The Scientist–Practitioner Model, also called the Boulder Model, is a training model for graduate programs that aspires to train psychologists with a foundation of research and scientific practice. It was developed primarily to guide clinical psychology graduate programs accredited by the American Psychological Association (APA), but with time was adopted by other fields. According to this model, a psychologist should be a competent scientist and researcher who applies that knowledge and methodology when treating clients.
David Shakow created the first version of the model and introduced it to the academic community. From the years of 1941 until 1949, Shakow presented the model to a series of committees where the core tenets developed further. Although, the model changed minimal from its original version because it was received extremely well by each conferences. At the Boulder Conference of 1949, this model of training for clinical graduate programs was purposed. Here, it received accreditation by the psychological community and the American Psychological Association.
The goal of the Boulder Model is to increase scientific growth within the field of psychology. It calls for graduate programs to engage and develop psychologists'-- background in psychological theory, field work, and research methodology. The Boulder Model urges clinicians to allow empirical research to influence their applied practice; while simultaneously, allowing their experiences during applied practice to shape their future research questions. Therefore, continuously advancing, refining and perfecting the scientific paradigms of the field.
After World War I, returning veterans reported decreased life satisfaction after serving. This was primarily due to the lack of clinical psychologists available to treat victims of "shell-shock" (now known as post traumatic stress disorder). At this time, psychology was primarily an academic discipline, with just a few thousand practicing clinicians.
In order to increase life satisfaction for World War II veterans the federal government increased funding to clinical psychology graduate programs and created the GI Bill. As a result, after the war Psychology graduate programs flourished with applicants and resources. The field's increasing popularity called for action, by the academic community, to establish universal standards for educating graduate psychologists.
David Shakow is largely responsible for the ideas and developments of the Boulder Model. On May 3, 1941, while he was chief psychologist at Worcester State Hospital, Shakow drafted his first training plan to educate clinical psychology graduate students during a Conference at The New York Psychiatric Institute, now referred to as Shakow’s 1941 American Association for Applied Psychology Report. In the report, Shakow outlined a 4-year education track:
- Year 1: establish a strong foundation in psychology and other applied sciences
- Year 2: learn therapeutic principles and practices needed to treat patients
- Year 3: internship, gain supervised field experience
- Year 4: complete research dissertation.
Overall, the report aimed to help clinical graduate students perfect their abilities to complete diagnoses, therapy, and scientific research. The report was endorsed and recommended its review to the American Association for Applied Psychology(AAAP). Later in the year, the AAAP accepted the recommendation and planned a conference to address training guidelines for graduate programs. The following year the Penn State Conference was held with 3 subcommittees containing representatives from educational institutions, health establishments, and business/industry. These measures were taken to ensure that the final model was not biased towards Shakow's profession, although only minute changes were made to his original model.
In 1944, a conference was held at the Vineland training school to reexamine Shakow's report. The American Association for Applied Psychology integrated into the American Psychological Association. Meanwhile, increased demand for professional psychologists prompted the United States Public Health Service (USPHS) and the Veteran Administrative (VA) to increase funding for clinical psychology graduate programs. With more resources at hand, APA president, Carl Rogers asked David Shakow to chair The Committee on Training in Clinical Psychology (CTCP). This committee's primarily responsibility was to decide upon an effective model for education at the graduate level.
Shakow's revised report was published in the Journal of Consulting Psychology in 1945 titled Graduate Internship Training in Psychology. Shakow presented his published report to the CTCP and received minimal critic. So, the committee submitted his report to the APA for approval. The APA endorsed Shakow's training model and published it in the American Psychologist declared as the set agenda for an upcoming conference discussing training methods in clinical graduate programs. By December, the report was known as "The Shakow Report."
The CTCP members made site visits and evaluations of universities who had clinical graduate programs. At a joint meeting of the USPHS and the CTCP, a six-week conference was suggested to discuss reported inconsistencies in current clinical training programs. The conference would be sponsored by the APA and would be granted $40,000 in financial backing by the USPHS.
In January of 1949, a planning meeting for the upcoming conference was held in Chicago by members of the CTCP and representatives from the APA board of directors. Here, details including the conference's name, attendants, and location were decided upon. The planning committee of 1949, agreed to name the conference, The Boulder Conference on Graduate Education in Clinical Psychology, and invited participants from a variety of disciplines. The conference would be held at the University of Colorado at Boulder, thereby allowing participants to attend the proceeding annual meeting of the APA scheduled in Denver.
The Boulder Conference met from August 20th till September 3rd in 1949. A total of 73 committee members attended the conference representing fields of academic and applied psychology, medicine, and educational disciplines. This conference's goal was to agree upon a standard training plan for clinical psychologists. The Shakow Report was on the agenda, and was received with unanimous support. Due to this consensus the Shakow report is now referred to as the Boulder Model.
This model aims to teach clinical graduate students to adhere to the scientific method when executing their applied practices. To master this techniques, the model states that graduate students need to attend seminars and lecture to strengthen their background in psychology, complete monitored field work, and research training. Ultimately, most psychologists specialize in either research academia or applied practice, but this model argues that having sufficient knowledge in the entire field will enhance a psychologist’s ability to perform their specialty.
Despite the Boulder Model's observable success in training graduate psychology students, it was met with mounting criticism after its installment in 1949. The debate over the Boulder Model's value centers around two main critics:
- The Boulder Model is that it lacks validity, meaning that the Boulder Model does not actually help graduate students become better scientists and practitioners.
- The skills needed for practice in clinical psychology versus those needed for research are not compatible. This could possibly drive off bright students who wish to focus their degree around their strengths and interests
Criticisms continued to accumulate until 1965 at the Chicago Conference. Here, it was recommended that clinical graduate programs restructured their training methods for students who wanted to focus their careers on applied practices. This idea was reinforced by the Clark Committee of 1967. The committee developed the practitioner-oriented model for clinical graduate programs, and presented it at the Vail Conference in 1973. This model was accepted readily to coexist with the Boulder Model which is still used by many psychology graduate programs today.
Core tenets of the today's model included in the current Boulder Model:
- Giving psychological assessment, testing, and intervention in accordance with scientifically based protocols
- Accessing and integrating scientific findings to make informed healthcare decisions for patients
- Questioning and testing hypotheses that are relevant to current healthcare;
- Building and maintaining effective cross-disciplinary relationships with professionals in other fields
- Research-based training and support to other health professions in the process of providing psychological care;
- Contribute to practice-based research and development to improve the quality of health care.
- Association, American (2007). Getting in. Washington: American Psychological Association. ISBN 1-59147-799-9.
- Fagan, Thomas; Paul G. Warden (1996). Historical Encyclopedia of School Psychology. Greenwood Publishing Group. ISBN 0-313-29015-6.
- Baker, David B.; Benjamin Jr., Ludy T. (2000). ""The Affirmation of the Scientists-Practitioner: a look back at boulder"". American Psychologist (American Psychologist) 55 (2): 241–247. doi:10.1037/0003-066X.55.2.241. PMID 10717972.
- Frank, George (1984). ""The Boulder Model: History, rationale, and critique"". Professional Psychology: Research and Practice (Professional Psychology: Research and Practice) 15 (3): 417–435. doi:10.1037/0735-7028.15.3.417.
- Munsey, Christopher (2010). "The Veterans who Transformed Psychology" 41 (10). American Psychological Association. p. 54.
- Peterson, Christopher; Park, Nansook (2005). ""The Enduring Value of the Boulder Model: upon this rock we build"". Journal of Clinical Psychology (Journal of Clinical Psychology) 61 (9): 1147–1150. doi:10.1002/jclp.20154. PMID 15965936.
- Albee, George W. (2000). ""The Boulder Model's Fatal Flaw"". American Psychologist (American Psychologist) 55 (2): 247–248. doi:10.1037/0003-066X.55.2.247. PMID 10717973.
- Shapiro, David S. (2002). ""Renewing the scientist-practitioner model"". Psychologist 15 (5): 232.
- Hayes, S. C., Barlow, D. H., & Nelson-Gray, R. O. (1999) The scientist practitioner research and accountability in the age of managed care (2nd ed.). Boston: Allyn & Bacon.
- Soldz, S., & McCullough, L. (Eds). (1999). Reconciling empirical knowledge and clinical experience: The art and science of psychotherapy. Washington, DC: American Psychological Association.