Does this intervention program really produce valid data?
Producing and using evidence-based data is an essential part of scientific and clinical work in Psychoeducation as well as in other disciplines of human and educational sciences. However, there is often ambiguity in what constitutes ‘evidence-based’ data and, importantly, it is not always clear whether such data effectively support a prevention or an intervention program. This paper proposes a set of criteria with the goal of clarifying these issues. These criteria are organized into five sections: those that refer to (1) the program planning phase; (2) the program implementation phase; (3) the evaluation design; (4) the internal validity of the evaluation process; and (5) the program effects. In all, these criteria should be viewed as necessary guideposts in determining whether data can be designated as evidence-based. A sixth (optional) section presents additional criteria to determine whether the program is ready for large scale dissemination.