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The Transportability of Empirically Supported Interventions
Stockholm University, Faculty of Social Sciences, Department of Psychology.
2014 (English)In: From evidence to outcomes in child welfare: an international reader / [ed] Aron Shlonsky & Rami Benbenishty, New York: Oxford University Press, 2014Chapter in book (Refereed)
Abstract [en]

This chapter provides a framework for intervention that further builds the language of treatment science by elaborating the concepts of common elements and common factors and broadening the use of evidence beyond manualized evidence supported treatments (MESTs). The authors review the advantages and limitations of MESTs. They conclude that new conceptualizations are necessary and present an expanded view of effective practices that involves two principal concepts--common elements and common factors--shows promise for meeting the prerequisites of being effective and accessible to practitioners and yielding greater opportunity for creating positive outcomes for clients. The chapter presents these concepts and related empirical research and practice supports, such as software and websites. Finally, the authors propose an integrative framework for thinking about the role of common factors, common elements, MESTs as well as other sources of knowledge within the field.

Place, publisher, year, edition, pages
New York: Oxford University Press, 2014.
Keyword [en]
Evidence Supported Treatments, manualized interventions, common elements, common factors, Outcome Rating Scale (ORS) and the Session Rating Scale (SRS), Client Directed, Outcome Informed (CDOI)
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URN: urn:nbn:se:su:diva-114825DOI: 10.1093/acprof:oso/9780199973729.003.0003ISBN: 9780199973729OAI: diva2:794516

Text in this chapter is also reported in Sundell, K., Ferrer-Wreder, L., & Fraser, M. (2014). Going Global: A Model for Evaluating Empirically Supported Family-Based Interventions in New Contexts. Evaluation & the Health Professions, 37(2), 203-230.

Available from: 2015-03-11 Created: 2015-03-11 Last updated: 2015-03-16Bibliographically approved

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Ferrer-Wreder, Laura
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