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Therapists' Knowledge of Evidence-Based Practice: Differential Definitions, Measurement, and Influence on Self-Reported Practice
|Title:||Therapists' Knowledge of Evidence-Based Practice: Differential Definitions, Measurement, and Influence on Self-Reported Practice|
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|Issue Date:||Dec 2016|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2016]|
|Abstract:||In recent years, the field of youth mental health has shifted its major focus from identifying evidence-based practices (EBP), to their dissemination and implementation in large mental health settings. Consolidated frameworks and theories of behavior change all hypothesize that therapist attitudes and knowledge are important facilitators of adoption. Empirical studies have suggested that attitudes and knowledge significantly relate to the use of EBP. Positive attitudes have generally predicted EBP use over time. However, EBP knowledge is less studied and has produced mixed findings related to EBP use. This variability may stem from how EBPs are defined and what type of knowledge (i.e., general awareness or process) is being measured. The current study defined the constructs of EBP and EBP knowledge, and examined the extent to which therapists’ attitudes and knowledge influenced self-reported EBP use. Forty-six therapists serving youth in community-based intensive in-home settings were administered measures of EBP attitudes and knowledge. Results indicated that generally both types of knowledge significantly and positively related to self-reported EBP use. An inverse relationship between EBP attitudes and self-reported EBP use was also found. Therapists’ years of clinical training, age, and months serving a particular youth as well as youth age were significantly related to self-reported EBP use, which varied depending on the practice examined. These findings suggest that therapists’ knowledge and attitudes may influence their decision to adopt and use EBP in community mental health settings. Consistencies and divergence from previous literature and limitations are also discussed.|
|Description:||Ph.D. University of Hawaii at Manoa 2016.|
Includes bibliographical references.
|Appears in Collections:||Ph.D. - Psychology|
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