Evidence-based practice in psychology during wartime: Self-reported knowledge and attitudes among practicing psychologists and psychology students in Ukraine
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DOI:
https://doi.org/10.31211/rpics.2026.12.1.378Keywords:
Armed conflict, Attitude of health personnel, Evidence-based practice, Perceived knowledge, Psychologists, Students, UkraineAbstract
Background and Aim: Evidence-based practice in psychology (EBPP) constitutes a core framework for delivering effective mental health interventions, particularly during crises such as armed conflict. Prior research has shown that practitioners’ knowledge of and attitudes toward EBPP predict the likelihood of its implementation. This study examined self-reported knowledge and attitudes toward EBPP among practicing psychologists and psychology students in wartime Ukraine. Method: Self-reported knowledge of and attitudes toward EBPP were assessed in university students (n = 427) and practicing psychologists (n = 356) from across Ukraine. An online survey comprised items addressing sociodemographic characteristics, satisfaction with university EBPP training, perceived EBPP knowledge, and attitudes toward EBPP elements. Results: Students rated their university EBPP education more favorably than practicing psychologists did, but reported lower perceived EBPP knowledge. Both groups held generally positive attitudes toward EBPP, yet differed in their endorsement of its specific elements. Students placed greater importance on considering clients’ sociocultural characteristics and personal preferences, whereas practicing psychologists placed greater value on evidence derived from professional experience through supervision and collegial consultation. Conclusions: These findings suggest that, despite positive attitudes toward EBPP, both groups reported only moderate satisfaction with university EBPP training. The higher perceived EBPP knowledge among practicing psychologists, relative to students, may reflect accumulation of knowledge through professional experience rather than university preparation alone, suggesting that strengthening EBPP content in psychology curricula and continuing professional education in Ukraine warrants attention.
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Copyright (c) 2026 Mariana Velykodna, Gelena Lazos, Liudmyla Karamushka, Vladyslav Deputatov, Ivan Klymenko, Tetiana Pysarenko
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