Evidence-based practice in educational and child psychology: Opportunities for practitioner-researchers using problem-based methodology

Abstract

Aim:This paper proposes that certain interpretations of evidence-based practice contribute to a research-practice gap in Educational and Child Psychology [ECP]. It critically analyses one methodology – Problem Based Methodology [PBM] – that may help narrow such a gap.Rationale:Evidence-based practice is sometimes perceived as the use in applied practice of the best available research evidence, almost to the exclusion of practitioner expertise and client preferences. There is even less acknowledgement of how applied psychologists effectively integrate research, clinical judgment and client choice in applied practice contexts. Research methodologies that support practitioner-researchers with decision-making processes undertaken in complex human systems may therefore have significant advantages. In particular, those undertaking research for the purpose of enhancing practice, often an aim of ECP enquiry, may benefit from utilising methodologies that are well matched to the nature of applied practice.Findings:Problem Based Methodology is an approach to systematically researching applied practice with the explicit purpose of improving it. PBM advocates active discovery of and engagement with an individual’s thinking, reasoning and decision-making [referred to as their Theory of Action]. In this paper, the epistemological and theoretical bases of PBM are outlined and empirical studies that have employed it are briefly described. An example of research on client outcomes in integrated early intervention contexts is discussed to illustrate the rich learning that comes from using PBM.Conclusions:The paper concludes with some suggestions for future developments in PBM.