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). These efforts have a longer tradition in medicine and psychiatry, but are increasingly present in the practice of school psychology. The creation, use, and implementation of EBP procedures protects psychologists from intuitive and non-scientific procedures that can harm clients, psychology, and its development. Objective. The 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 effectively 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. The questionnaire contains categories about the sources of EBP, its availability, and the extent to which respondents apply EBP in specific domains of their work. Results. The data show a low practical significance of differences 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 specific domains, and use of professional guidelines. The Pearson correlation indicates positive association among all substantial categories. Conclusion. The 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.