From novice to expert: Issues of concern in the training of psychologists

Jones, Clive M.

doi:10.1080/00050060601089470

Cited by 28 publications

(15 citation statements)

References 68 publications

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“…Linking interpretive, adaptive consideration of concrete experiences to the conceptual material adds the fourth learning mode through completion of the learning spiral. This integrated approach is further reinforced by the five stages of development toward expertise proposed by Dreyfus and Dreyfus (1986) and articulately elaborated by Jones (2008) when a novice gradually incorporates more observation, practice, and experience eventually developing integrated expertise.…”

Section: Deep Learning and Experiential Learningmentioning

confidence: 97%

Enhancing Deep Learning: Lessons From the Introduction of Learning Teams in Management Education in France

Borredon

Deffayet

Baker

et al. 2010

Journal of Management Education

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Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of "learning teams" in the framework of a leadership program implemented for the first time in a top French management school (Grande Ecole). Qualitative feedback and personal observations on the implementation and outcomes of using this new learning paradigm reveal that although the steps from teaching to learning initially tested for MBA students in the United States are widely accepted, there were unexpected obstacles and opportunities in setting up the model in France. Some of these differences can be attributed to culture, particularly to immensely different educational philosophies that shape attitudes and norms within French classrooms and to the notion of learning itself, which is normalized by the social expectations of careers in management forged in French history. This article provides the theoretical basis of the particular learning model tested, describes the conditions

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Section: Deep Learning and Experiential Learningmentioning

confidence: 97%

Enhancing Deep Learning: Lessons From the Introduction of Learning Teams in Management Education in France

Borredon

Deffayet

Baker

et al. 2010

Journal of Management Education

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“…Australian psychology training programs may wish to consider this solution. A catalyst is provided by the recent recommendation for a more applied focus in undergraduate psychology training in the Australian Psychological Society's submission (APS, 2009) to the Australian Government (in response to Government workforce planning and regulation initiatives) and recent calls for an applied stream throughout the psychology curricula (Jones, 2008).…”

Section: The Need For Family Therapy In Clinical Psychology Trainingmentioning

confidence: 99%

Integrating Family Therapy Training in a Clinical Psychology Course

Habib¹

2011

ANZ J of Family Therapy

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Teaching family therapy to clinical psychology trainees is not common practice in Australian clinical psychology training programs. There is sparse discussion in the literature. Family therapy is an evidence based intervention that complements a diversity of established theories and psychotherapies and would complement the intervention skills of trainee clinical psychologists. The aim of this paper is to illustrate how family therapy training may be integrated into a postgraduate clinical psychology course. The literature on core family therapy knowledge, skills and training methods will form the backdrop to a review of specific family therapy training courses for clinical psychology trainees. This will then be mapped against a consideration of accreditation requirements of clinical psychology courses in Australia and suggestions made for integrating family therapy into their training curriculum. Anecdotal feedback from students provides an initial step toward evaluation.

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“…Despite the dominance of the scientist-practitioner model, its role in education, particularly at the undergraduate level, has been the source of considerable debate within Australia, much of which has taken place within the pages of the APS's Australian Psychologist (e.g., Clough, 1993;Geffen, 1993;Gillam, 1994;John, 1994John, , 1998Jones, 2008;Kennedy & Innes, 2005;McConkey & Bennett, 1993;Montgomery, 1993;Nixon, 1994;O'Gorman, 1994O'Gorman, , 2001Owens, 1977;Page, 1996). The case for introducing practical skills acquisition to the undergraduate curriculum of Australian degrees has been made on a number of occasions and continues to reflect strongly held views (Clough, 1993, Jones, 2008Kennedy & Innes, 2005;Montgomery, 1993). One of the most compelling reasons to consider this issue seriously is that it still remains possible to practice as a psychologist following completion of the 4-year degree, even if only under supervision of a registered practitioner.…”

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confidence: 99%

“…The most recent and comprehensive appeal for changes to our undergraduate education has come from Jones (2008). Jones argued that the nature and duration of the experiences necessary for genuine expertise to be developed make it imperative that skills are practised throughout the undergraduate degree.…”

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confidence: 99%

Where should the balance be between “scientist” and “practitioner” in Australian undergraduate psychology?

Provost

Hannan

Martin

et al. 2010

Australian Psychologist

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The scientist-practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post-war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the discipline's graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3-year and 4-year trained psychology graduates who will go on to employment without completing postgraduate study. Curriculum innovation to enhance graduates' employability will flow from this development, and will be likely to incorporate information technology solutions, rather than placement experience. This process is entirely compatible with the scientist-practitioner model of training and education in psychology.

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From novice to expert: Issues of concern in the training of psychologists

Cited by 28 publications

References 68 publications

Enhancing Deep Learning: Lessons From the Introduction of Learning Teams in Management Education in France

Enhancing Deep Learning: Lessons From the Introduction of Learning Teams in Management Education in France

Integrating Family Therapy Training in a Clinical Psychology Course

Where should the balance be between “scientist” and “practitioner” in Australian undergraduate psychology?

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