Exploring the scientist-practitioner (SP) best

Scholar name: Sara Van Hooydonk

Student i. deb: 800452214

Due date: 25. 5. 2012 word count: 1, 503

Exploring the scientist-practitioner ideal

The science tecnistions practitioner unit has been specifically helpful towards the professional training of psychologists since its formula in 49 (Hayes ain al, 99 ). The essence this model is perfect for training individuals to combine science and practice toward enhancing the effectiveness of varied mental health providers (Hayes et al, 1999). Although the[desktop] has been extensively accepted, it has been subjected to a number of criticisms. For example, with the ever more popular philosophical post-modernist perspective, it is often argued the scientist-practitioner model is too modernistic and medical in its procedure. Consequently, the funds allotted by the federal government towards mental health methods seem illegally allocated, numerous psychological methodologies lacking in solutions. The following conventional paper will go over and analyze the position of both modernism and post-modernism in relation to the SP unit. In doing so , we can argue that equally perspectives have to be mutually as part of the SP unit to connection the distance between research and practice. Finally, we will recommend some strategies that the authorities can choose towards increasing funds allocated in the mental health system. Fundamentally, the scientist-practitioner unit was aimed to train specialized medical psychologists because both scientists and professionals (Stricker & Trierweiler, 1995). However , irrespective of initial exhilaration over the scientist practitioner model, the concurrence of research and practice has mainly failed and it is rarely used by practitioners in psychology (Stricker & Trierweiler, 1995). Consequently there has been a split among science and practice, referred to as scientist medical specialist gap. One explanation for the man of science practitioner space may lay in the varying values put into modernistic and post-modernistic perspectives (Ramey & Grubb, 2009). The scientist-practitioner model commonly adopts a modernistic method to research. Modernists define " good science” as manipulated, systematic and objective strategy (Gergan, 2001). Furthermore, they believe that arbitrary control tests are the best approach to investigate efficiency and effectiveness of treatment with little error (Ramey and Grubb, 2009). Scientists who commonly yield a modernist perspective employ a medical model which in turn aims to take care of psychological disorders with pharmaceutical drug intervention and, more recently, " validated” talk therapies (Albee, 2000). Its main concentrate is in fast and effective remedies to " fix” the individual. This perspective has been lauded for lowering complex emotional phenomena in to manageable constructs as well as retaining consistency between practitioners (Ramey and Grubb, 2009). It really is further supported for its scientific rigour, as it reduces the influence of individual clinician charisma about specific remedies (Ramey and Grubb, 3009). However , it is often argued which the scientist-practitioner model neglects the uniqueness individuals when making a diagnosis and when featuring treatment (Gergen, 2001). Modernism is additional opposed because of its tendency to marginalise and pathologize individuals into " text book” cases, which in turn restricts and creates a thin view of science. Additionally , modernists are merely interested in therapies that have been empirically supported. Empirical studies happen to be potentially problems as they simply generalise the results to the people (Larner, 2001). But what regarding the individual who is not like a " general case”? Additionally , empirically reinforced studies shortage ecological validity as they may not be representative and transferable to clinical practice. This is...

Sources: Albee, G. W. (2000). The Boulder model is fatal flaw. American Psychiatrist, 55, 247-248.

Cotton, P. (1998) The framing expertise and practice in mindset: A response to John.

Australian Psychologist, 33, 31-37.

Gergen, E. J. (2001). Psychological science in a postmodern circumstance. American Psychologist,

56, 803-813.

Ramey, H., & Grubb, S i9000. (2009). Modernism, postmodernism and (evidence based) practice.

Contemporary family therapy, 23, 75-86

Hayes, S. C., Barlow, M. H., & Nelson-Gray, R. O. (1999). The science tecnistions practitioner:

Research and accountability inside the age of maintained care (2nd Ed. )

Larner, G. (2001). A few reflections on Cotton's response. Australian Psychologist, 36I, 36-


Stricker, G., & Trierweiler, T. J. (1995). The local clinical scientist. A bridge between science

and practice


Essay about Attachment in Institutionalized Children

assessment of family Composition