The Scientist‐Practitioner Model in Training Entry‐Level Counselors

Abstract

The authors stress the importance of using the scientist-practitioner model in training entry-level counselors. They also describe a course that focuses on the model.

A Developmental Rationale for Curriculum Order and Teaching Styles in Counselor Education Programs

“…A beginning level research course might also be appropriate early in a program. The scientist-practitioner model requires basic research skills to enable the reading ofjournals and an understanding of the research they contain (Clough, 1993;Haring-Hidore & Vacc, 1988). They must also understand how to read research before they can be expected to write papers in which research studies are included.…”

Multimodal Therapy With an Aggressive Preadolescent: A Demonstration of Effectiveness and Accountability

“…We implemented a single-subject design that would provide accountability while contributing to the existing body of knowledge concerning psychology and mental health practice (Barlow, Hayes, & Nelson, 1984). In this design, the counselor evaluates client change throughout the course of intervention and makes changes in treatment if needed at any point in time (Haring-Hidore & Vacc, 1988). By using a single-subject evaluation method, an in-depth description of the client (Ary, Jacobs, & Razavieh, 1972) includes other assessment information such as attitudes and possible extraneous variables, and acquires accurate information on the individual client rather than on the population at large (Chassan, 1961).…”

Computer‐Assisted Career Guidance and Single‐Subject Research: A Scientist‐Practitioner Approach to Accountability

“…Methodology that emphasizes the individual while maintaining scientific standards needs to be applied in counseling (Barlow, Hayes, & Nelson, 1984;Goldman, 1978). Haring-Hidore and Vacc (1988) have indicated that "by using the techniques of single-subject research, a practitioner can systematically evaluate a client's progress throughout the course of intervention and make adjustments as needed. Single-subject techniques also allow a practitioner to reach conclusions about the success of the intervention when it has been completed" (p. 286).…”