Evidence-based practice in psychology: Context, guidelines, and action.

A science-based approach to understanding health and disease emerged gradually over the past two centuries, while the modern evidence-based approach to health care emerged only about a half-century ago. The evidence-based approach to practice in health service psychology (HSP) gained significant traction after the American Psychological Association (APA) adopted it as policy in 2005, and in 2021, APA approved the first comprehensive set of guidelines for practicing HSP in an evidence-based manner. Several authors of this 2021 set of guidelines along with an additional subject matter expert wrote the current article. This article outlines the development of evidence-based practice in psychology, discusses the strengths and weaknesses of each of the three components of evidence-based practice (i.e., best available research, clinical expertise, and patient characteristics, culture, and preferences), and highlights the complexity involved in integrating related considerations during clinical decision making. The article then discusses strategies for the systematic application of this approach in HSP to improve the effectiveness of behavioral health care and strengthen population health. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Applying Task Force Recommendations on Integrating Science and Practice in Health Service Psychology Education.

The proper role of research skills and training to conduct research in professional psychology education has been controversial throughout the history of the field. An extensive effort was undertaken recently to address that issue and identify ways the field might move forward in a more unified manner. In 2015, the American Psychological Association (APA) Board of Educational Affairs convened a task force to address one of the recommendations made by the Health Service Psychology Education Collaborative in 2013. That recommendation stated that the education and training of health service psychologists (HSPs) include an integrative approach to science and practice that incorporates scientific-mindedness, training in research skills, and goes well beyond merely "consuming" research findings. The task force subsequently developed recommendations related to the centrality of science competencies for HSPs and how these competencies extend beyond training in evidence-based practice. This article discusses the findings of the task force and the implications of its recommendations for education and training in HSP. The challenges and opportunities associated with implementing these recommendations in HSP graduate programs are examined.

Leaving behind our preparadigmatic past: Professional psychology as a unified clinical science.

The behavioral and neurosciences have made remarkable progress recently in advancing the scientific understanding of human psychology. Though research in many areas is still in its early stages, knowledge of many psychological processes is now firmly grounded in experimental tests of falsifiable theories and supports a unified, paradigmatic understanding of human psychology that is thoroughly consistent with the rest of the natural sciences. This new body of knowledge poses critical questions for professional psychology, which still often relies on the traditional theoretical orientations and other preparadigmatic practices for guiding important aspects of clinical education and practice. This article argues that professional psychology needs to systematically transition to theoretical frameworks and a curriculum that are based on an integrated scientific understanding of human psychology. Doing so would be of historic importance for the field and would result in major changes to professional psychology education and practice. It would also allow the field to emerge as a true clinical science. (PsycINFO Database Record

Impression management during evaluation and psychological reactions post-donation of living kidney donors.

UNLABELLED: Many healthcare providers have been concerned about the extent to which potential kidney donors use impression management or concealment of important information regarding their medical history, current functioning, or other circumstances that could affect whether they are accepted as donors. To date, however, there has been very little empirical examination of these questions. It is also not known whether donors' use of impression management pre-donation is related to their reactions and adjustment post-donation. METHODS: This study surveyed 76 individuals who had donated a kidney one to six yr previously regarding their use of impression management and their concealing of information during their psychological evaluations. They were also asked about their reactions to the donation and whether they would make the same decision again. In addition, 21 of these donors participated in focus groups that explored these questions in depth. RESULTS: Many of the kidney donors reported that they possessed very strong motivation to donate and consequently used impression management in their interactions with medical professionals pre-donation. Very few donors, however, indicated that they concealed information during their pre-donation evaluations. The donors' psychological reactions post-donation were generally positive, and nearly all indicated that they would make the same decision again.

Development of the Motivational Interviewing Supervision and Training Scale.

The movement to use empirically supported treatments has increased the need for researchers and supervisors to evaluate therapists' adherence to and the quality with which they implement those interventions. Few empirically supported approaches exist for providing these types of evaluations. This is also true for motivational interviewing, an empirically supported intervention important in the addictions field. This study describes the development and psychometric evaluation of the Motivational Interviewing Supervision and Training Scale (MISTS), a measure intended for use in training and supervising therapists implementing motivational interviewing. Satisfactory interrater reliability was found (generalizability coefficient p(2) = .79), and evidence was found supporting the convergent and discriminant validity of the MISTS. Recommendations for refinement of the measure and future research are discussed.

Neuropsychological functioning of homeless men.

Numerous biological and psychological factors associated with impaired neurological functioning have been identified as common among the homeless, but there has been relatively little systematic examination of the cognitive functioning of homeless people. This study explored the neuropsychological functioning of 90 homeless men. There was great variability in their test scores, but the presence of possible cognitive impairment was detected in 80% of the sample. Average general intellectual functioning and reading abilities were found to be relatively low, and the incidence of impairments in reading, new verbal learning, memory, and attention and concentration was high. These findings suggest that the homeless men in this study had considerable assessment and treatment needs that were not being met by most of the health and social services offered to them.

Alcohol and other drug abuse counselors' attitudes and resources for integrating research and practice.

The state of Wisconsin recently launched a Research-to-Practice Initiative. One aspect of the Wisconsin initiative was to survey Wisconsin-Certified Alcohol and other Drug Abuse Counselors (CADCs) to assess their attitudes, reported practices, and resources in regard to the integration of research and practice. The sample for the present study included 366 CADCs. Of the 366 respondents, 62 percent (n = 226) were female and 38 percent (n = 140) were male. The respondents were primarily Caucasian (90 percent) with the remaining respondents identifying as African American (4 percent), Native American (2 percent), Hispanic (1 percent), and Asian American (0.5 percent). The results from the survey indicated that the majority of respondents have access to computers, e-mail, and the Internet at their workplace; report being "satisfied" or "very satisfied" with their education and training; and tend to approve of the efforts to integrate research and practice. Incentives, barriers and strategies to integrate research and practice are discussed.