This project was supported by the Ruth L. Kirschstein National Research Service Award (F31 MH083333) awarded to the first author.
Training Therapists in Evidence-Based Practice: A Critical Review of Studies From a Systems-Contextual Perspective
Article first published online: 10 MAR 2010
© 2010 American Psychological Association. Published by Wiley Periodicals, Inc., on behalf of the American Psychological Association
Clinical Psychology: Science and Practice
Volume 17, Issue 1, pages 1–30, March 2010
How to Cite
Beidas, R. S. and Kendall, P. C. (2010), Training Therapists in Evidence-Based Practice: A Critical Review of Studies From a Systems-Contextual Perspective. Clinical Psychology: Science and Practice, 17: 1–30. doi: 10.1111/j.1468-2850.2009.01187.x
- Issue published online: 10 MAR 2010
- Article first published online: 10 MAR 2010
- Received February 14, 2009; revised June 8, 2009; accepted June 10, 2009.
- dissemination and implementation;
- evidence-based practice;
- systems-contextual perspective;
- therapist training
[Clin Psychol Sci Prac 17: 1–30, 2010]
Evidence-based practice (EBP), a preferred psychological treatment approach, requires training of community providers. The systems-contextual (SC) perspective, a model for dissemination and implementation efforts, underscores the importance of the therapist, client, and organizational variables that influence training and consequent therapist uptake and adoption of EBP. This review critiques the extant research on training in EBP from an SC perspective. Findings suggest that therapist knowledge improves and attitudinal change occurs following training. However, change in therapist behaviors (e.g., adherence, competence, and skill) and client outcomes only occurs when training interventions address each level of the SC model and include active learning. Limitations as well as areas for future research are discussed.