The soliloquy of empirical validation in cognitive psychology

Baydala, Angelina

doi:10.1080/00050060108259630

“…They emphasised the increasing sophistication of career counsellors as eclectic purveyors of proven, evidence-based techniques. Despite the emphasis on evidence-based practice, Baydala (2001) convincingly argued that the research outcomes produced for the validation of psychological interventions were suspect with respect to the construction of variables and procedures. Furthermore, Fouad's (1994) major review questioned whether the scientist-practitioner model was actually being implemented with respect to evaluating the effectiveness of interventions.…”

Section: Traditional Career Development Practicesmentioning

confidence: 99%

“…Apart from a few notable and stimulating works (e.g., Irving & Malik, 2005;O'Doherty & Roberts, 2000;Richardson, 2000;Woodd, 2000), researchers and practitioners of vocational psychology and career development have produced scant publications that reflexively turn on the torch of critical self-inspection. In the vein of critical psychology, which sets out to challenge traditional assumptions and practices of psychology (e.g., Austin & Prilleltensky, 2001;Baydala, 2001;House, 1999;Larner, 2001), this paper presents a polemic that raises doubts regarding the intentions of traditional career development practice with respect to their allegiance to the client and calls for an alternative perspective for practice in which tacit assumptions underpinning power are made explicit. It asserts that vocational psychology and career counselling are powerful social institutions that have the capacity to influence the lives of individuals, and are also concomitantly influenced by broader global forces that impact upon them.…”

Section: A Critical Reflection On Career Developmentmentioning

confidence: 99%

A Critical Reflection on Career Development

McIlveen

¹

,

Patton

²

2006

Int J Educ Vocat Guidance

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The science and professional practices of vocational psychology and career development are brought into question via a critical polemic informed by the work of Foucault, with a particular focus on the application of theory and techniques of objective assessment and psychometrics. It is asserted that the scientific and professional discourse and constructs of traditional approaches to career development have been reified. The context of this discourse is discussed with respect to the risk that career development scientists and practitioners have become unwitting or complicit instruments of a broader economic and political discourse.

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“…A range of commentators argue that knowledge constructed in accordance with the principles of positivist science reflects the cultural ideologies of those in power (Burman, 1996b; Hare-Mustin and ; Heruiques, Hollway, Urwin, venn and walkerdine, 1984;John, 1998;Kantrowitz and Ballou, 1992: Kitzinger, 1990a; Parker, 1997;Riger, 1992;Stoppard, 1999Stoppard, ,2000Ussher,2000b). Indeed, they illustrate how psychology's use of the 'scientific' in legitimating meaning is deployed to affirm (or negate) certain kinds of knowledge (Baydala, 2001;Hare-Mustin and Marecek, 1997;John, 1998;Kitzinger, 1990a;Larner,2001;stoppard, 1999). In the critical literature, attention is directed at psychology's failure to recognise that all knowledge is discursively produced, and historically, socially, culturally, and politically situated (Burman, 1996b;John, 1998;Nicolson, 1995;Parker, 1997; Ussher,2000b).…”

Section: Positivism and The Construction Of Knowledge In Psychologymentioning

confidence: 99%

“…The Impact of Positivist Science on the Construction of Knowledge about Women Many feminist and critical psychologists argue that the scientifically derived research characteristic of dominant psychology has little in common with the complexities and contradictions of human experience (Baydala, 2001;Larner, 2001;Parker, 1997; Stoppard, 1999Stoppard, , 2000ussher, 1991, 2000b. In particular, they show how psychological research and the 'knowledge' it produces about women bears little resemblance to the realities and conditions of women's lives (Stoppard, 1999(Stoppard, , 2000Ussher, 2000b;Wilkinson, 1996).…”

Section: Science the Media And The Construction Of Knowledgementioning

confidence: 99%

“…Positivism, Individualism and Clinical Psychology Critiques of the positivist science foundations of psychology have primarily examined psychology in its broad sense however, some have specifically addressed the limitations of this framework as it relates to clinical psychology. They argue that clinical psychology is entrenched in modernist ideology and epitomises the positivist science of its wider disciplinary body (Baydala, 2001 ;Boyle, 1997;Ussh er, 1992).32 Indeed, some say that clinical psychology is a particularly conventional branch of psychology which posits an epistemological framework in which people are understood in reductionist and pathological terms (Boyle, 1997; Hare-Mustin and ; Nathan, 1999; Ussher, 1990Ussher, , 1991Ussher, ,1992Ussher, ,2000b. In particular, this critical literature illustrates how clinical psychology is renown fbr its role in the problematisation of individuals (Adcock and Newbigging, 1990; Boyle, 1997; Hare-Mustin and Maracek, 1997; Nathan, 1999; Prilleltensky and Nelson, 1997;Ussher, 1991Ussher, ,1992.…”

Section: Positivist Science and Individualismmentioning

confidence: 99%

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A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

Barnett¹

0

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<p>This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes do not adequately incorporate analyses of gender, or convey an understanding of the connection between women's sociopolitical positioning and psychological health. The central focus of the thesis is to examine the way analyses of gender and other relations of power are included in clinical psychology curricula. The curriculum is important because it reflects and reproduces dominant psychological knowledge and impacts on the way clinical psychology is practiced. To examine these issues, questionnaires were administered to fifty clinical psychology students and twelve academic clinical psychology staff in six Aotearoa New Zealand universities. Some of these participants also completed a further interview. Additional interviews were undertaken with eleven feminist clinical psychologists. Taking a feminist methodological position, my research involved systematic thematic analysis using a constant comparative approach, as well as the use of quantitative analysis. The research findings, in conjunction with attention to the broader ontological, epistemological, theoretical and methodological foundations of the clinical psychology curriculum, highlight the ways in which psychology's dominant discourses minimise the effects of gendered structural relations and continue to marginalise women's experiences, realities and material lives. As such, an underlying argument of this thesis is that clinical psychology participates in the reproduction of gender inequities, and may perpetuate rather than alleviate the 'psychological' difficulties women experience. The thesis concludes by offering ideas for the future development of clinical psychology training which takes a critical-realist approach to the construction of knowledge, offers multi-level epistemological analyses grounded in the diverse experiences of women and other marginalised groups, and locates gender and other analyses of power as central to the clinical curriculum.</p>

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A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

Barnett¹

3

0

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<p>This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes do not adequately incorporate analyses of gender, or convey an understanding of the connection between women's sociopolitical positioning and psychological health. The central focus of the thesis is to examine the way analyses of gender and other relations of power are included in clinical psychology curricula. The curriculum is important because it reflects and reproduces dominant psychological knowledge and impacts on the way clinical psychology is practiced. To examine these issues, questionnaires were administered to fifty clinical psychology students and twelve academic clinical psychology staff in six Aotearoa New Zealand universities. Some of these participants also completed a further interview. Additional interviews were undertaken with eleven feminist clinical psychologists. Taking a feminist methodological position, my research involved systematic thematic analysis using a constant comparative approach, as well as the use of quantitative analysis. The research findings, in conjunction with attention to the broader ontological, epistemological, theoretical and methodological foundations of the clinical psychology curriculum, highlight the ways in which psychology's dominant discourses minimise the effects of gendered structural relations and continue to marginalise women's experiences, realities and material lives. As such, an underlying argument of this thesis is that clinical psychology participates in the reproduction of gender inequities, and may perpetuate rather than alleviate the 'psychological' difficulties women experience. The thesis concludes by offering ideas for the future development of clinical psychology training which takes a critical-realist approach to the construction of knowledge, offers multi-level epistemological analyses grounded in the diverse experiences of women and other marginalised groups, and locates gender and other analyses of power as central to the clinical curriculum.</p>

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The soliloquy of empirical validation in cognitive psychology

Cited by 4 publications

References 19 publications

A Critical Reflection on Career Development

A Critical Reflection on Career Development

A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

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