with other EBPs. Goal attainment outcomes were similar across goal domains.

Examining School Psychologists’ Attitudes Toward Standardized Assessment Tools

Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson–Doss and Hawley’s (2010) Attitudes Toward Standardized Assessment (ASA) scale was administered to 371 U.S. school psychologists. Examination of the modified ASA’s factor structure suggested that a bifactor model with a single overall domain and three sub-domains was the most parsimonious. Indices of dimensionality indicated that the overall score may be the best indicator of school psychologist’s perceptions of standardized assessment. Additionally, school psychologists’ reported favorable attitudes of standardized assessment compared to clinical judgment alone. Limitations and implications for future research are discussed.

"Computerized cognitive training and evidence-based practice in pediatric psychology": Correction.

"Computerized cognitive training and evidence-based practice in pediatric psychology": Correction.

Mental Health Symptom Profiles of Adolescents in Foster Care.

The article describes an investigation of the nature, patterns and complexity of carer-reported mental health symptoms for a population sample (N = 230) of adolescents (age 12-17) placed in long-term foster and kinship care following chronic and severe maltreatment. Two cluster analyses of Child Behaviour Checklist DSM-oriented (CBCL-DSM) and Assessment Checklist for Adolescents sub-scale scores of clinical cases were performed. The first yielded 8 profiles of attachment- and trauma-related symptoms as measured across eight ACA scales (N = 113 cases). The second yielded 11 profiles of a broader range of symptoms, as measured across five CBCL-DSM and five ACA sub-scales (N = 141 cases). The symptom profiles derived from both cluster analyses are differentiated more by symptom severity and complexity, than by symptom specificity - suggesting that trauma- and attachment-related symptomatology does not conform to a taxonomy of discrete disorders. Five of the 11 CBCL-DSM/ACA profiles describe severe and complex symptomatology that does not correspond to discrete DSM-5 or ICD-11 diagnoses. Accurate measurement and formulation of clinical phenomena is an essential component of evidence-based psychological and psychiatric practice. Clinicians who carry out mental health assessments of children and adolescents in care should be aware of the limits of the diagnostic classification systems for formulating complex attachment- and trauma-related symptomatology.

Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade

The field of school psychology continues to further embrace a social justice perspective to address systemic racism, privilege, prejudice, and discrimination. To accomplish this mission, school psychologists must ensure that there is a solid literature base that is inclusive and representative of students from minoritized backgrounds. A review of student sociodemographic characteristics was conducted of all articles in four of the primary journals of school psychology from 2010 to 2019 (n = 1,213 articles). Compared to national estimates of school-age sociodemographic distributions, researchers tended to include samples more representative of students identifying as White/Caucasian and underrepresentative of students from low-income backgrounds. Authors rarely included or described participants’ sexual orientations and gender identities beyond the binary (female/male). We provide a discussion and recommendations for improving the inclusivity of students from minoritized backgrounds in future school psychology research. IMPACT STATEMENT To provide evidence-based school psychological practices to all students, the field’s literature must be representative of the student population. In reviewing the past decade of school psychology research, the literature tends to overrepresent students who are White and come from middle to high socioeconomic backgrounds. There tends to be underrepresentation of sexual minority youth, youth from low SES backgrounds, and children at the elementary grade level. Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2021.1927831

Why Only Efficiency, and Not Efficacy, Matters in Psychotherapy Practice.

Evidence-based practice in psychology consists of two quality parameters. One of these quality parameters is efficacy and the other is efficiency. In this article, it is argued that the only relevant parameter for determining quality in clinical care is efficiency. Moreover, emphasising efficacy in psychotherapy practice is symptomatic of a scientocentric ideal in evidence-based practice in psychology. The proper understanding and use of scientific findings entail leaving this scientocentric ideal. In addition, it is crucial that efficiency is related to the ethical aims that constitutes psychotherapy practice.

Integrative Applications of Evidence-Based Practice in Psychology to Hall & Hall's Foundations of Clinical Integration

Integrative Applications of Evidence-Based Practice in Psychology to Hall & Hall's Foundations of Clinical Integration

Functional communication training is effective for treating problem behavior and requires additional study in natural contexts to become an evidence-based practice in psychology

Q (1) Is there sufficient empirical evidence for functional communication training (FCT) to be considered an evidence-based practice in psychology?(2) What is the strength of the evidence of FCT ef...

Incorporating feasibility protocols in intervention research

In this paper, we review some dimensions of feasibility research. Feasibility research focuses on the intervention process and addresses questions about whether and how an intervention can be evaluated and implemented. Feasibility studies are implemented prior to conducting an outcome-focused pilot study or full-scale evaluation to test the effectiveness of an intervention. We propose a feasibility framework that includes 10 possible dimensions to evaluate in a feasibility trial, including (a) recruitment capability, (b) data collection procedures, (c) design procedures, (d) social validity, (e) practicality, (f) integration into existing systems, (g) adaptability, (h) implementation, (i) effectiveness, and (j) generalizability. Among these dimensions we offer some priorities that researchers can consider in establishing feasibility. Although feasibility investigations can advance evidence-based practice in psychology and education, we review current challenges for researchers to consider when incorporating a feasibility protocol into their intervention research agenda.

Computerized cognitive training and evidence-based practice in pediatric psychology.

Computerized cognitive training and evidence-based practice in pediatric psychology.

Hacia la Evidencia Basada en la Práctica en Psicoterapia.

La práctica basada en la evidencia en psicología ha permitido mostrar la eficacia de multitud de procedimientos y tratamientos psicoterapéuticos dirigidos al abordaje de toda una serie de problemas psicológicos y de los denominados trastornos mentales. Sin embargo, siguen existiendo algunas preguntas abiertas respecto a cuáles son los factores que más influyen en los resultados de la terapia, junto con la dificultad de aplicar el conocimiento adquirido en condiciones controladas a la práctica clínica a la que se enfrentan los especialistas en contextos naturales. En este trabajo se revisan estas cuestiones, así como algunos problemas metodológicos y teóricos relacionados con la práctica basada en la evidencia. Además, se plantea el concepto de la evidencia basada en la práctica como una forma de tender puentes entre las situaciones de investigación más controladas y la práctica rutinaria, revisando y resaltando aquellos elementos del proceso terapéutico que contribuyen a mejorar los resultados de la psicoterapia.