Living the scientist-practitioner model in a psychology training clinic

Sauer, Eric M.

doi:10.1080/09515070600960498

Cited by 10 publications

(8 citation statements)

References 16 publications

(16 reference statements)

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“…Departmental training clinics and university counseling centers continue to provide counseling psychology students integrative training experiences. Because routine outcome assessment is now the norm in departmental training clinics, some have suggested that departmental training clinics offer an ideal setting for the integration of science and practice (e.g., Sauer, 2006; Sauer & Huber, 2007). In these settings, outcome data are used to track clinical outcomes, inform clinical decision-making, and conduct naturalistic research.…”

Section: Characteristics Of a Model Counseling Psychology Doctoral Prmentioning

confidence: 99%

Counseling Psychology Model Training Program

Scheel

Stabb

Cohn

et al. 2018

The Counseling Psychologist

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The counseling psychology Model Training Program (MTP) was written to reflect new developments in counseling psychology, the American Psychological Association, and the world. The updated MTP is aspirational, intended to guide the development and maintenance of counseling psychology programs. The MTP conforms to the American Psychological Association's and the Society of Counseling Psychology's standards and guidelines. A strategic task group appointed by 2015 Society president James W. Lichtenberg sought feedback from the field to assist in its formulation, and the executive boards of the Society and the Council of Counseling Psychology Training Programs approved the final version. The 2017 MTP consists of four core values (i.e., growth toward full potential, holistic and contextual, diversity and social justice, communitarian perspective) as well as 20 principles grouped into six clusters: counseling psychology identity; multiculturalism, diversity, and social justice; health service psychology; developmental, prevention, and strengths orientation; science-practice integration; and relationships within and between professional communities.

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Section: Characteristics Of a Model Counseling Psychology Doctoral Prmentioning

confidence: 99%

Counseling Psychology Model Training Program

Scheel

Stabb

Cohn

et al. 2018

The Counseling Psychologist

Self Cite

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“…By providing clinical services through a university training clinic, the instructor can avoid the time‐consuming responsibilities of scheduling and billing (Ray et al., ). Teaching loads could be reduced to support faculty involvement in the campus training clinic (Sauer, ). If practice hours were mandatory, then the university would be forced to make accommodations for practice, the department could expand the use of the training clinic and the billing office could provide faculty members with a portion of the fees earned.…”

Section: Discussionmentioning

confidence: 99%

“…By providing clinical services through a university training clinic, the instructor can avoid the time-consuming responsibilities of scheduling and billing (Ray et al, 2014). Teaching loads could be reduced to support faculty involvement in the campus training clinic (Sauer, 2006).…”

Section: Con Clus Ionsmentioning

confidence: 99%

Graduate training in psychotherapy: The importance of ongoing clinical activity for the training faculty

Overholser

2019

Couns and Psychother Res

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Background Psychotherapy training is designed to help graduate students develop confidence and competence in their clinical skills. Approach The present manuscript explores three dimensions of an Aristotelian doctrine of knowledge as related to skill in psychotherapy. Findings First, a psychotherapist should be knowledgeable about the background information pertaining to psychological theories and current research in the field. Typically, background information is covered in graduate courses and updated through continuing education opportunities for the licensed psychologists. Second, psychotherapists develop competence in technical skills used in psychotherapy sessions. For graduate students, competence in technical skills can be developed through the direct provision of clinical services in supervised placements. For faculty members, technical skills can be maintained through their involvement in ongoing clinical activities. Third, psychotherapy instructors need expertise in practical wisdom to guide clinical judgment and ethical reasoning skills. Expertise develops through years of practice. Conclusions Graduate students are expected to develop background knowledge and basic competence in clinical skills. Furthermore, faculty members who teach graduate courses on psychological assessment, psychiatric diagnosis and psychological treatments can be expected to attain a level of expertise. Psychotherapy training is improved when faculty instructors have ongoing clinical experience and practical wisdom. The present manuscript confronts the problem and proposes several possible solutions.

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“…The literature shows that the scholar-practitioner is called by many names: "practitioner-theorist" (Lynham, 2002, p. 224); "scholarly practitioners" (Ruona, 1999, p. 895); "boundary-spanner" and "semiotic broker" (Tenkasi & Hay, 2004, p. 179); "ambassador," "partner," and "champion" (Short, 2006b); and "scientist-practitioner" (Barraclough, 2006;Sauer, 2006;Stone, 2006). Given these many titles, we begin with exploring "scholar" and "practitioner."…”

Section: The Scholar-practitionermentioning

confidence: 99%

Speaking Our Language: The Essential Role of Scholar-Practitioners in HRD

Moats

McLean

2009

Advances in Developing Human Resources

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The problem and the solution. A gap is perceived to exist between scholars and practitioners that is continually exacerbated by failures to develop fully opportunities for collaboration. This article explores ways that through interpretation, scholar-practitioners may be able to bridge this gap between scholars and practitioners. The authors suggest ways in which scholar-practitioners can act to (a) improve collaboration between scholars and practitioners and (b) improve the dissemination of the knowledge created by and for scholars and practitioners.The article concludes by asserting that HRD has much to do to identify the innovative practices that truly help organizations it serves.The authors offer several areas of practice and research in which the aforementioned collaboration is needed to improve HRD as a whole. There is much to be done, but it starts with understanding each other.

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Living the scientist-practitioner model in a psychology training clinic

Cited by 10 publications

References 16 publications

Counseling Psychology Model Training Program

Counseling Psychology Model Training Program

Graduate training in psychotherapy: The importance of ongoing clinical activity for the training faculty

Speaking Our Language: The Essential Role of Scholar-Practitioners in HRD

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