Module overview
Clinical Psychologists often work with clients with complex presentations, and around the limits of available evidence. Hence, it is important to understand possible responses to this situation. This module will focus on developing your understanding of what ‘evidence based practice’ (EBP) is and is not; and your ability to evaluate evidence to inform your practice
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Respond critically to arguments against the principles of EBP
- Explain what is meant by ‘evidence’, and differentiate and categorize the quality of different types of ‘evidence
- Articulate the role(s) of EBP in clinical psychology and the role(s) of clinical psychology in EBP; the pathways via which evidence is built, amassed and progressed.
- Consider how equality, diversity and inclusivity can have an impact on evidence and clinical psychology practice.
- Critically evaluate examples of ‘evidence’ from literature and practice
Syllabus
Curriculum will comprise the following components:
- Conceptual specification of evidence based practice.
- Different types of evidence, how they are obtained and their value.
- What facilitates EBP, what hinders EBP, feasibility of EBP.
- Considerations for developing as an evidence based practitioner
Learning and Teaching
Teaching and learning methods
Teaching will comprise different methods, including lectures, seminars, directed reading, discussion in journal club and independent study.
| Type | Hours |
|---|---|
| Independent Study | 34 |
| Teaching | 16 |
| Total study time | 50 |
Resources & Reading list
General Resources
Psychotherapy, 49, 2,. special issue – less sure of its suitability – possibly preaching to the converted.
Journal Articles
esp Lilienfeld et al (2013). Clinical Psychology Review. special issue on EBP, 33(7).
APA Presidential Task Force on Evidence-Based Practice (2006). Evidence-based practice in psychology.. The American Psychologist, 61(4), pp. 271.
Heatherington, L., Messer, S. B., Angus, L., Strauman, T. J., Friedlander, M. L., & Kolden, G. G. (2012). The narrowing of theoretical orientations in clinical psychology doctoral training. Clinical Psychology: Science and Practice, 19(4), pp. 364-374.
Gallo, K. P., & Barlow, D. H. (202). Factors Involved in Clinician Adoption and Nonadoption of Evidence‐Based Interventions in Mental Health.. Clinical Psychology: Science and Practice, 19(1), pp. 93-106.
Kazdin, A. E. (2008). Evidence-based treatment and practice: new opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63(3), pp. 146.
Williams, M. E., Rogers, K. C., Carson, M. C., Sherer, S., & Hudson, B. O. (2012). Opportunities arising from transformation from treatment as usual to evidence-based practice. Professional Psychology: Research and Practice, 43(1), pp. 9.
Textbooks
Kazdin, A. E. (2009). Bridging science and practice to improve patient care.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
PresentationSummative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Peer review | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Coursework assignment(s) | 100% |
Repeat Information
Repeat type: Internal