The Boulder model's fatal flaw.

Albee, George W.

doi:10.1037/0003-066x.55.2.247

Cited by 105 publications

(78 citation statements)

References 2 publications

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“…Indeed, there is evidence that many practitioners (presumably trained using the Boulder model) do not utilize research to inform treatment (Nathan, 2000;Stricker, 2000). These and other concerns have led some to question the value and usefulness of the scientistpractitioner model altogether (Albee, 2000;Snyder & Elliott, 2005). Although we remain committed to the Boulder model as a basis for training, concerted and sometimes creative efforts are needed if the two "halves" of our profession are to be integrated in a curriculum.…”

mentioning

confidence: 95%

Implementing elements of evidence‐based practice into scientist–practitioner training at the University of Nebraska‐Lincoln

DiLillo

McChargue

2007

J Clin Psychol

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Evidence-based practice (EBP) has become the predominant model of training and is emerging as a common model of practice for many non-psychology health care professions. Recognizing the relevance of EBP to psychology, the American Psychological Association (APA) developed and endorsed an official policy statement on EBP for the practice of professional psychology. There is now a pressing need to consider ways that EBP can inform scientist-practitioner training. The present article proposes clinical competencies associated with the practice of EBP, and describes initial efforts to implement elements of EBP into training at the University of Nebraska-Lincoln. These efforts have occurred in both the classroom and practicum training experiences, and are geared toward helping students become more effective users of the evidence base through their clinical work. Challenges to the implementation of EBP in clinical psychology training are discussed as well.

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mentioning

confidence: 95%

Implementing elements of evidence‐based practice into scientist–practitioner training at the University of Nebraska‐Lincoln

DiLillo

McChargue

2007

J Clin Psychol

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“…Whereas our predominant paradigm has focused on human deficits and pathology (Albee, 2000), we are beginning to recognize positive aspects of well-being as foci for the science and practice of psychology. Positive psychology emphasizes aspects of wellness, or the active quality of adapting to various situations and settings that is exhibited through positive behavioral, psychological, and physiological markers (Cowen, 2000).…”

mentioning

confidence: 99%

The developmental context of school satisfaction: Schools as psychologically healthy environments.

Baker¹,

Dilly²,

Aupperlee³

et al. 2003

School Psychology Quarterly

225

129

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A positive psychology perspective on school psychology challenges us to think critically about the degree to which schools and schooling processes support children's optimum adjustment. We argue that schools contribute to a student's positive adjustment when they function as psychologically healthy environments for development. In this narrative review, we examine contemporary perspectives on positive adjustment in children and propose a developmental-ecological perspective as one theoretical lens through which to view positive school adjustment. We will critique the empirical literature on contextual factors contributing to school satisfaction, one marker of positive school adjustment. Finally, we will make recommendations for practice and research in this area.Psychology has turned an important corner. Whereas our predominant paradigm has focused on human deficits and pathology (Albee, 2000), we are beginning to recognize positive aspects of well-being as foci for the science and practice of psychology. Positive psychology emphasizes aspects of wellness, or the active quality of adapting to various situations and settings that is exhibited through positive behavioral, psychological, and physiological markers (Cowen, 2000). While a deficits model attempts to remediate problems, a positive psychology orientation proactively encourages an individual's development through building strengths and shaping environments that support adjustment (Seligman & Csikszentmihalyi, 2000).

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“…Por la otra, es cuestionable la idea de que los autores que deban formar psicólogos en el ámbito clínico sean autores sin formación en psicología y con intereses potenciales creados respecto de la incidencia de los psicólogos en el campo de la psicoterapia. Debe recordarse que en países como Estados Unidos y en contextos de problemas profesionales como el ejercicio de la psicoterapia (Buchanan, 2003) y la formación científico-practicante (Albee, 2000), el hecho de que fueran psiquiatras quienes formaran y tutelaran a los psicólogos provocó distorsiones grávidas en la autopercepción del grupo profesional, que en cualquier caso no se coinciden con las diferencias abstractas (básicas, tecnológicas y praxiológicas) y concretas (disciplinares, institucionales y pragmáticas) entre la comunidad de los psiquiatras y la de los psicólogos. La Figura 1 expone comparativamente, en términos de porcentajes, la presencia de textos psicoanalíticos y no psicoanalíticos de cada universidad y las principales pertenencias profesionales halladas.…”

Section: Discusión Y Conclusionesunclassified

¿Pluralismo o monoteoría en psicología clínica? Análisis empírico de problemas epistemológicos y formativos en carreras de psicología en Argentina (2015)

Fierro

Blume

Bruna

et al. 2017

Rev. Guillermo Ockham

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La bibliografía utilizada en el entrenamiento psicoclínico en carreras de grado es central para explicar las particularidades teóricas, epistemológicas y prácticas de la psicología argentina. Este trabajo aporta datos sobre el estado actual de dicha formación psicoclínica en universidades nacionales en el contexto de los debates sobre evaluación y acreditación de grados de psicología, que en lo epistemológico han enfatizado de la necesidad de formar profesionales pluralistas, críticos y actualizados. Se realizó un estudio descriptivo, expost facto retrospectivo de tipo socio-bibliométrico, analizándose la bibliografía obligatoria (N=629) de los sílabos de asignaturas sobre psicología clínica y psicoterapia de carreras de psicología de las universidades nacionales de Rosario, Mar del Plata y La Plata, a partir de categorías de análisis socio-bibliométrico. Se halló un predominio de trabajos de Freud y Lacan, y de trabajos de orientaciones psicodinámicas en desmedro de otras orientaciones psicoclínicas. Existiría predominio de obras de psicólogos por sobre psiquiatras, médicos y filósofos. Menos del 5% de la bibliografía fue publicada en los últimos cinco años, y menos de un 20% en los últimos diez años. Se concluye que no existiría adecuación entre contenidos impartidos y parámetros de los procesos de acreditación y debates teóricos y epistemológicos de la disciplina. AbstractMandatory readings of undergraduate psychology programs’ training in clinical psychology are of key importance in order to explain the theoretical, epistemological and practical peculiarities of Argentinian psychology. This study provides data on the current state of psychoclinical training at national universities in the context of the debates on evaluation and accreditation of psychology careers, which in an epistemological sense have emphasized the need to train pluralistic, critical and up-to-date professionals. A descriptive, retrospective, socio-bibliometric study was carried out, to analyze the literature used as mandatory readings (N = 629) at clinical psychology and psychotherapy syllabi of psychology programs at the national universities of Rosario, Mar del Plata and La Plata, using socio-bibliometric variables and indicators. We found a predominance of works by Freud and Lacan, and works of psychodynamic orientations in detriment of other theoretical orientations. There exists a predominance of works by psychologists over psychiatrists, physicians and philosophers. Less than 5% of the literature was published in the last five years, and less than 20% in the last ten years. It is concluded that there would be no congruence between the contents taught at psychotherapy undergraduate courses, criteria used for psychology programs’ accreditation processes, and theoretical and epistemological debates of the discipline.

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The Boulder model's fatal flaw.

Cited by 105 publications

References 2 publications

Implementing elements of evidence‐based practice into scientist–practitioner training at the University of Nebraska‐Lincoln

Implementing elements of evidence‐based practice into scientist–practitioner training at the University of Nebraska‐Lincoln

The developmental context of school satisfaction: Schools as psychologically healthy environments.

¿Pluralismo o monoteoría en psicología clínica? Análisis empírico de problemas epistemológicos y formativos en carreras de psicología en Argentina (2015)

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