The reflective educator.

Abstract

Since the Boulder conference on training in clinical psychology in 1949, at least 13 national conferences have been convened to examine issues in training for practice in psychology, all based on the assumption that extensive training is required to develop professional skills in psychotherapy, psychodiagnosis, and related professional functions. This assumption is challenged by a large body of research that fails to show any relationship between training and efficacy in common forms of practice. Educators of professional psychologists are urged to heed the challenge closely and examine its implications critically. At the same time, educators of researchers in psychology are encouraged to examine common assumptions about the nature of practice in psychology and to consider conceptions of professional work that emphasize reflection in action and disciplined inquiry, rather than psychotherapy and psychodiagnosis, as defining features. Education for practice is neither science nor art, but a profession in itself. When the educational process is approached from this vantage point, novel opportunities for systematic investigation emerge. Decisive studies of the appropriate kind have yet to be done.

The Dangers of Resource Myopia in Work and Organisational Psychology: A Plea for Broadening and Integration

“…At the same time we are sceptical of the various postmodern epistemological positions that, for the most part, practise exclusiveness, substitute florid language for quantification, and shelter behind esoteric philosophical concepts that eliminate “objectivity”. We support Petersen's (1995) warning against ending up in the intuitive never‐never land with a too subjective interpretation of the proposal for more “reflection in action”. We resist the claim that all facts are “social constructs”, and that, therefore, all knowledge is relative.…”

Methods for disseminating research products and increasing evidence-based practice: Promises, obstacles, and future directions.

“…Recognizing the limitations of self‐contained treatment packages for specific disorders, some authors have proposed models of integrating science and practice that promote a general evidence‐based stance toward clinical decision making. For example, Peterson (1995) offers reflective action as a viable way to integrate research into clinical practice. He poses a tension between scientific rigor and clinical relevance and suggests that in forsaking the former for the latter practitioners need not “fly off into an intuitive never‐neverland.…”

Facilitating Reflective Thinking in Counselor Education

“…1997;Nelson & Neufeldt, 1998). Peterson (1995) noted that educating reflective practitioners may be the most significant part of preparing future counselors because empirical studies have failed to show the advantages of traditional clinical training for therapeutic effectiveness. We describe the practice of reflection and suggest four educational strategies (Socratic teaching.…”