Components Necessary for the Preparation of the Scientist-Practitioner

Tanner, Phillip L.; Danielson, Meagan L.

doi:10.1177/0002764206296455

Cited by 10 publications

(5 citation statements)

References 10 publications

(38 reference statements)

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“…Research of this nature is paramount to the development of clinical psychology training with the ultimate aim to optimise trainee competency, and consequently client treatment outcome. These programs involve training in the assessment of psychological disorders, and appropriate selection and application of evidence-based treatments (e.g., Drabick & Goldfried, 2000;O'Sullivan & Quevillon, 1992;Stoltenberg & Pace, 2007;Tanner & Danielson, 2007). These programs involve training in the assessment of psychological disorders, and appropriate selection and application of evidence-based treatments (e.g., Drabick & Goldfried, 2000;O'Sullivan & Quevillon, 1992;Stoltenberg & Pace, 2007;Tanner & Danielson, 2007).…”

Section: What This Paper Addsmentioning

confidence: 99%

“…Clinical psychology training programs in Australia place a strong emphasis on the scientist-practitioner model and teach evidence-based approaches to meet the accreditation requirements for the profession (O'Gorman, 2001;Richards, 2001). These programs involve training in the assessment of psychological disorders, and appropriate selection and application of evidence-based treatments (e.g., Drabick & Goldfried, 2000;O'Sullivan & Quevillon, 1992;Stoltenberg & Pace, 2007;Tanner & Danielson, 2007). Trainees are required to research the effectiveness of existing therapies and conduct their own research to develop more effective treatments (Luchins, 2000).…”

Section: What This Paper Addsmentioning

confidence: 99%

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Evaluation of a Combined Cognitive Behavioural Therapy and Interpersonal Process Group in the Psychotherapy Training of Clinical Psychologists

Schneider

Rees

2012

Australian Psychologist

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It is now widely acknowledged that both content and process elements of psychotherapy play a part in client treatment outcomes. Despite this, there are pressures on Australian clinical psychology training programs to teach evidence-based approaches in a relatively short time frame. Producing clinical psychology graduates who have an adequate level of competence in evidence-based practice and meeting the demands of professional accreditation requirements can mean that less time is available to teach the process elements of psychotherapy.The aim of this study was to conduct a preliminary evaluation of a clinical psychology psychotherapy training program that combines an interpersonal process group with a cognitive behavioural therapy training model that incorporates self-reflection and self-practice. Eleven participants who participated in the training in 2008 completed the Counseling Self-Estimate Inventory at pre-and post-training. Significant improvements on the majority of the subscales of this inventory were found. A separate sample of nine trainees and clinical psychology registrars who also previously completed the program attended individual interviews in 2010 aimed at gaining their perspective regarding various aspects of the program. Self-practice of cognitive behavioural therapy techniques was found to be important in the identification and management of trainees' own core beliefs, and to their appreciation of how challenging this process may be for clients. The interpersonal process group was described by participants as enhancing their competency as psychotherapists. Common themes included the experience of anxiety and a high level of emotion, and understanding how this experience might be similar for clients; increased self-awareness; and increased competence in process issues. Many participants believed the process and content components of training were equally important to their development as psychotherapists.

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Section: What This Paper Addsmentioning

confidence: 99%

Section: What This Paper Addsmentioning

confidence: 99%

Evaluation of a Combined Cognitive Behavioural Therapy and Interpersonal Process Group in the Psychotherapy Training of Clinical Psychologists

Schneider

Rees

2012

Australian Psychologist

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“…For example, the Australian Psychology Accreditation Council (APAC), the professional body that accredits psychology teaching programs within universities, bases its required standards on the scientist-practitioner model. Amongst these standards, critical thinking skills are emphasised (APAC, 2010;Tanner & Danielson, 2007). However, we do not follow this in practice.…”

Section: Conceptual Analysis Of Statistics Education Practicementioning

confidence: 99%

On Conceptual Analysis as the Primary Qualitative Approach to Statistics Education Research in Psychology

Petocz

Newbery

2010

SERJ

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Statistics education in psychology often falls disappointingly short of its goals. The increasing use of qualitative approaches in statistics education research has extended and enriched our understanding of statistical cognition processes, and thus facilitated improvements in statistical education and practices. Yet conceptual analysis, a fundamental part of the scientific method and arguably the primary qualitative method insofar as it is logically prior and equally applicable to all other empirical research methods—quantitative, qualitative, and mixed—has been largely overlooked. In this paper we present the case for this approach, and then report results from a conceptual analysis of statistics education in psychology. The results highlight a number of major problems that have received little attention in standard statistics education research. First published November 2010 at Statistics Education Research Journal: Archives

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“…These pressures will force us to reconsider how we present practitioner training, but the assumption for many years was that we mostly comply with the SP model of training professionals. Many training institutions internationally have faced this issue and the debate about the SP model is still strong (Chang, Lee, & Hargreaves, 2008; Chwalisz, 2003; Clegg, 2007; Floersch, 2004; Gelso, 2006; Horn et al, 2007; Jones & Mehr, 2007; Lilienfeld, Ritschel, Lynn, Brown, et al, 2013; Lilienfeld, Ritschel, Lynn, Cautin, & Latzman, 2013; Lowman, 2012; Maddux & Riso, 2007; Petocz, 2011; Rice, 1997; Sauer, 2006; Stoltenberg & Pace, 2007; Stoltenberg et al, 2000; Tanner & Danielson, 2007).…”

Section: The Demands On Professional Psychology Trainingmentioning

confidence: 99%

A realist approach to science and practice in psychology

Maree

2014

South African Journal of Psychology

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The possibility of uniting science and practice in psychology is considered. The main aim is to explore the ability of a realist approach to address the various dichotomies prevalent in psychology. The multileveled demands of the society, government, and tertiary training are briefly discussed. The multitude of mental health needs in South African society is addressed by government with a number of policies and legislative processes. In addition, training of psychologists is under pressure because of the changing demands within higher education institutions. The pressure to function as research institutions necessitates a revisioning of the scientist-practitioner model. This model perpetuates bipolarity because of a scientistic understanding of what it means to be scientific. This article describes a realist model of science that avoids some of the more serious dichotomies so prevalent in South African psychology departments, namely, the quantitative-qualitative divide, the positivist-constructionist split, and possibly also the scientist-practitioner model. A realist image of science might achieve this integration because of the simple fact that both science and practice involve critical enquiry. Two examples of a realist psychology from neuropsychology are discussed. Keywords Constructionist, critical enquiry, quantitative-qualitative, realism, scientist-practitioner modelThis article discusses the implications for relooking the scientist-practitioner (SP) model. First, the multileveled demands of society, government, and training are briefly discussed. It is shown that South African society is drenched in a multitude of mental health needs, which the government wants to address by a number of policies and legislative processes. Training of psychologists is under pressure because of the changing higher education landscape. The pressure to function as research institutions moves the reappraisal of the SP model to the top of the agenda. The bipolarity

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Components Necessary for the Preparation of the Scientist-Practitioner

Cited by 10 publications

References 10 publications

Evaluation of a Combined Cognitive Behavioural Therapy and Interpersonal Process Group in the Psychotherapy Training of Clinical Psychologists

Evaluation of a Combined Cognitive Behavioural Therapy and Interpersonal Process Group in the Psychotherapy Training of Clinical Psychologists

On Conceptual Analysis as the Primary Qualitative Approach to Statistics Education Research in Psychology

A realist approach to science and practice in psychology

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