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Evaluating the Effectiveness of Teaching Evidence-Based Common Elements.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Evaluating the Effectiveness of Teaching Evidence-Based Common Elements./
Author:	Barlaan, Devin.
Description:	1 online resource (43 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-05.
Contained By:	Masters Abstracts International56-05(E).
Subject:	Clinical psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355051575

Evaluating the Effectiveness of Teaching Evidence-Based Common Elements.
Barlaan, Devin.

Evaluating the Effectiveness of Teaching Evidence-Based Common Elements. - 1 online resource (43 pages)

Source: Masters Abstracts International, Volume: 56-05.

Thesis (M.S.)

Includes bibliographical references

The field of psychology has made large strides in evaluating and disseminating evidence-based treatments (EBTs), as well as refuting harmful pseudoscientific treatments, for various childhood mental health disorders. EBTs that meet the gold standard of a well-established treatment provide supportive evidence of treatment effectiveness. However, there are notable limitations to these criteria, particularly in regards to manualization and feasibility. A solution is to use a common elements approach to service delivery, such that the fundamental skills or practices within treatment programs can be used to effectively target treatment goals. As this approach is evolving in the field, it is imperative that future clinicians and researchers are versed in understanding evidence-based common elements (EBCEs) and unsupported elements. The current study examines the impact of teaching undergraduate students EBCEs and uncommon elements across three randomly assigned conditions. Results indicated that students who learned about EBCEs rated EBCEs more effectively post manipulation and students who learned about uncommon elements rated uncommon elements less effectively post manipulation. The results are consistent with previous findings and underscore the importance of educating students on effective and ineffective treatments (Jones-Soto, 2015, unpublished; Hupp et al., 2013). Implications and future directions are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355051575Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Evaluating the Effectiveness of Teaching Evidence-Based Common Elements.
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100 1 $a Barlaan, Devin. $3 1181364
245 1 0 $a Evaluating the Effectiveness of Teaching Evidence-Based Common Elements.
264 0 $c 2017
300 $a 1 online resource (43 pages)
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500 $a Source: Masters Abstracts International, Volume: 56-05.
500 $a Adviser: Stephen Hupp.
502 $a Thesis (M.S.) $c Southern Illinois University at Edwardsville $d 2017.
504 $a Includes bibliographical references
520 $a The field of psychology has made large strides in evaluating and disseminating evidence-based treatments (EBTs), as well as refuting harmful pseudoscientific treatments, for various childhood mental health disorders. EBTs that meet the gold standard of a well-established treatment provide supportive evidence of treatment effectiveness. However, there are notable limitations to these criteria, particularly in regards to manualization and feasibility. A solution is to use a common elements approach to service delivery, such that the fundamental skills or practices within treatment programs can be used to effectively target treatment goals. As this approach is evolving in the field, it is imperative that future clinicians and researchers are versed in understanding evidence-based common elements (EBCEs) and unsupported elements. The current study examines the impact of teaching undergraduate students EBCEs and uncommon elements across three randomly assigned conditions. Results indicated that students who learned about EBCEs rated EBCEs more effectively post manipulation and students who learned about uncommon elements rated uncommon elements less effectively post manipulation. The results are consistent with previous findings and underscore the importance of educating students on effective and ineffective treatments (Jones-Soto, 2015, unpublished; Hupp et al., 2013). Implications and future directions are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Clinical psychology. $3 649607
655 7 $a Electronic books. $2 local $3 554714
690 $a 0622
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southern Illinois University at Edwardsville. $b Psychology. $3 1181365
773 0 $t Masters Abstracts International $g 56-05(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10276614 $z click for full text (PQDT)