Facilitating practitioner flexibility within an empirically supported intervention: Lessons from a system of parenting support

Mazzucchelli, Trevor and Sanders, Matthew R. (2010) Facilitating practitioner flexibility within an empirically supported intervention: Lessons from a system of parenting support. Clinical Psychology: Science and Practice, 17 3: 238-252. doi:10.1111/j.1468-2850.2010.01215.x


Author Mazzucchelli, Trevor
Sanders, Matthew R.
Title Facilitating practitioner flexibility within an empirically supported intervention: Lessons from a system of parenting support
Journal name Clinical Psychology: Science and Practice   Check publisher's open access policy
ISSN 0969-5893
1468-2850
Publication date 2010-09
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1111/j.1468-2850.2010.01215.x
Volume 17
Issue 3
Start page 238
End page 252
Total pages 15
Place of publication Hoboken, NJ, U.S.A.
Publisher Wiley-Blackwell Publishing
Collection year 2011
Language eng
Abstract Reluctance by practitioners to follow manuals is often cited as a reason for the lack of adoption of empirically supported treatments (ESTs). We contend that rigid adherence to the therapeutic techniques described in a manual is neither necessary nor desirable. Rather, practitioners should flexibly deliver interventions to meet the diverse needs of consumers, but in such a way that the intervention is not moved beyond its evidence base. This tension between adherence and flexibility is reframed as an issue of practitioner generalization. The present article draws on the authors’ experiences from disseminating the Triple P-Positive Parenting Program to describe a number of strategies that can both safeguard the fidelity with which ESTs are delivered and encourage their flexible delivery. © 2010 American Psychological Association.
Keyword Dissemination
Empirically supported treatment
Evidence-based practice
Fidelity
Flexibility
Generalization
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: Official 2011 Collection
School of Psychology Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 40 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 41 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Fri, 18 Mar 2011, 14:48:35 EST by Lucy O'Brien on behalf of School of Psychology