Integrating scientist and practitioner training in counseling psychology: Practicum is the Key

Galassi, John P.; Brooks, Linda

doi:10.1080/09515079208254450

Cited by 18 publications

(15 citation statements)

References 18 publications

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“…Delegates to the National Conference on Scientist-Practitioner Education acknowledged that even graduate programs that officially endorsed the S-P model did not consistently adhere to its tenets (Belar & Perry, 1992). More specifically, some counselling psychologists expressed concern that the S-P model was being viewed sequentially, with a scientifically-focused graduate education and a practice-focused career (Galassi & Brooks, 1992). Some wondered whether practitioners actually used research in their practice or found existing research applicable to their professional work (Heppner, Kivlighan, & Wampold, 1992).…”

Section: Presidential and Division 17 Initiativesmentioning

confidence: 94%

“…Borders and Bloss (1994) described a process research study assignment used to help students reach that goal. Galassi and Brooks (1992) discussed the role of practicum in training effective scientist-practitioners. Leong and Zachar (1991) created an instrument designed to measure interest in both scientific and practice activities.…”

Section: Presidential and Division 17 Initiativesmentioning

confidence: 99%

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Defining characteristic or unrealistic ideal: Historical and contemporary perspectives on scientist-practitioner training in counselling psychology

Vespia

Sauer

2006

Counselling Psychology Quarterly

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Counselling psychologists have affirmed their allegiance to the scientist-practitioner (S-P) model through all of the discipline's major conferences in the United States of America, and the philosophy has been critical to training across the globe. Despite the centrality of this training approach to counselling psychology's identity, no comprehensive overview of the field's history with the model has been undertaken. A review spanning sixty years describes the evolving relationship between the S-P model and counselling psychology and also points to historical and current challenges within that relationship.

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Section: Presidential and Division 17 Initiativesmentioning

confidence: 94%

Section: Presidential and Division 17 Initiativesmentioning

confidence: 99%

Defining characteristic or unrealistic ideal: Historical and contemporary perspectives on scientist-practitioner training in counselling psychology

Vespia

Sauer

2006

Counselling Psychology Quarterly

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“…The presenter provides colleagues with a brief overview, formulates some questions regarding the issue, and seeks scholarly perspectives about how to address the issue. Galassi and Brooks (1992) and Meier (1999) discuss the integration of science into case conceptualization and practicum as important to the training of scientists-practitioners. Another strategy I use for incorporating the scientist-practitioner model is promoting ''brown bag'' lunches, roundtable discussions, or grand rounds as a way to engage in scientist-practitioner activities with other mental health professionals.…”

Section: Peer Consultation and Presentation Opportunitiesmentioning

confidence: 98%

A scholarly work commitment in practice

Barnette

2006

Counselling Psychology Quarterly

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The scientist-practitioner training philosophy has a strong connection with the field of Counselling Psychology. Although many practitioners are committed to this model of training while completing their graduate education, the professional identity is not always easy to actualize in the workplace. The author discusses how she has maintained her scientist-practitioner identity in practice settings and how doing so has enhanced her work.

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“…Reviewing the scientific evidence for assessment, consultation, and intervention is the basis of science-based practice (Galassi & Brooks, 1992). Practicum is seen as a key portion of training where science and practice can be integrated under supervision.…”

Section: Assessment Of Competencies Benchmark (Apa Board Of Educationmentioning

confidence: 99%

“…Practicum is seen as a key portion of training where science and practice can be integrated under supervision. For example, there have been calls for including data collection on each client served using single-subject methodology to evaluate outcomes (Barnett et al, 1999;Bonner, 2002;Galassi & Brooks, 1992). Training and supervision on data collection and interpretation methodologies, as well as implementation of empirically supported treatments, require more than simple placement in a school or clinical site.…”

Section: Assessment Of Competencies Benchmark (Apa Board Of Educationmentioning

confidence: 99%

Evolving practicum issues in school psychology preparation

Fiorello

2011

Psychology in the Schools

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Practicum experiences have been a critical aspect of the education and training of school psychologists at both the specialist and doctoral level. At the specialist level, the National Association of School Psychologists recently updated their standards for practicum, but the content, quality, and length of practicum vary tremendously across training programs. At the doctoral level, recent guidelines from the Association of State and Provincial Psychology Boards allow for the emerging option to include practicum experience together with internship toward licensure requirements. However, this raises a number of questions unique to the context of school psychology training, including what hours and activities count, appropriate credentials for supervisors, appropriate sites for practicum experiences, what competencies are to be gained, and how to assess those competencies. The Council of Directors of School Psychology Programs has organized a task force to address issues of competencies and supervision in practicum experiences to inform recommendations and regulations regarding practicum experiences. This article summarizes the nature and context of these issues, and makes recommendations for school psychology training programs, national professional organizations, and credentialing organizations. C 2011 Wiley Periodicals, Inc. Although the primary professional organizations representing school psychology have always considered practicum experiences to be a critical part of training, recent revisions in guidelines and expectations (American Psychological Association [APA], 2010; National Association of School Psychologists [NASP], 2010b) have raised questions nationally about how to implement them to best effect. Practicum is relatively poorly defined for school psychology, with the APA Practicum Competencies Outline focused mainly on clinical approaches (Li & Council of Directors of School Psychology Programs [CDSPP] Practicum Task Force, 2011) and NASP leaving most of the defining frame to the individual program. As a result, the content, quality, and length of practicum vary tremendously across training programs. Such variations often cause confusion among field supervisors, who have practicum students from different universities, as well as affect students who apply for Association of Psychology Postdoctoral and Internship Centers (APPIC) internships. At the doctoral level, the emerging option to include practicum experience toward licensure requirements (APA, 2010; Association of State and Provincial Psychology Boards [ASPPB], 2009) is resulting in a variety of expectations for practicum, which needs to be examined in the context of school psychology training. The CDSPP organized a task force to address issues related to competencies and supervision in practicum experiences in order to inform recommendations and regulations regarding practicum experiences (Li, Strein, & CDSPP Practicum Taskforce, 2010). This article begins with a brief overview of our current professional guidelines for practica and their impl...

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Integrating scientist and practitioner training in counseling psychology: Practicum is the Key

Cited by 18 publications

References 18 publications

Defining characteristic or unrealistic ideal: Historical and contemporary perspectives on scientist-practitioner training in counselling psychology

Defining characteristic or unrealistic ideal: Historical and contemporary perspectives on scientist-practitioner training in counselling psychology

A scholarly work commitment in practice

Evolving practicum issues in school psychology preparation

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