Evidence–Based Practice for Psychologists in Education: A Comparative Study from the Czech Republic, Slovakia, and Slovenia

Abstract

Background. In recent decades, discussion has been increasing about the guidelines for psychological interventions, evidence-based interventions (EBI), and evidence–based practice (EBP). Tese eforts have a longer tradition in medicine and psychiatry, but are increasingly present in the practice of school psychology. Te creation, use, and implementation of EBP procedures protects psychologists from intuitive and non–scientifc procedures that can harm clients, psychology, and its development. Objective. Te focus of this article is the EBP of school psychologists in the Czech Republic, Slovakia, and Slovenia. We researched to what degree psychologists implement EBP in their work in educational institutions, in which domains they most efectively apply EBP, and what the obstacles and needs are regarding EBP in school psychology. Design. Two hundred and two school psychologists answered a questionnaire about their application of EBP. Te questionnaire contains categories about the sources of EBP, its availability, and the extent to which respondents apply EBP in specifc domains of their work. Results. Te data show a low practical signifcance of diferences among respondents from the three countries. Respondents reported the highest values for the reliance of their work on professional cooperation, use of EBP principles in specifc domains, and use of professional guidelines. Te Pearson correlation indicates positive association among all substantial categories. Conclusion. Te preliminary results show that school psychologists are aware of the importance of applying EBP in practice, and highlight some of the obstacles that prevent them from cultivating psychological science in the interest of education.

Keywords

• school psychology
• applied psychology
• evidence-based practice
• quality assurance
• psychological science