A Proposal to Integrate Science and Practice in Counseling Psychology

Abstract

Science and practice cannot continue together without a major attitudinal shiA a broadening perspective of science and practice and how these two activities can be integrated to strengthen each other. This article represents the culmination of a 2-year project that examined the roles of science and practice within counseling psychology. The central goal of the article is to present (a) specific recommendations for promoting the integration of science and practice within Division 17 and (b) suggest specific strategies for implementing the recommendations.

Principles and practices: An empirical examination of qualitative research in the Journal of Counseling Psychology.

“…Second, phenomenological inquiry can be conducted with small samples and provides rich idiographic descriptions of participant experiences. These methods are, therefore, likely to be attractive to practitioners, both as researchers and consumers of research (Hoshmand & Polkinghorne, 1992), thus advancing the ideal of the scientist-practitioner model (Heppner et al, 1992). Third, phenomenological or ethnographic inquiry may be especially relevant to the study of rare or rarely researched populations.…”

Living the scientist-practitioner model in a psychology training clinic

“…For instance, Heppner et al (1992) pointed out that ''Rather than being a resource to promote the blending of research and practice, the clinics are often viewed as a drain on faculty energy and time that could otherwise be devoted to research programs'' (p. 109). Furthermore, they suggested the central problem may be that the high demands associated with tenure and promotion encourage faculty to gravitate towards natural sciences and basic research designs that are ''less naturalistic and less transferable to practice'' (p. 109).…”

“…For instance, academic faculty with the high demands for tenure and promotion partnering with psychologists working in university counseling centers, outpatient clinics, or hospitals would likely promote more naturalistic research agendas. According to Heppner et al (1992) ''. .…”

“…our science and practice will be enhanced by helping our students learn how scholarly work can be done in the context of practice and practice settings' ' (p. 135). Over the years, leaders in the field have echoed this call by asserting that further integration of science and practice is needed to strengthen counselling psychology (e.g., Heppner, et al, 1992;Heppner, Casas, Carter, & Stone, 2000;Kahn & Gelso, 1997). The primary purpose of this contribution is to outline how I -as an early career counselling psychologist -am managing to find a sense of professional balance by embracing the scientist-practitioner identity.…”

Reconsidering action research as a guiding metaphor for professional psychology

“…The traditional conception of the science-practice relationship has been problematic because a one-way influence of science on practice was assumed, without sufficient attention to the value of practice knowledge or the ways of knowing germane to practice (Hoshmand & Polkinghome, 1992). In seeking a better integration of science and practice, Heppner et al (1992) recommended that we regard practice as a wellspring for professional knowledge. Howard (1993) urged the profession to consider what he identified as practice methodologies in research.…”