This thesis evaluated the effect of a single presentation on undergraduates’ perceptions of evidence-based and alternative psychosocial treatment options for common childhood psychological disorders. Definitions of evidence-based treatments, and the appeal of pseudoscience within the public, are discussed. Dissemination plays a large role in decreasing the use of alternative treatments. Possible suggestions for future dissemination are included. Present research is based on Hupp et al. (2012) and (2013) and is designed in part as a replication study. The main premise indicates that undergraduate students will be better equipped to identify evidence-based treatment options after being presented with information about effective, evidence-based treatments for childhood psychological conditions, as well as being presented information about specific alternative treatment options with limited to no evidence-base. Students were surveyed using the Specific Therapeutic Approaches Rating Scale—Child Form: Short Version (STARS- CF:SV). Results were analyzed using a 3 x 3 Mixed Model ANOVA to investigate between and within subjects’ outcomes.
|Commitee:||Jewell, Jeremy, McKenney, Elizabeth|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 54/06M(E), Masters Abstracts International|
|Keywords:||Alternative psychosocial treatment options, Evidence-based treatment options, Perceptions, Pseudoscience|
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