Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
Provider resistance to evidence-based practice in schools
Why it happens and how to plan for it in evaluations
Key Points
- Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often resist such practices or show limited adherence.
- Provider resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services.
- Providers can resist implementation as a function of the varied responsibilities of providers in school settings or because of a mismatch of program requirements with actual resources and time available to implement the intervention.
- Although research in this area is in its infancy, training and monitoring efforts throughout several stages can help to reduce resistance and allow researchers to move toward client-centered approaches grounded in the evidence base.
Abstract
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