Effectively Using Evidence-Based Practices

 

As a mental health professional, you are increasingly called on to use evidence-based practices (EBPs) in your work with people. Evidence-based practice originated in the medical field, where thousands of randomized controlled studies have been conducted. Unfortunately, it has been more challenging to put EBPs into direct practice in the mental health field, as there is often a large delay between discovering effective practices and putting them into practice with mental health consumers. This course will provide you with a clearer understanding of evidence-based practice, so that you can help bridge the gap between research and practice, and better assist the individuals you serve. In this course you will learn about different definitions of EBPs, how EBPs are developed, as well as the potential positives and negatives of EBPs that you need to keep in mind as you consider using them. You’ll also find out about some well-established EBPs, along with how you can implement them in your own practice with specific populations. This course will guide you through a series of vignettes and interactive exercises to help you apply what you have learned when you need it most. This training is appropriate for a variety of clinical professionals working in the mental health field with basic to intermediate levels of experience. Ultimately, your completion of this course will make you more prepared and confident as you consider using EBPs in your own setting.

$19.95

Hours: 1.25
REL-HHS-0-EUEBP

Certificates

Certificates provided by accrediting body (0 Match)

Course Details

Course Code: REL-HHS-0-EUEBP
Hours: 1.25
Type: Online Course
Content Expiration Date: 5/31/2019
Learning Objectives:
Describe two ways to incorporate EBPs into your daily practice.
Define the term “evidence-based practice” and identify one purpose of EBPs.
Summarize the pros and cons of using EBPs, including specific concerns about EBP identification and dissemination.
List three examples of EPBs currently in use.

Outline:
Section 1: Introduction

A. About This Course
B. Learning Objectives

Section 2: Background and Sources
A. Meet Enrique
B. What Are Evidence-Based Practices?
C. Why Evidence-Based Practice?
D. Sources: Introduction
E. Sources of EBPs
F. Researchers Pursuing Their Own Research
G. The Cochrane Collaboration
H. Principles of the Cochrane Collaboration
I. The Cochrane Library
J. The Campbell Collaboration
K. Let’s Review
L. Professional/Trade Organizations
M. Divisions 12 Task Force
N. Difficulties of the Division 12 Task Force
O. Federal Agencies
P. The National Institute of Mental Health
Q. The Substance Abuse and Mental Health Services Administration
R. Agency for Health Care Research and Quality Evidence-Based Practice Centers
S. AHRQ’s Rating System
T. The California Evidence-Based Clearinghouse
U. CEBC’s Rating System
V. A Comparison of Different Reviews
W. Meet Joe
X. Summary

Section 3: Concerns about the Identification and Dissemination
A. Some Concerns about EBPs
B. Concerns about the Identification and Dissemination of EBPs
C. The Democratic Concern
D. The Concern that Traditional Science Is Limited
E. Concerns about Technical Problems in Identifying EBPs
F. Meet Gary
G. The Overstatement Concern
H. The Concern that Untested Will Be Interpreted as Equivalent to Ineffective
I. The Concern that Knowing Is Not Equivalent to Practicing
J. Meet Marlena
K. Summary

Section 4: Examples of Evidence-Based Practices
A. Family Psycho-Education
B. APA and Family Psycho-Education
C. Illness Management and Recovery
D. How Will You Benefit from Illness Management and Recovery Programs?
E. Brief Outline of ESTs from Division 12
F. Meet Arianne
G. Summary

Section 5: Conclusion
A. Summary
B. Course Contributor
C. Resources
D. References

Instructor: Sarah Clavell Storer, Ph.D.
Sarah Clavell Storer, Ph.D. is a licensed clinical psychologist with extensive experience in the assessment and treatment of children, adolescents, and young adults. She specializes in applying innovative, evidence-based clinical approaches to the mental health treatment of those she works with. She has developed workshops and trainings on a variety of topics, including increasing children's self-esteem, how parents can effectively manage problem behaviors, problem-solving skills training, and communication skills. The focus of Dr. Clavell Storer's research is on the aggressive behaviors of children and adolescents. She is a graduate of Yale University (Psychology) and has her Master's and Doctorate in Clinical Psychology from the California School of Professional Psychology San Diego. Dr. Storer is a psychologist at UC San Diego, Counseling and Psychological Services (CAPS). Disclosure: Sarah Clavell Storer, Ph.D. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Staff Writer: Naju Madra, M.A.

Naju Madra, M.A. is an internal subject matter expert and clinical content writer for Relias' Behavioral Healthcare library. She earned her Master's degree in Psychology with specific study in neuropsychological assessment for children with Fetal Alcohol Spectrum Disorders. She brings with her a wealth of experience in clinical assessment, along with expertise in large-scale clinical research project management, recruitment, training, as well as in-person and web-based curriculum development.

In addition to scholarly activities such as writing manuals and preparing manuscripts for peer-reviewed journals, Ms. Madra has over 15 years of behavioral healthcare experience ranging from crisis counseling and job coaching for individuals with severe mental illness and co-occurring disorders, to community college instruction, and trauma specialist at the Veterans Health Administration. In her current role, Ms. Madra has contributed authorship to over 100 behavioral healthcare course offerings for both licensed and non-licensed professionals in the Health & Human Services market.

Disclosure: Naju Madra, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: entry and intermediate level Alcohol and Drug Counselors; entry and intermediate level Nurses; entry and intermediate level Professional Counselors; entry and intermediate level Psychologists; entry and intermediate level Social Workers; in the following settings: Health and Human Services.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.