Educating professional psychologists:  History and guiding conception.

Peterson, Donald R.

doi:10.1037/10229-000

Cited by 57 publications

(87 citation statements)

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“…Peterson & R.L. Peterson, 1997). Almost all of Snyder and Elliott's most important ideas-those which would lead to a convincing revolution in professional psychology-require a broad, foundational social vision: a sea change.…”

Section: Our Asocial Professional Psychologymentioning

confidence: 99%

“…Donald Peterson was the first of many to see that clinical psychology education, as it had developed in schools of arts and sciences, was not responsive to bona fide training needs of future clinicians when he initiated the first PsyD program in 1968 at the University of Illinois (D.R. Peterson, 1997). He envisioned that schools of professional psychology would develop in major universities comparable to medical, dentistry, and law schools, financed by state legislatures to train practitioners.…”

Section: The Economic Context Of Professional Psychologymentioning

confidence: 99%

“…Though I am a great fan of critical thinking, such as embodied in "disciplined inquiry" (D.R. Peterson, 1997) and the "scientifically minded psychologist" (Bieschke et al, 2004), most of these expanded areas require particular knowledge taught by psychologists who know how to do the things that the graduate students want to learn. It is very hard for small programs (e.g., those with cohorts of 10 typical in the Council of University Directors of Clinical Psychology [CUDCH]), to offer electives in such a variety of areas.…”

Section: The Economic Context Of Professional Psychologymentioning

confidence: 99%

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Twenty‐first century education: Toward greater emphasis on context—social, economic, and educational

Peterson

2005

J Clin Psychol

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In calling for a greater emphasis on the social, economic, and educational contexts, the discussion presented in this article is generally supportive of C.R. Snyder and T.R. Elliott's (this issue, pp. 1033-1054) vision of 21st century graduate education in clinical psychology. Attention is directed toward the asocial nature of professional psychology, a brief analysis of the influence of economics on the development of clinical psychology education, and the American Psychological Association's accreditation process as it shapes professional psychology education.

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Section: Our Asocial Professional Psychologymentioning

confidence: 99%

Section: The Economic Context Of Professional Psychologymentioning

confidence: 99%

Section: The Economic Context Of Professional Psychologymentioning

confidence: 99%

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Twenty‐first century education: Toward greater emphasis on context—social, economic, and educational

Peterson

2005

J Clin Psychol

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“…Note that these skills are explicitly represented in Peterson's (1991) "disciplined inquiry" model that occupies a prominent place in the development of professional psychology (Peterson, 1997) and that forms the basic structure for case studies published in this journal (Fishman, 2005).…”

Section: The Context Of Learning To Do Psychotherapymentioning

confidence: 99%

Teaching Clinical Competence

Lytle

2007

Pragmatic Case Studies in Psychotherapy

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This Commentary is written from my experience as a teacher of Emily Liu in a graduate clinical psychology course focusing on the training of psychotherapy skills. Liu took the class simultaneous to seeing the case of TC, and she utilized the class to develop her approach to the case, including conceptualization and formulation; the processing of her emotional, "countertransferential" reactions to the client; the devising of intervention strategies with the client; reflection upon the process; and writing about the case. These processes are reviewed in the context of the course and issues raised by the nature of the case material itself. A synergistic overlap is reviewed among (a) the skills taught in the course, (b) an emerging national consensus on core clinical skills developed at the 2002 Scottsdale "competency conference," and (c) the competencies required to function in Peterson's "disciplined inquiry" paradigm, which is the model underlying the structure of the case studies in this PCSP journal. It is this overlap which provided to Liu very targeted and effective preparation in graduate school for the development of her impressive case study in this journal.

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“…Since its inception 50 years ago (Raimy, 1950), the scientist-practitioner (S-P) model of training and practice has received considerable attention (Benjamin & Baker, 2000;Beutler, 2000a;Hayes, Barlow, & Nelson-Gray, 1999;Pepinsky & Pepinsky, 1954;Peterson, 1997;Trierweiler & Stricker, 1998). Despite the fact that the S-P model remains the dominant training philosophy in therapeutic psychology (O'Sullivan & Quevillon, 1992;Thelen & Ewing, 1970), extensive discussion has been devoted in the past decades to addressing the gap between science and practice (Barlow, 1981;Soldz & McCullough, 2000;Talley, Strupp, & Butler, 1994).…”

mentioning

confidence: 99%

Introduction: Reprioritizing the role of science in a realistic version of the scientist‐practitioner model

Λαμπρόπουλος

Spengler

2002

J Clin Psychol

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This series of articles attempts to redefine and reprioritize the role of science in search for a clinically meaningful and realistic version of the scientist-practitioner (S-P) model. To this end, science is discussed as both research-driven practice and clinically meaningful research, keeping practitioners and their needs in the center of attention. In this process, common problems in the actualization of the S-P model are discussed, and potential solutions are offered.

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Educating professional psychologists: History and guiding conception.

Cited by 57 publications

References 0 publications

Twenty‐first century education: Toward greater emphasis on context—social, economic, and educational

Twenty‐first century education: Toward greater emphasis on context—social, economic, and educational

Teaching Clinical Competence

Introduction: Reprioritizing the role of science in a realistic version of the scientist‐practitioner model

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