Research

The science behind the Basis approach.

What is an evidence-based approach?

An evidence-based approach means following the best available scientific evidence about what works. When well-designed studies demonstrate that Approach A works better than Approach B but a clinician’s intuition tells them to use Approach B, we should almost always side with research evidence. In today’s landscape, it’s very difficult to know what exactly you’re getting as a consumer. If a provider is relying too much on their own intuition in deciding how to approach your situation, you’re likely to waste time and money without seeing results.

With Basis, we strive to be transparent about what is offered. Research on the approaches used by Basis (Motivational Interviewing and Structured Problem Solving) has deemed them generalizable and effective across the spectrum of everyday personal challenges that we all face.

Components of the Basis Approach

Motivational Interviewing

Motivational Interviewing is designed to help someone gain greater control of their situation. The process includes gathering information about the problem, exploring the person’s values, and working through how things could look different going forward. It’s a collaborative style of conversation that helps someone ultimately feel less burdened and better equipped to handle whatever they’re facing. Over 200 research trials have shown this approach to be effective for a wide variety of situations.

Structured Problem Solving

Structured Problem Solving is a simple yet effective approach to address problems that can lead to worry or sadness. While we are usually able to solve problems on our own, when we are particularly worried or sad these problems can seem overwhelming. When you’re not feeling your best, the process of systematically working through a problem with someone like a Basis Specialist is significantly more effective than trying to do it by yourself. Nearly 80 studies support this conclusion.

An Innovative Delivery Model

Our model is based on the research showing that individuals without advanced degrees can be just as effective as licensed clinicians. After thirty plus years of study on the impact of advanced degrees on client outcomes, there is no consensus that a PhD in psychology leads to better outcomes. Until additional research demonstrates otherwise, we should consider the belief that degree programs produce better clinicians a myth.

Rigorous Specialist Training

Basis Specialists undergo rigorous training and evaluation that follows the Learn, See, Do, Prove model of skill development. They are required to demonstrate that they can follow the Basis approach with high fidelity. Their skills are objectively measured prior to being allowed on the Basis network. We also screen each one personally to make sure they're the type of people you're comfortable sharing such personal information with.

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Research References

Dawes, R. M. (1994). House of cards: Psychology and psychotherapy built on myth. New York: Free Press.

Dawes, R. M., Faust, D., & Meehl, P. E. (1989). Clinical versus actuarial judgment. Science, 243, 1668–1674.

Berman, J. S., & Norton, N. C. (1985). Does professional training make a therapist more effective? Psychological Bulletin, 98,  401-406.

Bickman, L. (1996). A continuum of care: More is not always better. American Psychologist, 51,  689-701.

Burlingame, G. M, Fuhriman, A., Paul, S., & Ogles, B. M. (1989). Implementing a time-limited therapy program: Differential effects of training and experience. Psychotherapy, 26,  303-313.

Carroll, K. M., Nich, C, & Rounsaville, B. J. (1998). Utility of therapist session checklists to monitor delivery of coping skills treatment for cocaine abusers. Psychotherapy Research, 8, 307-320.

Christensen, A, & Jacobson, N. S. (1994). Who (or what) can do psychotherapy: The status and challenge of nonprofessional therapies. Psychological Science, 5, 8-14.

Cimino, J. J. (1999). Development of expertise in medical practice. In R. J. Sternberg & J. A. Horvath (Eds.), Tacit knowledge in professional practice (pp. 101-120). Mahwah, NJ: Erlbaum.

Garb, H. (1989). Clinical judgment, clinical training, and professional experience. Psychological Bulletin, 105, 387-396.

Stein, D. M., & Lambert, M. J. (1984). On the relationship between therapist experience and psychotherapy outcome. Clinical Psychology Review, 4,  127-142.

Stein, D. M., & Lambert, M. J. (1995). Graduate training in psychotherapy: Are therapy outcomes enhanced? Journal of Consulting and Clinical Psychology, 63, 182-196.

Lundahl, B. W., Kunz, C., Brownell, C., Tollefson, D., & Burke, B. L. (2010). A meta-analysis of motivational interviewing: Twenty-five years of empirical studies. Research on Social Work Practice, 20(2), 137–160.

Miller, W. R., Yahne, C. E., Moyers, T. B., Martinez, J., & Pirritano, M. (2004). A randomized trial of methods to help clinicians learn motivational interviewing. Journal of Consulting and Clinical Psychology, 72, 1050–1062.

Moyers, T. B., Martin, T., Manuel, J. K., Hendrickson, S. M. L., & Miller, W. R. (2005). Assessing competence in the use of motivational interviewing. Journal of Substance Abuse Treatment, 28, 19–26.

Neipp, M-C., Beyebach, M., Nuñez, R.M., Martínez-González, M-C. The Effect of Solution-Focused Versus Problem-Focused Questions: A Replication. Journal of Marital and Family Therapy, 42(3), 525-535.

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