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      Empirically Supported Psychological Interventions: Controversies and Evidence

      Author(s): 1 , 2
      Publication date Created:
      Publication date (Print):
      Journal: Annual Review of Psychology
      Publisher: Annual Reviews

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          Abstract

          Efforts to increase the practice of evidence-based psychotherapy in the United States have led to the formation of task forces to define, identify, and disseminate information about empirically supported psychological interventions. The work of several such task forces and other groups reviewing empirically supported treatments (ESTs) in the United States, United Kingdom, and elsewhere is summarized here, along with the lists of treatments that have been identified as ESTs. Also reviewed is the controversy surrounding EST identification and dissemination, including concerns abou research methodology, external validity, and utility of EST research, as well as the reliability and transparency of the EST review process.

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          Most cited references35

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          The role of the therapeutic alliance in psychotherapy and pharmacotherapy outcome: findings in the National Institute of Mental Health Treatment of Depression Collaborative Research Program.

          Janice Krupnick, Stuart Sotsky, Sam Simmens … (1996)
          The relationship between therapeutic alliance and treatment outcome was examined for depressed outpatients who received interpersonal psychotherapy, cognitive-behavior therapy, imipramine with clinical management, or placebo with clinical management. Clinical raters scored videotapes of early, middle, and late therapy sessions for 225 cases (619 sessions). Outcome was assessed from patients' and clinical evaluators' perspectives and from depressive symptomatology. Therapeutic alliance was found to have a significant effect on clinical outcome for both psychotherapies and for active and placebo pharmacotherapy. Ratings of patient contribution to the alliance were significantly related to treatment outcome; ratings of therapist contribution to the alliance and outcome were not significantly linked. These results indicate that the therapeutic alliance is a common factor with significant influence on outcome.
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            Empirically supported treatments for children with phobic and anxiety disorders: current status.

            T Ollendick, Bradley R. King (1998)
            Reviews the empirically supported status of behavioral and cognitive-behavioral interventions in the treatment of childhood phobias and anxiety disorders. For childhood phobias, it is concluded that imaginal desensitization, in vivo desensitization, filmed modeling, live modeling, and cognitive-behavioral interventions that use self-instruction training are probably efficacious and that participant modeling and reinforced practice are well established. For anxiety disorders, only cognitive-behavioral procedures with and without family anxiety management (FAM) were found to be probably efficacious. However, much of the support for these procedures comes from analogue studies conducted in research laboratory or school settings, delivered in small-group format and, not infrequently, with nonclinically referred children. Additional research that examines high-strength interventions with clinic-referred children is recommended. Furthermore, research that examines the pathological processes involved in the onset and maintenance of phobic and anxiety disorders as well as the change processes used to treat these disorders is called for.
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              Empirically supported psychosocial interventions for children: an overview.

              Christopher J Lonigan, Niels Elbert, Jonas T Johnson (1998)
              Discusses issues related to the identification of psychosocial interventions for children that have demonstrated efficacy. Recent debate concerning differences between clinical trials research and clinical practice is summarized, including the tradeoff between interpretability (internal validity) and generalizability (external validity) of outcome studies. This article serves as an introduction to the special issue containing articles that have as their focus the identification of empirically supported psychosocial interventions for children as part of a task force. The article provides an overview of the history, agenda, and methodology used by the task force to define and identify specific empirically supported interventions for children with specific disorders. Whereas a number of well-established or probably efficacious interventions are identified within the series, more work directed at closing the gap between research and practice is needed.
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                Author and article information

                Journal
                Title: Annual Review of Psychology
                Abbreviated Title: Annu. Rev. Psychol.
                Publisher: Annual Reviews
                ISSN (Print): 0066-4308
                ISSN (Electronic): 1545-2085
                Publication date Created: February 2001
                Publication date (Print): February 2001
                Volume: 52
                Issue: 1
                Pages: 685-716
                Affiliations
                [1 ]Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599-3270; e-mail:
                [2 ]Child Study Center, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061-0355; e-mail:
                Article
                DOI: 10.1146/annurev.psych.52.1.685
                PubMed ID: 11148322
                SO-VID: d6d53d2d-e931-4596-8d51-4268acbebb78
                Copyright © © 2001
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