J Clin Child Adolesc Psychol. 2017 Nov-Dec;46(6):915-928. doi: 10.1080/15374416.2016.1152554. Epub 2016 May 24.

Advancing the Scientific Foundation for Evidence-Based Practice in Clinical Child and Adolescent Psychology.

Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53

Michael C Roberts, Jennifer B Blossom, Spencer C Evans, Christina M Amaro, Rebecca M Kanine

PMID: 27218141 DOI: 10.1080/15374416.2016.1152554

Abstract

Evidence-based practice (EBP) has become a central focus in clinical child and adolescent psychology. As originally defined, EBP in psychology is the integration of the best available research evidence, patient characteristics, and clinical expertise. Although evidence-based perspectives have garnered widespread acceptance in recent years, there has also been some confusion and disagreement about the 3-part definition of EBP, particularly the role of research. In this article, we first provide a brief review of the development of EBP in clinical child and adolescent psychology. Next, we outline the following 4 points to help clarify the understanding of EBP: (a) knowledge should not be confused with epistemic processes, (b) research on clinician and client factors is needed for EBP, (c) research on assessment is needed for EBP, and (d) the 3-part conceptualization of EBP can serve as a useful framework to guide research. Based on these principles, we put forth a slightly revised conceptualization of EBP, in which the role of research is expanded and more clearly operationalized. Finally, based on our review of the literature, we offer illustrative examples of specific directions for future research to advance the evidence base for EBP in clinical child and adolescent psychology.

MeSH terms

• Child
• Evidence-Based Practice / methods
• Humans
• Psychology, Adolescent / methods
• Psychology, Child / methods

Publication Types

• Journal Article