Knowledge of and Attitudes Towards Evidence-Based Practices in Community Child Mental Health Practitioners

Abstract

Research in the dissemination of evidence-based practices (EBPs) suggests that practitioners' knowledge of and attitudes towards EBPs influence their decisions to adopt such practices. This study investigated the relationships between practitioner background variables and EBP knowledge and attitudes, as well as the relationship between knowledge and attitudes among public sector youth direct service providers (n = 240). Findings suggest that knowledge and attitudes relate to practitioners' most advanced degree, practice setting, and licensure status. Additionally, lack of knowledge in the form of EBP under-identification was related to negative attitudes. Findings are discussed as they relate to the dissemination of EBPs.

Characterizing Community-Based Usual Mental Health Care for Infants

“…Therefore, it is possible that these outliers influenced this finding. In addition, the current findings that KEBSQ scores did not significantly differ based on provider professional discipline, licensure status, or years of experience are consistent with previous research (Nakamura et al, 2011).…”

“…In addition, providers who selected "humanistic or client-centered" as a theoretical orientation, demonstrated less knowledge of EBPs compared to providers who did not select this orientation. In contrast, previous research has found that provider age and theoretical orientation do not significantly impact knowledge of EBPs (Nakamura, Higa-McMillan, Okamura, & Shimabukuro, 2011).…”

Facilitators and Barriers of Implementing a Measurement Feedback System in Public Youth Mental Health

“…Its items appear face-valid and variations of this measure have been used in numerous local investigations in the past (Nakamura et al 2011). …”

Implementing a Modular Research-Supported Treatment in Child Welfare

“…Practitioner buy-in is an essential element of implementation; workers have to be interested and have confidence in the evidence-based practice process (Cunningham & Duffee, 2009;Proctor, 2004), which is commonly defined as a five-step process that includes formulating a question, identifying evidence, critically assessing the evidence, applying in practice, and evaluating the application for improvements to future practice (Barth et al, 2012;Gibbs, 2003). More positive attitudes have been linked to better knowledge of RSTs among mental health practitioners (Nakamura, Higa-McMillan, Okamura, & Shimabukuro, 2011). Also, with leadership that supports its uptake, attitudes toward RSTs were found to improve for child welfare workers (Aarons & Sommerfeld, 2012).…”