You do not currently have permission to view the full text for this document. Please sign in to an account with an active subscription or contact support.
The past four decades have seen a consistent move toward evidence-based clinical practices (EBPs). EBPs include empirical research on specific treatments, clinical expertise, and client values and preferences (American Psychological Association Presidential Task Force on Evidence-Based Practice, 2006). EBPs are often thought to be synonymous with cognitive-behavioral therapy interventions, and a widespread misconception persists that psychodynamic therapies (PDTs) are not evidence-based. It is important, then, that beliefs and attitudes toward EBPs and evidenced-based PDTs be addressed in postgraduate training so that students can consider evidence-based interventions from a range of theoretical orientations. Training graduate students in psychodynamic interventions is associated with positive treatment effects and a strong therapeutic alliance (Hilsenroth et al. 2006). Thus, it may be expected that graduate training courses that center around evidence-based PDTs may help the next generation of therapists become well-rounded practitioners.
Our study explores the impact of graduate courses in evidence-based PDTs on students' attitudes toward EBP and evidence-based PDT.