Characterizing clinical and counseling psychology graduate students' perceptions of evidence-based treatment usability and training.

The usability of evidence-based treatments (EBTs) is a critical yet underexamined factor in implementation efforts. While postgraduate clinicians' perspectives on EBT usability are well-documented, insights from student clinicians remain largely unreported despite the determinative role of graduate training in shaping future clinical practice. This study surveyed 76 clinical and counseling psychology doctoral students from across the United States about their perspectives on the strengths and limitations of EBTs as well as their clinical training. Descriptive analyses characterized the types of EBTs students are learning and using and their views on how evidence based their programs are. A qualitative content analysis of open-ended responses yielded 36 distinct content codes related to EBT usability and training needs. These codes were further organized into three domains for EBT strengths and limitations (feasibility, effectiveness, and training/resource availability) and three domains for training gaps (knowledge, skills, and training approach). While student clinicians valued the structure and empirical support of EBTs, they highlighted the need for more flexible treatments along with training to deliver them responsively. Results provide a snapshot of the current state of EBT training at the doctoral level and offer suggestions for improving the usability of treatments for clinicians across the training continuum. (PsycInfo Database Record (c) 2026 APA, all rights reserved).