Evidence-Based Practice: Teaching and Supervision

Abstract

This chapter explores opportunities and challenges in teaching evidence-based practice (EBP) and in supervising EBP in clinical practice. While support for teaching EBP is apparent, educators, administrators, and supervisors often work from different definitions of EBP and understand it in dissimilar ways. Educators and supervisors often conflate EBP with empirically supported treatments (ESTs), removing both client and clinician from their teaching emphasis. The complexity of practice is often standardized, omitting issues of human diversity, unique personal histories, and limitations of available resources. Suggestions for teaching and supervision are offered. Professional organizations endorse EBP but lack clear plans for promoting it in education and supervision.