Chapter 2 Research Training: Joys and Challenges

Question 1

Describe the scientist-practitioner model of training.

Answer 1

consists of training in both scientific and practitioner activities

Question 2

The scientific activities include courses that focus on:

Answer 2

1. philosophy of science
2. qualitative and quantitative designs and methods
3. statistics
4. evaluation
5. counseling research literature
6. involvement in research projects

Question 3

The practice-oriented side includes courses such as:

Answer 3

1. counseling methods
2. counseling theories
3. personality
4. assessment
5. involvement in a variety of practicum experiences

Question 4

What is another name for scientist-practitioner model of training?

Answer 4

The Boulder Model

Question 5

What other training models have emerged?

Answer 5

1. practitioner-scholar model-more emphasis on training practitioners
   - emphasize using clinical work and observations of clients to collect data and test clinical hypotheses.
2. clinical science model-emphasis on science and uses empirical approaches

Question 6

Describe Evidence-based practice in psychology.

Answer 6

1. EBPP
2. “the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences.”

Question 7

Describe empirically supported treatments.

Answer 7

1. ESTs

2. refers to the specific treatment that works for certain disorders or problems.

Question 8

What is the difference in approach for EST and EBPP?

Answer 8

EST focus on on the treatment approach, EBPP starts with the client and with the attempt to utilize research evidence to inform treatment

Question 9

How else is EBPP broader than EST?

Answer 9

1. includes a broader scope of clinical/counseling aspects, such as assessment, case formulation, counseling relationships.
2. treatment method, counselors/therapists, therapy relationship, and the client are all critical components to achieve best outcomes

Question 10

What are other important aspects of EBPP?

Answer 10

1. Clinical expertise

2. Client characteristics, culture, and preferences

Question 11

What are 3 concerns/criticisms of EBPP?

Answer 11

(a) naïve realism, conclude erroneously that client change is due to an intervention itself rather than to a host of competing explanations
(b) deep-seated misconceptions regarding human nature that can hinder the adoption of evidence-based treatments
(c) statistical misunderstandings regarding the application of group probabilities to individuals

Question 12

What are 3 other concerns/criticisms of EBPP?

Answer 12

(d) erroneous apportioning of the burden of proof on skeptics rather than proponents of untested therapies
(e) widespread mischaracterizations of what EBP entails
(f) pragmatic, educational, and attitudinal obstacles,

Question 13

Lilienfeld et al. (2013) offered what suggestions on how to address resistances of EBPP among students in training?

Answer 13

1. Exposing students to awareness that they are not immune from cognitive biases, such as confirmation bias, hindsight bias, and illusory correlation.
2. Students should not just be taught the “hows” of implementing therapy techniques, but the “whys” of how approaches have been established as effective.

Question 14

Gelso and Fretz (2001) proposed what three-level model of how research functions for counselors.

Answer 14

1. Counselors able to consume and apply research in their work with clients.
2. Counselors use critical thinking to develop and test hypotheses during their work with clients.
3. Counselors conduct empirical studies and present the research findings.

Question 15

What are common student reactions on research?

Answer 15

(a) performance anxiety and efficacy
(b) the false dichotomous conceptualization as research versus practice
(c) belief in oneself as a researcher, and science in general

Question 16

Expert performance in research is found associated with:

Answer 16

1. active engagement in deliberate practice, which involves:
   A. training on particular tasks
   B. receiving immediate feedback
   C. having time for evaluation, problem solving, and the opportunity to refine behaviors

Question 17

What is a key characteristic of master therapists?

Answer 17

Higher critical thinking ability 
the ability to:
-identify and process information with fewer biases, stereotypes, and assumptions
-formulate hypotheses
-gather data
-make informed decisions

Question 18

It is critical that researchers feel/think:

Answer 18

1. efficacious in conducting relevant and important research
2. perceive that their research is important
3. Their research contributes useful information to our professional knowledge bases
4. Their research can make a difference in the profession as well as the lives of our clients.

Question 19

What else can help students believe in the utility of research?

Answer 19

1. Read lit. Reviews (The Counseling Psychologist or Psychological Bulletin).
2. Get involved in conducting research on topics that are really important to them

Question 20

Most students in counseling and counseling psychology can be categorized into one of Holland’s (1992) three personality types:

Answer 20

1. social, artistic, or investigative.
2. personality type of counseling students is related to their level of interest in research
3. Investigative types, more interested. Social types, less interested.

Question 21

What are 5 ingredients of graduate training programs that foster positive attitudes toward research?

Answer 21

(a) faculty modeling of scientific behavior
(b) positive reinforcement of scientific activity, formally and informally
(c) early and minimally threatening involvement in research
(d) emphasizing science as a partly social-interpersonal experience
(e) emphasizing that all studies are limited and flawed

Question 22

What are 5 other ingredients of graduate training programs that foster positive attitudes toward research?

Answer 22

(f) teaching and valuing varied approaches to research
(g) teaching students to look inward for research ideas when they are developmentally ready to do so
(h) the wedding of science and practice
(i) relevant statistics
(j) teaching how research can be done in practice settings

Question 23

Describe Kahn and Miller’s shorter version of Research Training Environment Scale.

Answer 23

1. RTES-R
2. Two higher order factors that underlie the nine aspects operationalized by the RTES-R
   A. Instructional dimension
   B. Interpersonal dimension