Psyc 495
Article Review-Professional
Psyc 495
INTRODUCTION
The gap between science and service in youth mental health treatment poses a dilemma.
While there are several treatments shown to be effective for a list of child mental health
diagnoses and difficulties, these interventions are not well represented in community- based
usual care and evidence that the majority of youth treated with usual care do not show
improvement (Bearman, Wadkins, Bailin, & Doctoroff, 2015). The gap has created efforts to
increase the use of effective, evidence-based interventions in service settings. However, there
have still been challenges related to training, dissemination, support, and sustainability remain.
The researchers of the article propose that an increased focus on predoctoral training in
professional psychology could help address critical barriers that slow the advancement of
evidence-based practice into service settings. Thus, the purpose of the study is to examine
change in doctoral student attitudes before and after a requires course on EBP. EBP has been
defined as an integration of the best available research with clinical expertise in the context of
patient characteristics, culture, and preferences (Bearman, Wadkins, Bailin, & Doctoroff, 2015
Bearman, Wadkins, Bailin, & Doctoroff, 2015). Previous research examined professional
psychology training programs because of concerns if EBP training met the goals of the APA
guidelines.
PARTICIPANTS
Participants were students who took the “foundations and Applications of Empirically
Supported Practices for Youth” course in Spring 2012 and 2013. This also took place during
training in a school-clinical child psychology PsyD program or a clinical psychology PsyD
program. 42 students participated, 38 females and 4 males.
Article Review-Professional
Psyc 495
INTRODUCTION
The gap between science and service in youth mental health treatment poses a dilemma.
While there are several treatments shown to be effective for a list of child mental health
diagnoses and difficulties, these interventions are not well represented in community- based
usual care and evidence that the majority of youth treated with usual care do not show
improvement (Bearman, Wadkins, Bailin, & Doctoroff, 2015). The gap has created efforts to
increase the use of effective, evidence-based interventions in service settings. However, there
have still been challenges related to training, dissemination, support, and sustainability remain.
The researchers of the article propose that an increased focus on predoctoral training in
professional psychology could help address critical barriers that slow the advancement of
evidence-based practice into service settings. Thus, the purpose of the study is to examine
change in doctoral student attitudes before and after a requires course on EBP. EBP has been
defined as an integration of the best available research with clinical expertise in the context of
patient characteristics, culture, and preferences (Bearman, Wadkins, Bailin, & Doctoroff, 2015
Bearman, Wadkins, Bailin, & Doctoroff, 2015). Previous research examined professional
psychology training programs because of concerns if EBP training met the goals of the APA
guidelines.
PARTICIPANTS
Participants were students who took the “foundations and Applications of Empirically
Supported Practices for Youth” course in Spring 2012 and 2013. This also took place during
training in a school-clinical child psychology PsyD program or a clinical psychology PsyD
program. 42 students participated, 38 females and 4 males.
