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    "So I Feel Like I’m Getting It and Then Sometimes I Think OK, No I’m Not": couple and family therapists learning an evidence-based practice

    Allan, R. and Eatough, Virginia and Ungar, M. (2016) "So I Feel Like I’m Getting It and Then Sometimes I Think OK, No I’m Not": couple and family therapists learning an evidence-based practice. Australian and New Zealand Journal of Family Therapy (ANZJFT) 37 (1), pp. 56-74. ISSN 0814-723X.

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    This research concerns itself with the experiences of couple and family therapists (CFT) learning about and using an evidence-based practice. The engagement with evidence-based practice is growing across many aspects of the mental health and health care systems. The evidence-based practice model is now being applied in a broad range of health and human service systems, including mental and behavioral health care, social work, education, and criminal justice (Hunsley, 2007). The dialogue about the role of evidence-based approaches in the practice of couple and family therapy and research literature about same is also evolving (Sexton et al., 2011; Sprenkle 2012). Interestingly, while the research delves into what are the best approaches with different populations and presenting issues, little research has explored the experience of CFTs themselves, particularly while learning and adopting an evidence-based practice. Using a phenomenological approach called interpretive phenomenological analysis (Smith, Flowers, & Larking, 2009), this research explored the experiences of CFTs learning and using an evidence-based practice. The paper reports key issues, challenges, and areas for CFTs, educators, and supervisors. As researchers, educators, administrators, policy makers, and CFTs struggle with what works best with which populations and when, how best to allocate resources, how best to educate and support CFTs, and the complexity of doing research in real-life settings, this research has the potential to contribute to those varied dialogues.


    Item Type: Article
    Additional Information: "This is the peer reviewed version of the article, which has been published in final form at the link above. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
    Keyword(s) / Subject(s): couple therapy, evidence-based practice, family therapy, interpretative phenomenological analysis, learning
    School: Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences
    Depositing User: Virginia Eatough
    Date Deposited: 21 Apr 2016 09:52
    Last Modified: 02 Aug 2023 17:23


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