Preparing psychologists for evidence-based school practice: lessons learned and challenges ahead.
The evidence-based practice (EBP) movement has the potential to significantly advance the quality of psychological and educational services provided by psychologists working in schools. Training psychologists in EBP has challenged the profession and caused faculty in graduate programs to reevaluate and retool professional training curricula and instructional practices. Four domains of challenges in graduate training are identified: (a) integrating the EBP knowledge base into the curriculum, (b) expanding models of research training, (c) expanding training in prevention science, and (d) expanding training in problem-solving consultation and school contextual issues. For each of these, the author discusses the range and scope of the challenge and possible solutions for advancing graduate training in psychology relevant to school practice.
Kratochwill
Thomas R
TR
School Psychology Program, University of Wisconsin-Madison 53706, USA. tomkat@education.wisc.edu
D001363:Awards and Prizes; D019317:Evidence-Based Medicine / Q000266:history* / Q000379:methods*; D049673:History, 20th Century; D049674:History, 21st Century; D006801:Humans; D008297:Male; D011584:Psychology / Q000193:education* / Q000266:history*; D012572:School Health Services / Q000266:history*; D014922:Wisconsin