Training the scientist–practitioner for the 21st century: Putting the bloom back on the rose

Drabick, Deborah A. G.; Goldfried, Marvin R.

doi:10.1002/(sici)1097-4679(200003)56:3<327::aid-jclp9>3.0.co;2-y

Cited by 45 publications

(42 citation statements)

References 30 publications

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“…Students completing this component should be able to demonstrate substantial understanding of a wide range of individual differences, including ethnicity, gender, age, culture, religion, race, and lifestyle. Although programs will vary in emphasis, a thorough education in general psychology is a fundamental element of this component (Belar & Perry, 1992;Drabick & Goldfried, 2000). Drabick and Goldfried (2000) suggest that in addition to general psychology, first-semester students should have a class concerning the integration of research and clinical practice, which would provide the history of the scientist-practitioner model and have implications for current or future practice.…”

Section: Didactic Scientific Componentmentioning

confidence: 99%

“…The settings chosen by the faculty should provide intensive experiences that allow students to integrate science and practice (Belar & Perry, 1992;Drabick & Goldfried, 2000). Belar and Perry (1992) and Drabick and Goldfried (2000) comment on the elements that compose the practical components of training. Through practical experiences, trainees should have opportunities to establish working relationships using communication, interviewing, and consultation skills.…”

Section: Didactic Practice Corementioning

confidence: 99%

“…Discussions of individual differences, including ethnic and cultural factors, should help students make responsible decisions; and current literature, knowledge of supervision, and practical experiences should provide students with the competencies needed in their professional careers as scientist-practitioners (Belar & Perry, 1992;Drabick & Goldfried, 2000). Drabick and Goldfried (2000) suggest that students should be encouraged to use their practical experiences, training, and information learned as a focal point for their research. Belar and Perry (1992) have a very similar view and define the scientific experiential component as "the degree to which a student is involved in learning by doing, participating, and contributing to knowledge" (p. 73).…”

Section: Didactic Practice Corementioning

confidence: 99%

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Components Necessary for the Preparation of the Scientist-Practitioner

Tanner

Danielson

2007

American Behavioral Scientist

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Since the inception of the Boulder model, psychology training programs have attempted to create professionals devoted to using their interlocking skills of scientific investigation and professional practice. To achieve this end, programs have incorporated many components into their training paradigms. A key component for the training of future scientist-practitioners appears to be a steady stream of information, practical examples, and direct experiences pertaining to the integration of science and practice in all aspects of a training framework. This article outlines some of the components considered necessary to effectively train students who are committed to integrating research with practice.

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Section: Didactic Scientific Componentmentioning

confidence: 99%

Section: Didactic Practice Corementioning

confidence: 99%

Section: Didactic Practice Corementioning

confidence: 99%

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Components Necessary for the Preparation of the Scientist-Practitioner

Tanner

Danielson

2007

American Behavioral Scientist

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“…The field of clinical psychology has been influenced over the past five decades by a variety of social, economic and political forces (Drabick and Goldfried, 2000). One powerful influence has been those who support the scientist-practitioner model as the preferred model for clinical psychology training.…”

Section: Clinical Psychologymentioning

confidence: 99%

Meeting the Needs of Evidence‐based Practice in Family Therapy: Developing the Scientist‐practitioner Model

Crane

Hafen

2002

Journal of Family Therapy

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Effective models of clinical training have been and continue to be a primary topic of discussion in the field of family therapy, particularly given the needs of evidence-based practice. This article outlines the major historical and contemporary struggles of one such model of clinical training and practice: the scientist-practitioner model. Throughout the article, the principles of the scientist-practitioner model and evidence-based practices are compared and contrasted. Suggestions for overcoming the contemporary challenges faced by the scientist-practitioner in a family therapy practice or in an educational environment are discussed.

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“…One of the primary problems with sole reliance on this type of provision is neatly summarised by Stricker (1992), as a variation of the observation that when a child is given a hammer many things appear to be nails. On the assumption that mental health and related problems are often complex, ill-structured, open-ended and multiply determined (Ward, 1999), future practitioners need to be educated accordingly (Drabnick & Goldfried, 2000;Fox, 1994;Huey, 2001). Health care systems need to be similarly informed, so that the future training and work environments of clinical psychologists are t for their purpose (Smail, 1998).…”

Section: Professional Regulation Of Clinical Psychologymentioning

confidence: 99%

A portrait of clinical psychology

Huey¹,

Britton

2002

Journal of Interprofessional Care

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The purpose of this paper is to provide an introduction to the profession of clinical psychology. We provide a definition and overview of the core features of the profession, followed by a description of entry requirements and education. We go on to describe the dominant models which have driven the training and practice of clinical psychologists through the latter half of the 20th century to the present day. We conclude with a look to the future of the profession and a brief consideration of opportunities and threats. Throughout we have attempted to pick out aspects of the profession that are relevant or of interest, irrespective of national differences in professional training and practice, or variations in the development of clinical psychology in particular nation states. When generalisations would be too broad to be useful or are otherwise difficult, we have provided specific information about the profession as it has developed in the UK or USA. The references should provide a rich source of further information for the interested reader.

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Training the scientist–practitioner for the 21st century: Putting the bloom back on the rose

Cited by 45 publications

References 30 publications

Components Necessary for the Preparation of the Scientist-Practitioner

Components Necessary for the Preparation of the Scientist-Practitioner

Meeting the Needs of Evidence‐based Practice in Family Therapy: Developing the Scientist‐practitioner Model

A portrait of clinical psychology

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