Training Therapists in Evidence-Based Practice: A Critical Review of Studies From a Systems-Contextual Perspective


  • This project was supported by the Ruth L. Kirschstein National Research Service Award (F31 MH083333) awarded to the first author.

Address correspondence to Rinad S. Beidas, Department of Psychology, Temple University, Weiss Hall, Philadelphia, PA 19122. E-mail:


[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.