Changing Attitudes toward Evidence-Based Psychodynamic Psychotherapy

Many clinicians hold misperceptions about evidence-based practice (EBP), and evidence-based psychodynamic therapy (PDT) in particular. It is important to address these beliefs and attitudes in graduate training and help students to consider evidence-based interventions from a range of theoretical orientations. This study reports on a required 15-week course in evidence-based PDT within two graduate psychology doctoral programs. Eighty-five students completed measures of attitudes toward EBP and PDT prior to the first class and after the final class. Students who identified with different theoretical orientations—integrative, CBT, or PDT—did not differ in attitudes toward EBP, and student attitudes toward EBP remained stable. Students with a precourse CBT orientation viewed PDT less favorably than those with a psychodynamic orientation. Attitudes toward PDT improved significantly across all orientations, but CBT-oriented students reported the largest gains in positive attitudes toward PDT as compared to students with a PDT or integrative orientation. The results support the use of graduate training in evidence-based PDT to improve attitudes toward specific aspects of EBP and PDT. Findings also highlight the mutability of student attitudes and the potential for fostering an integrative approach to EBP that includes PDT. Further research is warranted to examine whether graduate courses in EBP can lead to use of a wider range of therapy interventions with clients.