Training in Evidence-Based Psychological Practice at the Master’s Level

Lack, Caleb W.; Doan, Robert

doi:10.1891/0889-8391.32.1.3

Cited by 6 publications

(5 citation statements)

References 16 publications

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“…for their professional success and fail to show benefits of research to their students (Rakitina, 2015;Yurevich, 2012). This is the opposite to the current trend in the United States, where it is expected that psychologists would integrate scientific knowledge in psychological practice (American Psychological Association, 2013; APA Task Force on Evidence-Based Practice, 2006;Lambert & Archer, 2006;Melchert, 2016;Spring, 2007), and where psychology students are trained in evidence-based practice (Babione, 2010;Bauer, 2007;Hershenberg, Drabick, & Vivian, 2012;Lack & Doan, 2018;Leffler, Jackson, West, McCarty, & Atkins, 2013).…”

Section: Discussionmentioning

confidence: 90%

“…Consistent with previous research, higher understanding of human behavior among bachelor's students may be explained by their academic development (Provost et al, 2011) and recent exposure to both introductory and research methods psychology courses (Bartels et al, 2009;Gervasio et al, 2010;Friedrich, 1996;Pettijohn et al, 2015). Lack of more pronounced differences in students' perceptions based on the level of acquired education may be due to the quality of classroom instructions and interventions during their previous education (Bauer, 2007;Bloom & Tam, 2015;Hughes et al, 2013;Lack & Doan, 2018;Lilienfeld et al, 2013) as well as lack of effective one-on-one interactions with faculty (Bjomsen, 2000;Hollingsworth & Fassinger, 2002;Kowalski & Taylor, 2009;Waples, 2016). For example, students holding specialist's degrees could be affected by lack of emphasis (Vasilyuk, 2003; or training in evidence-based practices (Collins, Leffingwell, & Belar, 2007;Lilienfeld et al, 2013;Luebbe et al, 2007), reinforcing their interest in questionable (Katkov, 2016) and even pseudoscientific practices (Kholmogorova, 1996) "masquerading" as genuinely scientific among Russian psychologists (Lilienfeld, 2010, p. 286).…”

Section: Discussionmentioning

confidence: 99%

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The View of Russian Psychology Students on Whether Psychology is a Science

Aleksandrova-Howell¹,

Abramson²,

Cota³

et al. 2020

IJCP

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The Psychology as Science Scale (Friedrich, 1996) was administered to 525 psychology students from nine Russian universities to assess their beliefs about the nature of the discipline. About half of students (49.6%) generally agreed that psychology may be called a scientific discipline. Specifically, 71. 5% of the students agreed that psychology is a natural science, similar to biology, chemistry, and physics, 39. 9% of students agreed that psychological research is important and training in psychological methodology is necessary, and 43.1% of students agreed that human behavior is highly predictable. Students who took three methodology courses shared significantly stronger beliefs in the need for psychological research and the importance of training in methodology compared to students who did not take any methodology courses. Furthermore, students with a specialist degree had significantly stronger beliefs that psychology is a science compared to students who have just finished school. In terms of the effect of students’ career aspirations, students who wanted to be academic psychologists and clinicians had significantly stronger beliefs that psychology is a science compared to students who did not have clarity about their future careers. Regardless of the study limitations, these findings have potential implications for Russian psychology instructors.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

The View of Russian Psychology Students on Whether Psychology is a Science

Aleksandrova-Howell¹,

Abramson²,

Cota³

et al. 2020

IJCP

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“…Consistent with hypotheses, providers reported joining the PE Initiative to receive training in an EBP in general. The majority of respondents were Master's level clinicians, and training in EBPs in Master's level graduate training programs is limited (Lack & Doan, 2018). This might account for PE providers’ desire to receive training and consultation in EBPs in general.…”

Section: Discussionmentioning

confidence: 99%

Consultation and professional development within the prolonged exposure initiative

Pincus

Brumfield

Brown

2022

Journal Community Psychology

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Previous studies have identified that ongoing consultation and organizational support are key factors in sustaining evidence‐based implementation initiatives in community mental health. Clinician‐level factors likely influence implementation but are not well delineated. This study assessed clinician‐reported professional development incentives for participating in consultation in prolonged exposure (PE) therapy to guide future evidence‐based practice (EBP) initiatives. Providers in the PE initiative (N = 22) completed a survey asking about their motivations to participate, the impact of consultation on the implementation of PE and their professional development goals, and the impact of organizational‐level support on their goals and on organizational‐level clinician turnover. Of the respondents, 10 had decided to pursue additional training to become PE consultants at their agencies. Providers (response rate = 22/35) reported joining the PE Initiative to learn an evidence‐based practice in general (not PE specifically) and increase their skill in treating posttraumatic stress disorder. Providers largely found ongoing consultation helpful and reported that consultation provided the feedback and support necessary to achieve their professional goals. Providers who decided to pursue PE consultant training reported that expanding upon supervision and clinical skills were strong motivators. Providers largely attributed clinician turnover within the PE Initiative to organizational‐level factors. Ongoing consultation facilitated providers’ professional development goals. The survey identified several areas for further exploration, including how consultation can reduce clinician turnover, and how taking on additional responsibility within implementation initiatives can facilitate provider engagement in the EBP.

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“…There is consensus on the importance of training students from Psychology, Social Work, and Family Therapy on EBP packages to increase practice effectiveness and prepare a competent workforce [16–20]. The advantages of training students in EBP during their graduate work are twofold: (a) from a clinical perspective, to improve service delivery into the future; and (b) from a research perspective, to promote students’ use of research to test theoretical underpinnings, practices, and to evaluate the EBP’s mediators and moderators [18].…”

Section: Introductionmentioning

confidence: 99%

“…Early exposure to EBP training can strengthen students’ present and future practice as well as their scholarly work while benefiting the patients and communities that they serve [21]. Even if training in EBP is established in university settings, however, the shortage of supervisors qualified to train providers, and the small amount of available time to provide the supervision required for effective service delivery are challenges that need to be addressed [16, 20]. Practitioner specialty training is typically provided via didactic workshops.…”

Section: Introductionmentioning

confidence: 99%

Teaching GenerationPMTO, an evidence-based parent intervention, in a university setting using a blended learning strategy

Baumann¹,

Rodríguez

Wieling

et al. 2019

Pilot Feasibility Stud

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Background Despite the large number of evidence-based practices (EBPs) ready for implementation, they are the exception in usual care, especially for ethnic minority patients, who may not have access to trained health professionals. Providing EBP training as part of a graduate curriculum could help build the pipeline of professionals to provide quality care. Methods We conducted a before-after study to determine whether we could implement a blended learning strategy (BL; i.e., in vivo and online training) to teach an EBP in university settings. Feasibility in this pilot was operationalized as knowledge acquisition, satisfaction, fidelity, acceptability, and usability. Using GenerationPMTO as the EBP, our aim was to train graduate students enrolled in Psychology, Social Work, and Family Therapy programs in the EBP in one academic year. Two therapists from a community agency were also students in this pilot. A total of 13 students from five universities were trained in the intervention. Adaptations were made to the intervention and training strategy to optimize training fidelity. Focus groups were conducted with the students to capture their perspective about the training. Results Students demonstrated significant knowledge acquisition from baseline (Mean = 61.79, SD = 11.18) to training completion (Mean = 85.27, SD = 5.08, mean difference = − 23.48, 95% CI = − 29.62, − 17.34). They also reported satisfaction with the BL format, as measured by teaching evaluations at the end of the course. Instructors received acceptable fidelity scores (range of 7–9 in a 9-point scale). Qualitative findings from focus groups showed support for acceptability and usability of BL training. Conclusions BL training in university settings can be conducted with fidelity when provided by appropriately trained instructors. BL that integrates EBP and adaptations may be uniquely applicable for training providers in low-resource and ethnically diverse settings. The BL enhanced knowledge of GenerationPMTO was acceptable and usable to students, and was delivered with high instructor fidelity to the training model.

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Training in Evidence-Based Psychological Practice at the Master’s Level

Cited by 6 publications

References 16 publications

The View of Russian Psychology Students on Whether Psychology is a Science

The View of Russian Psychology Students on Whether Psychology is a Science

Consultation and professional development within the prolonged exposure initiative

Teaching GenerationPMTO, an evidence-based parent intervention, in a university setting using a blended learning strategy

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