week 6 Flashcards
(33 cards)
Timeline of the scientist practitioner model in Psychology
1886
–Witmer established the first Psychological clinic in the USA – coining the term clinical Psychologist
1924
–APA recommended an SP model of training
1937
–increasing recognition of need to move away from ‘guesswork’ – widen gap between bogus and genuine psychologists
1947
–Shakow report emphasising both S and P aspects of clinical psychology
1949
–Bolder conference – hugely influential – reaffirmed model but also registration processes and monitoring.
1957
–3 courses approved. Expansion of psychology after the WWII – not just families and children
1973
–Vail conference – some divergence of view.
1987 – 1987
–Utah conference – reaffirming of model for training.
ratified the model – proposal sent through the APA as suggestion for accrediting all psychology programs.
Why the scientist practitioner model?
Psychology as an academic discipline preceded psychology as professional practice.
What is unknown in psychology is considerably greater than what is known.
Psychological practice is particularly susceptible to cranks, crackpots, and charlatans.
Of the four sources of knowledge: revelation, intuition, rationalism, and empiricism, we are most likely to make progress with a blend of the latter two.
scientist practitioner model
world war two etc.
The demands of World War II profoundly changed—indeed, virtually created—the field. With an unprecedented proportion of the adult male population serving in the armed forces and experiencing the stresses of modern war, the need for acute clinical services outpaced what could be provided by available psychiatrists. Psychologists, heretofore involved in clinical work mainly as testers, were called upon to provide treatment. What resulted was a generation of basic scientists who through necessity became practitioners
The immediate aftermath of World War II saw no reduction in the need for clinical services. Accordingly, the new generation of scientist–practitioner psychologists consolidated, formalized, and eventually institutionalized an identity and a profession, encouraged and supported by the U.S. federal government. The National Institute of Mental Health (NIMH) was created to support research into disorders and their treatment, and stipends for graduate training programs in clinical psychology were part of the NIMH portfolio. The Veterans Administration (VA) provided clinical psychology internships for students in these programs. The VA suggested that the American Psychological Association (APA) regularize the training of would-be clinical psychologists. The APA accordingly proposed guidelines for the accreditation of professional psychology programs and lobbied state governments to enact laws that specified the credentials of those who could call themselves a “psychologist” and provide clinical services for fee.
Hilgard et al 1947
on psychology
“The specific program of instruction should be
organized around a careful integration of theory and
practice, of academic and applied work, by persons
representing both aspects. … It is important to break down the barriers between the two types of approach and through their smooth integration impress the student with the fact that he is taking one course of training provided by one faculty.
SP model in education and training
Belar and Perry, 1992, p.72
Is an integrative approach to science and practice wherein each must continually inform the other.
This model represents more than a summation of both parts.
SP psychologists embody a research orientation in their practice and a practice relevance in their research.
SP model in education and training
boulder confernce etc
The goal of the Boulder Conference was to integrate both science and art in the training of psychology doctoral students. The general philosophy of the Boulder model was to train students both in clinical practice and research (Aspenson & Gersh, 1993).
The scientist-practitioner model maintains that psychologists are researchers and practitioners and that their preparation be a combination of applied and theoretical knowledge in three major areas: diagnosis, treatment (or therapy), and research (Peterson, 2000).
Not one or the other – must be both.
The scientist-practitioner model provides the student with broad experience and knowledge in the science of psychology as well as in related fields that form the foundations of psychology.
Dual role of the SP model
To train Psychologists who are capable of applying psychological knowledge to their work with patients
Move the field forward Generate fresh knowledge: new empirical findings, new theories, new treatment programs Blend role of clinician and researcher into 1
Model provides for the development of Knowledge skills and attitudes that encourage the scientific approach to practice.
3 key characteristics
The SP will strive to further understanding through research, either within a traditional academic context, or through the examination and reporting of data obtained in their practice.
The SP will be an optimal consumer of research, though which they will improve their practice.
The SP will be an effective evaluator of their practices, programs, and interventions
Three roles for practicing psychologists
Researcher:
Produce and contribute new data and findings
Consumer:
Of relevant research findings that can be incorporated into their practice
Evaluator:
Appraising programs and interventions
SP model 3 roles again
SP model founded on 3 roles for a practicing psychologist
Researcher: should strive to produce and contribute new data and findings to the professional community. Use validated methods of assessment or treatment if available and if not can use own principles of observation, hypothesis generation and hypothesis testing to gather information.
Consumer: consumer of relevant research findings that can be incorporated into their practice. Ability to read, understand, and stay current with applicable research. (real reason from a practical point of view is to feel competent as a clinician – to some extent when you are working with people who are hurting and in pain you want to know that the things you are doing might actually work – will help people)
Empirical evaluator: appraise programs and interventions that influence clients and the general psychological profession. Evaluation of client progress, treatment, and intervention efficacy. Link in with FIT.
Assumptions
Professionals with knowledge and skills related to research will facilitate effective psychological services and in turn the demand for services will be maintained
The nature of science. Psychology should be data driven – research as imperative to the development of a scientific database
More direct involvement in clinical practice by researchers would result in studies on important social issues
The model provides for the development of
Three supportive assumptions exist pertaining to the research-practice relationship of the scientist-practitioner model. These assumptions can be connected to the prominent roles for practicing psychologists.the knowledge, skills and attitudes that encourage the scientific approach to practice. The first assumption places strong emphasis on the delivery of effective services in clinical practice. This is a point of integration between science and practice because one must be able to conduct or peruse relevant research to evaluate the effectiveness of a chosen service. Therefore, evaluation of program and intervention efficacy must be driven by data. As such, the primary role within the scientist-practitioner model related to this assumption is the practitioner as program evaluator.-
This assumption identified research as imperative to the development of a scientific database. In turn, this database is useful to inform and further develop professional practice across all psychological domains. This assumption is founded on the impression that writers of the time felt that clinical psychology lacked reliable scientific knowledge that could support professional practice. As a consumer of research, an individual will want to incorporate relevant research into professional practice. The need for science and practice to interact is a clear foundation of the scientist-practitioner model; however, the degree to which these variables can be integrated and how they integrate is unclear and often left to the consumer to decide. Nonetheless, this second assumption relates to the role of practitioners as consumers of research
Timeline in Australia
1927- First Psychology department developed
1929- First Australian Professor of Psychology appointed at University of Sydney.
1930 - Australia’s first BA in Psychology established at University of Western Australia.
1944 - Foundation of the Australian Branch of the British Psychological Society (44 members)
1956- University of Western Australia introduced an Australian first, a fourth year Diploma in Clinical Psychology.
1966- Foundation of the Australian Psychological Society (941 original members)
1976 – concerns raised about adequacy and content of professional training in psychology at Armidale conference
1977 – First national conference on training in professional psychology. SP model endorsed by representatives from universities and services – La Trobe university in Melbourne
Came to form a foundational assumption of the accreditation of courses for membership of APS – APAC guidelines
psych in australia PART 2
In Australia, psychology was originally taught as a subject in university philosophy departments as the study of ‘mental phenomena’. For example, in 1886, Melbourne University had a Chair of ‘Mental and Moral Philosophy’ and, in 1890, Sydney University had a Chair of ‘Logic and Mental Philosophy’. In 1893, Henry Lauri presented a presidential address to the newly-founded Mental Science and Education section of the Australian Association for the Advancement of Science, in which he described psychology as “the science of the facts of the mind… like other natural sciences”. By 1913, each of the Australian universities had appointed lecturers in mental philosophy or its equivalent.
Before long, psychology would be studied at universities in its own right, driven by pioneering individuals. Tasman Lovell (who was later to be the inaugural Chairman of the Australian Branch of the BPS) set up the first full department of psychology at Sydney University in 1921. This was followed in 1925 by Melbourne University, which created a Chair of Psychology in its science faculty. Two more departments were subsequently created, at the University of Western Australia in 1930 and at New England University College in 1939. WA’s department was the first to offer a full under graduate course.
By the 1920s and 30s, most psychology practitioners in Australia were university or teacher college faculty members and their students. These early psychologists provided a range of services, such as diagnoses for ‘mental retardation’, learning disabilities, behavioural problems in children and vocational guidance for young people. In the 1930s, some States established educational guidance centres for schools and youth vocational guidance units.
Mitchell & Montgomery (1977)
That this conference endorses the scientist-professional model as the basis for training in professional psychology, that is, that due emphasis will be given to both theoretical and practical training in both the science and profession of psychology.
The conference recognises the urgent need for ongoing professional education of a type other than the traditional research oriented Masters and Doctoral courses and that encouragement be given to tertiary institutions to offer such courses.
This conference urges all planners of Psychology
courses in tertiary institutions to incorporate a substantial “Applied Psychology” strand in 1st and 2nd years.
(Provost, Hannan, Martin, Farrell, Lipp, Terry, Chalmers, Bath, &Wilson, 2010, p.244)
The focus upon a scientific approach, broad understanding of the disciplinary knowledge base, development of research capacity, and relative de-emphasis of practical skills acquisition in the undergraduate degree are thus key features of the scientist–practitioner model as it has evolved in Australia
Graduate Attributes of the Australian Undergraduate Psychology Program (16 October 2010)
- Core knowledge and understanding of Psychology
- Research Methods in Psychology
- Critical Thinking Skills in Psychology
- Values, research and professional ethics
- Communication Skills
- Learning and the Application of Psychology
Criticisms of the model
The SP has been highly criticised and many argue that it is not a valid model for psychological training.
Philosophical
No validity to the necessity of research training for clinician’s
What is science debate/changing nature of science
Psychological
Interest in and talent for research and applied work are different
Under values practitioner experience and tacit knowledge
Practical
Has not worked – most practitioners do not publish. Mode = 0
funnel metaphor
The metaphor of a funnel connotes the idea that many studies need to be conducted before distillable practice-related knowledge can be generated. Practitioners, in turn, need to (a) be aware of, (b) read the literature as it is generated, (c) change practices based on consistent and reliable findings, (d) help contribute to practice-relevant literature, and (e) proceed with caution when knowledge from practice exceeds that from research.
We shouldn’t lose site of…
Our ethical obligation to practice in ways that benefit and do not harm; responsibility to profession, clients etc.
Science is what should guide practice and differentiates us from other professsions/untrained people (confer slide 7 r.e. crackpots and charlatans)
Even if there isn’t an evidence base, we should be able to think in an informed way … but more on this next
D. R. Peterson
professional activity…
Professional activity begins and ends in the condition of the client – solution or relief of the problem’.
observation, info, conlcusion, reflection
Observation
objective and participant, subjective (empathetic), self-observation
Integration of disparate sources of information:
psychological theory, research reports and case studies, personal experience (trial and error, colleagues’ advice), local institutional practice, cultural and societal conceptions and misconceptions,
client views
Conclusion/Decision/Recommendation
Reflection
looking at our experiences in the situation that is unfolding and
subsequently exploring why we acted as we did
kolbs experiential learning cycle
Experience > Reflect > generalise > apply (and back again)
The ‘Local Practitioner Scientist’
The province of the professional is ‘fundamentally local, specific, and open … as opposed to universal, general, and closed’.
i.e., a specific client, with a particular set of problems, located in a particular social context, and embedded in a particular cultural milieu, virtually none of which the psychologist can simplify, manipulate, or control.
‘The local clinical scientist … uses scientific research and methods, general scholarship, and personal and professional experience to develop plausible and communicable formulations of local phenomena.’
Trierweiler & Stricker (1998)
This is more a procedural approach in which the local clinical scientist approaches practice issues such as therapy with the same critical and controlled thinking that would be used by a scientist working in a laboratory. Not research with large samples – main focus is on the local practical context with a scientific attitude being used to solve specific therapeutic problems.
