Introduction to EBi | Evidence-based interventions

Introduction

Clinical practice that has been researched for efficacy and positive outcomes is not only important as we strive towards quality practice, but delivers tangible improvements in outcome for infants, children and young people experiencing mental health and addiction concerns. 

This resource has been designed to help you, as a busy health practitioner, to quickly establish if a particular intervention has a solid research basis, and whether it is likely to work for the child or young person you are working with and their family/whānau. 

Common presentations come with an information sheet summarising key elements, prevalence and the quality of evidence behind numerous interventions, helping you easily become familiar with a range of evidence bases for various approaches within child and adolescent mental health services.

Presentations covered include:

  • Anxiety Disorders
  • Attention-Deficit Hyperactivity Disorder (ADHD)
  • Autism Spectrum Disorders (ASD)
  • Depressive Disorders
  • Disorders of Attachment in Infancy
  • Disruptive Behaviour Disorders(Disorders of Conduct)
  • Eating Disorders
  • Foetal Alcohol Spectrum Disorder (FASD)
  • Psychotic Disorders (including Bipolar Disorder)
  • Self-Injurious Behaviour / Deliberate Self-Harm
  • Substance Use Disorders
  • Tourette Syndrome

Establishing EBi

The process of establishing an evidence-base for a particular therapy is complex. For full information on how EBi are established please download the pdf titled Establishing EBi.

Evidence-based intervention categories

The strength of the research evidence for particular interventions has been summarised into “gold”, “silver” and “bronze” categories, allowing health professionals to see the evidence at a glance.  

  • Research-based, or evidence-based interventions (EBIs) have been shown to be more effective than usual care
  • The most effective interventions are usually an integration of the health professional’s expertise and experience, the research evidence, and client preferences, goals and values. 
  • In Aotearoa-New Zealand there is a recognised need for EBIs to be developed by specific cultural groups (Māori and Pacific) in the first instance. As most evidence-based interventions have been developed and tested in North America and only a selection have been formally tested in New Zealand, where it is culturally appropriate partnering with Māori and Pacific people to adapt EBIs for the New Zealand context is required.
  • Therapy is both an art and a science.  It is well known that useful interventions almost always involve therapist intuition, insight, experience and a rich connection with the client and their family (the 'art').  It's also important that the therapy approach chosen is likely to be effective (the 'science').  In a busy working environment, the health practitioner needs to establish quickly and reliably that a particular intervention has a good, solid foundation of research, and is likely to work for this client and their family/whānau at this time.

For more information about EBi categories download the following pdfs:

  • Establishing EBi
  • Evidence in context
  • Cultural considerations
  • Therapy

Introduction

Clinical practice that has been researched for efficacy and positive outcomes is not only important as we strive towards quality practice, but delivers tangible improvements in outcome for infants, children and young people experiencing mental health and addiction concerns. 

This resource has been designed to help you, as a busy health practitioner, to quickly establish if a particular intervention has a solid research basis, and whether it is likely to work for the child or young person you are working with and their family/whānau. 

Common presentations come with an information sheet summarising key elements, prevalence and the quality of evidence behind numerous interventions, helping you easily become familiar with a range of evidence bases for various approaches within child and adolescent mental health services.

Presentations covered include:

  • Anxiety Disorders
  • Attention-Deficit Hyperactivity Disorder (ADHD)
  • Autism Spectrum Disorders (ASD)
  • Depressive Disorders
  • Disorders of Attachment in Infancy
  • Disruptive Behaviour Disorders(Disorders of Conduct)
  • Eating Disorders
  • Foetal Alcohol Spectrum Disorder (FASD)
  • Psychotic Disorders (including Bipolar Disorder)
  • Self-Injurious Behaviour / Deliberate Self-Harm
  • Substance Use Disorders
  • Tourette Syndrome

Establishing EBi

The process of establishing an evidence-base for a particular therapy is complex. For full information on how EBi are established please download the pdf titled Establishing EBi.

Evidence-based intervention categories

The strength of the research evidence for particular interventions has been summarised into “gold”, “silver” and “bronze” categories, allowing health professionals to see the evidence at a glance.  

  • Research-based, or evidence-based interventions (EBIs) have been shown to be more effective than usual care
  • The most effective interventions are usually an integration of the health professional’s expertise and experience, the research evidence, and client preferences, goals and values. 
  • In Aotearoa-New Zealand there is a recognised need for EBIs to be developed by specific cultural groups (Māori and Pacific) in the first instance. As most evidence-based interventions have been developed and tested in North America and only a selection have been formally tested in New Zealand, where it is culturally appropriate partnering with Māori and Pacific people to adapt EBIs for the New Zealand context is required.
  • Therapy is both an art and a science.  It is well known that useful interventions almost always involve therapist intuition, insight, experience and a rich connection with the client and their family (the 'art').  It's also important that the therapy approach chosen is likely to be effective (the 'science').  In a busy working environment, the health practitioner needs to establish quickly and reliably that a particular intervention has a good, solid foundation of research, and is likely to work for this client and their family/whānau at this time.

For more information about EBi categories download the following pdfs:

  • Establishing EBi
  • Evidence in context
  • Cultural considerations
  • Therapy

Introduction

Clinical practice that has been researched for efficacy and positive outcomes is not only important as we strive towards quality practice, but delivers tangible improvements in outcome for infants, children and young people experiencing mental health and addiction concerns. 

This resource has been designed to help you, as a busy health practitioner, to quickly establish if a particular intervention has a solid research basis, and whether it is likely to work for the child or young person you are working with and their family/whānau. 

Common presentations come with an information sheet summarising key elements, prevalence and the quality of evidence behind numerous interventions, helping you easily become familiar with a range of evidence bases for various approaches within child and adolescent mental health services.

Presentations covered include:

  • Anxiety Disorders
  • Attention-Deficit Hyperactivity Disorder (ADHD)
  • Autism Spectrum Disorders (ASD)
  • Depressive Disorders
  • Disorders of Attachment in Infancy
  • Disruptive Behaviour Disorders(Disorders of Conduct)
  • Eating Disorders
  • Foetal Alcohol Spectrum Disorder (FASD)
  • Psychotic Disorders (including Bipolar Disorder)
  • Self-Injurious Behaviour / Deliberate Self-Harm
  • Substance Use Disorders
  • Tourette Syndrome

Establishing EBi

The process of establishing an evidence-base for a particular therapy is complex. For full information on how EBi are established please download the pdf titled Establishing EBi.

Evidence-based intervention categories

The strength of the research evidence for particular interventions has been summarised into “gold”, “silver” and “bronze” categories, allowing health professionals to see the evidence at a glance.  

  • Research-based, or evidence-based interventions (EBIs) have been shown to be more effective than usual care
  • The most effective interventions are usually an integration of the health professional’s expertise and experience, the research evidence, and client preferences, goals and values. 
  • In Aotearoa-New Zealand there is a recognised need for EBIs to be developed by specific cultural groups (Māori and Pacific) in the first instance. As most evidence-based interventions have been developed and tested in North America and only a selection have been formally tested in New Zealand, where it is culturally appropriate partnering with Māori and Pacific people to adapt EBIs for the New Zealand context is required.
  • Therapy is both an art and a science.  It is well known that useful interventions almost always involve therapist intuition, insight, experience and a rich connection with the client and their family (the 'art').  It's also important that the therapy approach chosen is likely to be effective (the 'science').  In a busy working environment, the health practitioner needs to establish quickly and reliably that a particular intervention has a good, solid foundation of research, and is likely to work for this client and their family/whānau at this time.

For more information about EBi categories download the following pdfs:

  • Establishing EBi
  • Evidence in context
  • Cultural considerations
  • Therapy
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Downloadable resources

Introduction

Clinical practice that has been researched for efficacy and positive outcomes is not only important as we strive towards quality practice, but delivers tangible improvements in outcome for infants, children and young people experiencing mental health and addiction concerns. 

This resource has been designed to help you, as a busy health practitioner, to quickly establish if a particular intervention has a solid research basis, and whether it is likely to work for the child or young person you are working with and their family/whānau. 

Common presentations come with an information sheet summarising key elements, prevalence and the quality of evidence behind numerous interventions, helping you easily become familiar with a range of evidence bases for various approaches within child and adolescent mental health services.

Presentations covered include:

  • Anxiety Disorders
  • Attention-Deficit Hyperactivity Disorder (ADHD)
  • Autism Spectrum Disorders (ASD)
  • Depressive Disorders
  • Disorders of Attachment in Infancy
  • Disruptive Behaviour Disorders(Disorders of Conduct)
  • Eating Disorders
  • Foetal Alcohol Spectrum Disorder (FASD)
  • Psychotic Disorders (including Bipolar Disorder)
  • Self-Injurious Behaviour / Deliberate Self-Harm
  • Substance Use Disorders
  • Tourette Syndrome

Establishing EBi

The process of establishing an evidence-base for a particular therapy is complex. For full information on how EBi are established please download the pdf titled Establishing EBi.

Evidence-based intervention categories

The strength of the research evidence for particular interventions has been summarised into “gold”, “silver” and “bronze” categories, allowing health professionals to see the evidence at a glance.  

  • Research-based, or evidence-based interventions (EBIs) have been shown to be more effective than usual care
  • The most effective interventions are usually an integration of the health professional’s expertise and experience, the research evidence, and client preferences, goals and values. 
  • In Aotearoa-New Zealand there is a recognised need for EBIs to be developed by specific cultural groups (Māori and Pacific) in the first instance. As most evidence-based interventions have been developed and tested in North America and only a selection have been formally tested in New Zealand, where it is culturally appropriate partnering with Māori and Pacific people to adapt EBIs for the New Zealand context is required.
  • Therapy is both an art and a science.  It is well known that useful interventions almost always involve therapist intuition, insight, experience and a rich connection with the client and their family (the 'art').  It's also important that the therapy approach chosen is likely to be effective (the 'science').  In a busy working environment, the health practitioner needs to establish quickly and reliably that a particular intervention has a good, solid foundation of research, and is likely to work for this client and their family/whānau at this time.

For more information about EBi categories download the following pdfs:

  • Establishing EBi
  • Evidence in context
  • Cultural considerations
  • Therapy

Introduction

Clinical practice that has been researched for efficacy and positive outcomes is not only important as we strive towards quality practice, but delivers tangible improvements in outcome for infants, children and young people experiencing mental health and addiction concerns. 

This resource has been designed to help you, as a busy health practitioner, to quickly establish if a particular intervention has a solid research basis, and whether it is likely to work for the child or young person you are working with and their family/whānau. 

Common presentations come with an information sheet summarising key elements, prevalence and the quality of evidence behind numerous interventions, helping you easily become familiar with a range of evidence bases for various approaches within child and adolescent mental health services.

Presentations covered include:

  • Anxiety Disorders
  • Attention-Deficit Hyperactivity Disorder (ADHD)
  • Autism Spectrum Disorders (ASD)
  • Depressive Disorders
  • Disorders of Attachment in Infancy
  • Disruptive Behaviour Disorders(Disorders of Conduct)
  • Eating Disorders
  • Foetal Alcohol Spectrum Disorder (FASD)
  • Psychotic Disorders (including Bipolar Disorder)
  • Self-Injurious Behaviour / Deliberate Self-Harm
  • Substance Use Disorders
  • Tourette Syndrome

Establishing EBi

The process of establishing an evidence-base for a particular therapy is complex. For full information on how EBi are established please download the pdf titled Establishing EBi.

Evidence-based intervention categories

The strength of the research evidence for particular interventions has been summarised into “gold”, “silver” and “bronze” categories, allowing health professionals to see the evidence at a glance.  

  • Research-based, or evidence-based interventions (EBIs) have been shown to be more effective than usual care
  • The most effective interventions are usually an integration of the health professional’s expertise and experience, the research evidence, and client preferences, goals and values. 
  • In Aotearoa-New Zealand there is a recognised need for EBIs to be developed by specific cultural groups (Māori and Pacific) in the first instance. As most evidence-based interventions have been developed and tested in North America and only a selection have been formally tested in New Zealand, where it is culturally appropriate partnering with Māori and Pacific people to adapt EBIs for the New Zealand context is required.
  • Therapy is both an art and a science.  It is well known that useful interventions almost always involve therapist intuition, insight, experience and a rich connection with the client and their family (the 'art').  It's also important that the therapy approach chosen is likely to be effective (the 'science').  In a busy working environment, the health practitioner needs to establish quickly and reliably that a particular intervention has a good, solid foundation of research, and is likely to work for this client and their family/whānau at this time.

For more information about EBi categories download the following pdfs:

  • Establishing EBi
  • Evidence in context
  • Cultural considerations
  • Therapy

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Frequently asked questions

Is there a cost to attending an event / training or to do an online course?

Whāraurau is funded by the  Government to provide training, however as we have limited funds it is important to let us know if you aren't able to attend. This also allows us to offer your place to someone else. Note: we do not cover the cost of travel or accommodation.

The event or training is face-to-face however the location has yet to be confirmed.

As we like to get things in people’s diaries early, we sometimes open up registrations prior to confirming the exact physical location.  As soon as it is confirmed we’ll let everyone know.

I haven’t received a confirmation email or a Zoom link to the training / event.

Please email [email protected] outlining the issue you’re having, and we’ll get back to you.

I’m unsure if I meet the pre-requisites noted or that this is the right course for my level of knowledge?

Please send us an email coordinator@whāraurau.org.nz outlining what course you’re interested in and we’ll come back to you.

Will the session(s) be recorded?

We do record some of our trainings/events and if this is the case we will make this clear at the start of the session. If it has been recorded, and you wish to receive a copy please email coordinator@whāraurau.org.nz

I’ve been waitlisted for an event, so when will I find out if I’m attending or not?

We’ll let you know as soon as we can and within time for you to make travel arrangements.

Why do you require my manager’s email?

There may be times where a manager’s consent is required to attend a training, and also if you don’t turn up, we may message them to find out if you’re okay.

What if I can’t make it on the day?

There is a cost to putting on a training or event and so it’s really important we know in advance that you won’t be able to make it.It also means we can offer your place to someone else. So please email coordinator@whāraurau.org.nz.

Will I get a certificate of attendance?

We only provide a certificate of attendance /completion for some of our training courses.

How do I register for a training or event?

Use the ‘Register’ button on the course page that you want to attend. You will be directed to the event page on Eventbrite and click on Reserve a spot.

Are training/events repeated?

If the demand is high enough we'll consider repeating an event/training. We record training/events and a link is available on request. Email: [email protected]

Are training/events/online courses only for those people working in specific services/organisations?

The majority of our training/events/online courses are open to anyone working with rangatahi | young people who are experiencing mental health or addiction issues. If there is a restriction on who can attend, this will be made clear on the information we provide.

Is there a cost to attending an event/training or to do an online course?

Whāraurau is funded by the  Government to provide training, however as we have limited funds it is important to let us know if you aren't able to attend. This also allows us to offer your place to someone else. Note: we do not cover the cost of travel or accommodation.

Frequently asked questions

How do I access online modules?

Whether or not you have done an online course with us or not, you will have to register for the course you want to do. Once you have completed the registration, you will be sent an email asking you to login. You use your username (email address) and then create a password. If you get stuck, then email [email protected].

What do you do with the information I provide when I register to do an online course?

This information is stored in a secure database. We use it to help us report back to our funders, as well as to send you information on other training/events/online courses that may be of interest to you. Please view our Privacy Policy for more information.

What if I sign up but don’t complete the online course?

We know things can get busy and so if you need to take a break that’s fine. We’ll send out a reminder so you don’t forget to come back at a time that’s more convenient.

What do I do if I’ve lost my login or password to the learning management system?

Please email [email protected] and we’ll help get you back in.

Will I receive a completion certificate?

Yes, at the end of each online course you will receive a completion certificate.

What if I need help?

Email us on [email protected] outlining the problem and we’ll get back to you.

What happens if I can’t finish the online course / module in one go?

That is fine – our online courses are meant to be self-paced, and you can complete it when you have the time.

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