Teaching and learning evidence‐based practices: Promoting dialogue for counsellors and psychotherapists

Allan, Robert

doi:10.1002/capr.12223

Cited by 6 publications

(6 citation statements)

References 41 publications

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“…Given that there are threats of service closures, and the difficulties in receiving adequate levels of funding, we need rigorous data to demonstrate the growing demand for our services, as well as our effectiveness as counselling providers. As Allan (2019) points out: ‘There are increasing demands from funders for all health professions to justify that what they are doing is effective and cost‐efficient’ (p. 206). Funding in universities is limited, and ‘value for money’ is important for commissioning of services (House of Commons Education Committee, 2018).…”

Section: Introducing Evidence‐based Practicementioning

confidence: 99%

Current challenges in student mental health and counselling provision: How practice‐based research can help demonstrate effectiveness

Dufour

2020

Couns and Psychother Res

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With a steep increase in students presenting to counselling services, and the costs associated with meeting increased demand for provision, services need to be able to demonstrate the effectiveness and impact of the interventions they deliver. The heads of embedded university counselling services are uniquely placed to advise on the best interventions to deliver for students in their institutions. Collaborating with research colleagues can help to increase the research output of university counselling services and demonstrate their effectiveness. The Cambridge University Counselling Service collaborated with the School of Psychiatry on the 'Mindfulness Skills for Students' study. The learnings from this collaboration will illustrate how practice-based research can help counselling services to demonstrate their effectiveness and impact, and promote the work that they do with students. The author will also explore the benefits and challenges of engaging in collaboration with research colleagues at her home institution.

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Section: Introducing Evidence‐based Practicementioning

confidence: 99%

Current challenges in student mental health and counselling provision: How practice‐based research can help demonstrate effectiveness

Dufour

2020

Couns and Psychother Res

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“…For clinicians, supervisors, and trainers, the nine meta items and six skills outlined in the EFIT-AM provide individual counsellors and psychotherapists a map to consider with their clients as they explore ways in which intrapsychic and interpersonal cycles contribute to constriction and distress. Learning a new therapy approach presents counsellors and psychotherapists with a range of opportunities and challenges that can, on the one hand, invigorate one's practice, while on the other, leave one feeling uncertain how to proceed or overwhelmed (Allan, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…• Learning a new therapy approach presents counsellors and psychotherapists with a range of opportunities and challenges that can, on the one hand, invigorate one's practice, while on the other, leave one feeling uncertain how to proceed or overwhelmed (Allan, 2019).…”

Section: Implications For Practice and Policymentioning

confidence: 99%

“…

For clinicians, supervisors and trainers, the nine meta items and six skills outlined in the EFIT‐AM provide individual counsellors and psychotherapists a map to consider with their clients as they explore ways in which intrapsychic and interpersonal cycles contribute to constriction and distress. Learning a new therapy approach presents counsellors and psychotherapists with a range of opportunities and challenges that can, on the one hand, invigorate one's practice, while on the other, leave one feeling uncertain how to proceed or overwhelmed (Allan, 2019). For individual practitioners, the EFIT‐AM can function as a self‐supervision tool when they are first learning EFIT or for more seasoned EFIT practitioners to review their work. Supervisors can refer to the EFIT‐AM when tracking progress with a supervisee, reminding them of key elements to reflect on or suggesting a focus on specific skills. Finally, trainers or teachers can use the EFIT‐AM as a tool to outline the model, to encourage an arc in treatment that covers the meta‐items, or as an introduction to the practice of specific skills. …”

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Development of the emotionally focused individual therapy adherence measure: Conceptualisation and preliminary reliability

Schäfer

Edwards

Allan

et al. 2021

Couns and Psychother Res

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The Emotionally Focused Individual Therapy Adherence Measure (EFIT-AM) is presented as a scale to measure a therapist's adherence to the EFIT model. The theoretical rationale for EFIT as a promising model of individual therapy and conceptual development of EFIT-AM are introduced. The EFIT-AM was developed to measure therapist adherence to treatment tasks when working specifically with clients presenting with negative emotional disorder and can be used to promote therapist education and development in training and supervision. The measure includes assessment of essential skills, meta-themes, and stages of EFIT. The measure was piloted using participants (n = 20) with advanced training in EFT. Participants used the measure to rate therapist adherence to EFIT model by observing a recorded therapy session of an expert EFIT therapist. Participant ratings were used to examine consistency among ratings of therapist behaviour and to receive feedback regarding the user experience of the EFIT-AM. Mean item ratings of three and five within the same talk turn were considered to signify reliable identification of an EFIT skill. Of the 18 adherence items on the EFIT-AM, 12 items met our criteria for 50% of participants identifying the item at the same time with a rating of three or five. Six items did not meet these criteria and were considered to either occur at a session, as opposed to talk turn, level or in need of consolidation. The high level of inter-rater reliability and internal consistency of the EFIT-AM indicates the EFIT-AM is a promising tool to evaluate therapist adherence.

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“…In many respects, training in EBP has the potential to unify the field, if students are trained with similar expectations regarding how to synthesize multiple sources of information. It is important for us to teach EBP, not as promoting a view of decision-making that is deterministic, but to emphasize "intentional practice" that reflects what they know is most likely to be helpful, a process that is integral to ethical therapy practice (Allan, 2019).…”

Section: Implications For Clinical Trainingmentioning

confidence: 99%

Changing attitudes toward evidence-based psychodynamic psychotherapy.

Doorn¹,

Prout²

2022

Psychoanalytic Psychology

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Many clinicians hold misperceptions about evidence-based practice (EBP), and evidence-based psychodynamic therapy (PDT) in particular. It is important to address these beliefs and attitudes in graduate training and help students to consider evidence-based interventions from a range of theoretical orientations. This study reports on a required 15-week course in evidence-based PDT within two graduate psychology doctoral programs. Eighty-five students completed measures of attitudes toward EBP and PDT prior to the first class and after the final class. Students who identified with different theoretical orientationsintegrative, CBT, or PDT-did not differ in attitudes toward EBP, and student attitudes toward EBP remained stable. Students with a precourse CBT orientation viewed PDT less favorably than those with a psychodynamic orientation. Attitudes toward PDT improved significantly across all orientations, but CBToriented students reported the largest gains in positive attitudes toward PDT as compared to students with a PDT or integrative orientation. The results support the use of graduate training in evidence-based PDT to improve attitudes toward specific aspects of EBP and PDT. Findings also highlight the mutability of student attitudes and the potential for fostering an integrative approach to EBP that includes PDT. Further research is warranted to examine whether graduate courses in EBP can lead to use of a wider range of therapy interventions with clients.

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Teaching and learning evidence‐based practices: Promoting dialogue for counsellors and psychotherapists

Cited by 6 publications

References 41 publications

Current challenges in student mental health and counselling provision: How practice‐based research can help demonstrate effectiveness

Current challenges in student mental health and counselling provision: How practice‐based research can help demonstrate effectiveness

Development of the emotionally focused individual therapy adherence measure: Conceptualisation and preliminary reliability

Changing attitudes toward evidence-based psychodynamic psychotherapy.

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