Psychology as a science and a profession: An Australian perspective

Sheehan, Peter W.

doi:10.1080/00050069408257346

Cited by 15 publications

(12 citation statements)

References 15 publications

(18 reference statements)

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“…as their flagship course. Although there has over time been much discussion and debate over concerns about the scientist -practitioner model as the basis for training (Martin, 1989;O'Gorman, 2001;Richards, 2001;Sheehan, 1994), there were no immediate suggestions in this survey for managing this tension.…”

Section: Special Issues Related To Clinical Programsmentioning

confidence: 97%

Australian clinical psychology training program directors survey

Pachana

O’Donovan

Helmes

2006

Australian Psychologist

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A survey of clinical psychology program directors was conducted to provide an illustrative snapshot of clinical training in Australia. Postgraduate clinical psychology program directors from 27 universities in all States in Australia and the Australian Capital Territory offering postgraduate clinical training programs were emailed the survey; 19 surveys were returned. The present paper reports on a range of issues of relevance to clinical training programs, including numbers of students, types and content of courses, staff workload, relationship with professional bodies, practical training and university‐based clinics, and concerns raised by directors. The information is intended to assist those responsible for training in clinical psychology in Australia in their work of increasing the quality of postgraduate training by being informed of the practices of other programs.

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Section: Special Issues Related To Clinical Programsmentioning

confidence: 97%

Australian clinical psychology training program directors survey

Pachana

O’Donovan

Helmes

2006

Australian Psychologist

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“…This perceived imbalance appears to clearly indicate that the scientist-practitioner modelin which students learn to "embody a research orientation in their practice and a practice relevance in their research" (Belar & Perry, 1992, p. 72) -is not being successfully inculcated in Australian training programs (Sheehan, 1994).…”

Section: Perceived Imbalance Between Practice and Researchmentioning

confidence: 99%

Trainees' experience of postgraduate clinical training

O’Donovan

Dyck

Bain

2001

Australian Psychologist

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urrent postgraduate clinical trainees' opinions regarding both the strengths and weaknesses of training C were investigated. Sixteen participants were recruited from six universities across four Australian states. Gender distribution matched that of training courses generally, with 14 female students and 2 male participants, aged between 23 and 44 years. Trainees participated in semistructured interviews about the main components of clinical training. Results provide a rich source of opinion concerning overall satisfaction with training, elements of effective and ineffective courses, clinical supervision, evaluation in training, reasons for enrolment, and professional issues. Main issues for consideration in improving training courses are discussed, including selection issues, training methods, staffing factors, and evaluation methods.We thank those universities which permitted their students to participate, and those students who shared their views and experiences with us.

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“…. squeezing out the practitioner' (p. xiii), a concern echoed more recently by Sheehan (1994) who argued that the scientistpractitioner model fails to equip trainees with the skills necessary for good therapeutic practice.…”

Section: The Origins Of the Scientist-practitioner Model: A Brief Hismentioning

confidence: 99%

Special Section, Counselling Psychology: A review of the scientist‐practitioner model: Reflections on its potential contribution to counselling psychology within the context of current health care trends

Corrie¹,

Callahan

2000

British Journal of Medical Psychology

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Recent legislative changes in the National Health Service have resulted in the need to develop practices that are 'evidence-based'. The move away from opinion and experience in therapeutic decision-making towards use of research in service planning poses challenges to the identity, activities and roles of counselling psychologists. This highlights the need for a clearly articulated framework of professional activity to protect and enhance the future of the profession. The scientist-practitioner model is one such framework and despite its contentious history, it is argued that the difficulties traditionally associated with its implementation are largely owing to an outdated view of scientific activity which relies on a positivist philosophy of science. These themes are developed by exploring the historical context in which the scientist-practitioner model evolved and by drawing upon psychological models of identity, change and loss. A more contemporary meta-theoretical construction of science and scientific activity is also explored which offers a reformulation of the scientist-practitioner model that could complement the quest for evidence-based practice and is consistent with the philosophical underpinnings of counselling psychology. Critical questions for future research in this area are identified.

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Psychology as a science and a profession: An Australian perspective

Cited by 15 publications

References 15 publications

Australian clinical psychology training program directors survey

Australian clinical psychology training program directors survey

Trainees' experience of postgraduate clinical training

Special Section, Counselling Psychology: A review of the scientist‐practitioner model: Reflections on its potential contribution to counselling psychology within the context of current health care trends

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