Roles, functions, and training in clinical psychology: A survey of academic clinicians.

Thelen, Mark H.; Ewing, Douglas R.

doi:10.1037/h0029483

Cited by 66 publications

(47 citation statements)

References 13 publications

(14 reference statements)

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“…This finding parallels the overwhelming reaffirmation that the model received in a survey of practising psychologists by Thelen and Ewing (1970).…”

Section: Discussionsupporting

confidence: 86%

The scientist-practitioner model and clinical psychology: Time for change?

Martin

1989

Australian Psychologist

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Abstrad:Four complementary studies explored the current status of the scientist-practitioner model; the degree to which clinical psychologists engaged in research consumption, research activity, and publication; and attitudes to research and training. The results showed that the model still enjoys widespread support, but contrary to the model, most clinical psychologists do not engage in research let alone publish findings. They appear to monitor research findings but whether this influences their practice is debatable. Clinical psychologists report that they would like to do more research but perceive time pressures and lack of funding as the major obstacles. A number of recommendations for change were made, including the following: University clinical courses should shift the focus of their research training to methodologies which are more clinically relevant and more compatiblewith clinical settings; employing agencies should give a higher priority to research; and more collaboration between psychologists in academic and applied settings should occur.A view which seems to have dominated the discipline of clinical psychology since its earliest days is that the profession should be based on a scientistpractitioner model. The term "scientist-practitioner" and its variants refer, according to Bariow, Hayes, and Nelson "to a clinician or practitioner who can not only directly assist people with their problems, based on knowledge developed within his or her profession, but also contribute to our collective knowledge, thereby improving our practice" (1984, p. xi). This definition makes the important point that the model implies clinical psychologists should be more than expert "consumers" of research; they should actually be involved in the research enterprise.The contributions of the following individuals to this paper are gratefully acknowledged: Ron Downie for helping set up the studies;

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“…This finding parallels the overwhelming reaffirmation that the model received in a survey of practising psychologists by Thelen and Ewing (1970).…”

Section: Discussionsupporting

confidence: 86%

The scientist-practitioner model and clinical psychology: Time for change?

Martin

1989

Australian Psychologist

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“…The current findings on this issue in Ph.D. and Psy.D. programs are consistent with earlier research (e.g., Shemberg & Keeley, 1970;Thelen & Ewing, 1970), in that 51% of clinical directors reported emphasis on projectives to be decreased while less than 10% reported a decrease in emphasis on the other five assessment approaches. Moreover, it seems noteworthy that over half of our sample (65%) reported that neuropsychological testing has increased in emphasis in doctoral-level training programs in recent years.…”

Section: Discussionsupporting

confidence: 81%

Current status of doctoral‐level training in psychological testing

Belter

Piotrowski

2001

J Clin Psychol

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Training directors of 82 American Psychological Association (APA)-approved doctoral programs in clinical psychology responded to a survey on the current status and recent changes in doctoral training in psychological assessment. Although testing continues to be a major focus of training, a slight decline in emphasis on assessment was noted, most notably with projective techniques. With few exceptions (e.g., NEO-PI, Personality Assessment Inventory), traditional tests were emphasized in coursework and also were considered "essential" for the practicing psychologist. Interestingly, there seems to be increased emphasis on the interview and neuropsychological testing compared to prior surveys of academic settings. Only 29% of the training directors reported that their programs have been significantly affected by managed care, suggesting that most academic programs are somewhat insulated from marketplace pressures. It is recommended that training programs balance their focus on traditional academic values with the realities of the clinical practice arena.

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“…In a survey by Thelen, Varble and Johnson (1968) it was found that academic clinical psychologists regarded projective techniques as declining substantially in use and importance. In a later survey of a similar sample reported by Thelen and Ewing (1970), the respondents favored an emphasis on instruction in research and therapy in lieu of diagnosis.…”

mentioning

confidence: 83%