In the field of family intervention, the incorporation of evidence-based programmes as well as the assessment of attitudes and expectations of these are essential. Fidelity in the implementation of intervention programmes has been verified as part of the quality standards for programme design. This study is performed in the context of the Family Intervention Programme (FIP) carried out in the municipal family care services of Pamplona City Council (Spain), whose current objective is to become an evidence-based programme.
The aims are to analyse the attitudes of professionals in charge of the implementation of a family intervention programme and their relationship with socio-demographic variables, variables related professional position and experience and initial expectations.
A quantitative approach was used for the evaluation of the FIP during 2017, 2018, 2019 and 2020. This communication addresses the attitudes towards family intervention, through the EBPAS questionnaire (Aarons, 2004), which allows obtaining a total score, as well as information about four dimensions: requirement, attractiveness, openness and divergence. Also, the ad hoc EVI-PIF scale is analysed, which collects the socio-demographic and professional profile of practitioners and assesses their expectations and evaluation of the FIP.
The analyses of the data revealed that academic qualifications can determine the attractiveness of evidence-based programmes, that the dimension with the highest score was attractiveness, and the lowest score was divergence. Furthermore, there were significant positive correlations between attractiveness and openness facets of the EBPAS and perceived effectiveness and motivation towards the programme. Similarly, significant differences were found between different subscales of the EBPAS.
By identifying practitioners' views on the evidence-based practice approach, it is possible to work out the areas that need further support and thus bring improvements in implementation processes to be in line with the evidence-based programme framework."