Advertisement

An Explorer’s Guide to Evidence-Based Practice

  • Rosalyn BertramEmail author
  • Suzanne Kerns
Chapter

Abstract

For a program or practice to establish a sound evidence base, it must proceed through a series of studies to determine its effectiveness. Similar to the story in the previous chapter, the initial trial usually occurs in ideal conditions, then progresses to studies in more so-called real-world settings. This can create a tension between internal and external validity. As programs are implemented in community-based settings, program developers should create written guidelines (manual) and fidelity measurements to help ensure it is implemented as intended. In this chapter, we review the most developed evidence-based approaches for common behavioral health concerns, including anxiety, traumatic stress, depression, and child behavior problems. We conclude with a discussion of the common elements movement and how different programs can be embedded within a system of evidence-based services to support a range of community needs.

Keywords

Common elements Efficacy trial Effectiveness trial Treatment fidelity Validity 

References

  1. Alexander, J., Barton, C., Gordon, D., Grotpeter, J., Hansson, K., Harrison, R., et al. (1998). Blueprints for violence prevention, book three: Functional family therapy. Boulder, CO: Center for the Study and Prevention of Violence.Google Scholar
  2. Chorpita, B. F., Daleiden, E., & Weisz, J. R. (2005). Identifying and selecting the common elements of evidence based interventions: A distillation and matching model. Mental Health Services Research, 7, 5–20.CrossRefGoogle Scholar
  3. Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents (2nd ed.). New York: The Guilford Press.Google Scholar
  4. Dorsey, S., Berliner, L., Lyon, A. R., Pullmann, M. D., & Murray, L. K. (2016). A statewide common elements initiative for children’s mental health. The Journal of Behavioral Health Services & Research, 43(2), 246–261.CrossRefGoogle Scholar
  5. Dorsey, S., McLaughlin, K. A., Kerns, S. E. U., Harrison, J. P., Lambert, H. K., Briggs-King, E., … Amaya-Jackson, L. (2017). Evidence base update for psychosocial treatments for children and adolescents exposed to traumatic events. Journal of Clinical Child and Adolescent Psychology, 46(3), 303–330.  https://doi.org/10.1080/15374416.2016.1220309.
  6. Dorsey, S., Pullmann, M. D., Deblinger, E., Berliner, L., Kerns, S. E., Thompson, K., … & Garland, A. F. (2013). Improving practice in community-based settings: A randomized trial of supervision—study protocol. Implementation Science, 8(1), 89.Google Scholar
  7. Foa, E. B., Hembree, E. A., Cahill, S. P., Rauch, S. A., Riggs, D. S., Feeny, N. C., & Yadin, E. (2005). Randomized trial of prolonged exposure for posttraumatic stress disorder with and without cognitive restructuring: Outcome at academic and community clinics. Journal of Consulting and Clinical psychology, 73(5), 953.Google Scholar
  8. Foa, E. B., Keane, T. M., Friedman, M. J., & Cohen, J. A. (Eds.). (2008). Effective treatments for PTSD: Practice guidelines from the international society for traumatic stress studies. Guilford Press.Google Scholar
  9. Forehand, R., Dorsey, S., Jones, D. J., Long, N., & McMahon, R. J. (2010). Adherence and flexibility: They can (and do) coexist! Clinical Psychology: Science and Practice, 17(3), 258–264.Google Scholar
  10. Funderburk, B. W., & Eyberg, S. (2011). Parent–child interaction therapy. In J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 415–420). Washington, DC, US: American Psychological Association.CrossRefGoogle Scholar
  11. Gregersen, E. (2010). An explorer’s guide to the universe. Rosen Publishing Group.Google Scholar
  12. Hawkins, J. D., Catalano, R. F., & Kuklinski, M. R. (2014). Communities that care. In Encyclopedia of criminology and criminal justice (pp. 393–408). New York, NY: Springer.Google Scholar
  13. Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. D., & Cunningham, P. B. (2009). Multisystemic therapy for anti-social behavior in children and adolescents (2nd ed.). New York: Guilford Press.Google Scholar
  14. Hogue, A., Henderson, C. E., Dauber, S., Barajas, P. C., Fried, A., & Liddle, H. A. (2008). Treatment adherence, competence, and outcome in individual and family therapy for adolescent behavior problems. Journal of Consulting and Clinical Psychology, 76(4), 544–555.CrossRefGoogle Scholar
  15. Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology, 36(4), 567–589.CrossRefGoogle Scholar
  16. Kendall, P. C. (2006). Coping cat workbook (2nd ed.). Workbook Publishing.Google Scholar
  17. Kendall, P. C., Crawford, E. A., Kagan, E. R., Furr, J. M., & Podell, J. L. (2003). Child-focused treatment of anxiety. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (3rd ed., pp 81–100). Guilford Press.Google Scholar
  18. Lieberman, A. F., Van Horn, P., & Ippen, C. G. (2005). Toward evidence-based treatment: Child-parent psychotherapy with preschoolers exposed to marital violence. Journal of the American Academy of Child and Adolescent Psychiatry, 44(12), 1241–1248.CrossRefGoogle Scholar
  19. Mazzucchelli, T. G., & Sanders, M. R. (2010). Facilitating practitioner flexibility within an empirically supported intervention: Lessons from a system of parenting support. Clinical Psychology: Science and Practice, 17(3), 238–252.Google Scholar
  20. McMahon, R. J., & Forehand, R. L. (2005). Helping the noncompliant child: Family-based treatment for oppositional behavior. New York, NY: Guilford Press.Google Scholar
  21. Mufson, L., & Moreau, D. (1999). Interpersonal psychotherapy for depressed adolescents (IPT-A). Handbook of psychotherapies with children and families (pp. 239–253). Boston, MA: Springer.CrossRefGoogle Scholar
  22. Reitman, D., & McMahon, R. J. (2013). Constance “Connie” Hanf (1917–2002): The mentor and the model. Cognitive and Behavioral Practice, 20(1), 106–116.CrossRefGoogle Scholar
  23. Sanders, M. R. (1999). Triple P-positive parenting program: Towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review, 2(2), 71–90.CrossRefGoogle Scholar
  24. Saxe, G. N., Ellis, B. H., & Kaplow, J. B. (2007). Collaborative treatment of traumatized children and teens: The trauma systems therapy approach. New York, NY: Guilford Press.Google Scholar
  25. Schoenwald, S. K. (2011). It’s a bird, it’s a plane, it’s… fidelity measurement in the real world. Clinical Psychology: Science and Practice, 18(2), 142–147.Google Scholar
  26. Sexton, T., & Turner, C. W. (2011). The Effectiveness of Functional Family Therapy for Youth With Behavioral Problems in a Community Practice Setting. Couple and Family Psychology: Research and Practice, 1(S), 3–15.Google Scholar
  27. Sholomaskas, D. E., Syracuse-Siewert, G., Rounsaville, B. J., Ball, S. A., Nuro, K. F., & Carroll, K. M. (2005). We don’t train in vain: A dissemination trial of three strategies of training clinicians in cognitive-behavioral therapy. Journal of Consulting and Clinical Psychology, 73(1), 106–115.CrossRefGoogle Scholar
  28. Webster-Stratton, C., & Reid, M. J. (2003). The incredible years parents, teachers and children training series: A multifaceted treatment approach for young children with conduct problems. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (3rd ed., pp. 194–210).Google Scholar
  29. Weisz, J. R., Moore, P. S., Southam-Gerow, M. A., Weersing, V. R., Valeri, S. M., & McCarty, C. A. (2005). Therapist’s manual PASCET: Primary and secondary control enhancement training program. Los Angeles, CA: University of California.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Professor, School of Social WorkUniversity of Missouri–Kansas CityKansas CityUSA
  2. 2.Research Associate Professor, Graduate School of Social WorkUniversity of DenverDenverUSA

Personalised recommendations