Scientist–practitioner model
The Scientist–Practitioner Model, also called the Boulder Model,[1] 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 training programs accredited by the American Psychological Association, but was adopted by other specialties. According to this model, a psychologist should be a competent scientist and researcher, applying that knowledge and those techniques in treating clients.[2]
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Origin [edit]
The model was established at the Boulder Conference on Graduate Education in Clinical Psychology (1949), held in Boulder, Colorado. The gathering aimed to develop a system of training and education leading to professional practice in which Clinical Psychologists adhere to scientific methods, procedures, and research in their day-to-day practice. The goal of the training, education, and eventual practice is for clinicians to use scientific methodology in their practice decision-making.
Core tenets [edit]
Core tenets of the scientist–practitioner model include:[3]
- Delivering psychological assessment (psychological testing) and psychological intervention procedures in accordance with scientifically based protocols;
- Accessing and integrating scientific findings to inform healthcare decisions;
- Framing and testing hypotheses that inform healthcare decisions;
- Building and maintaining effective teamwork with other healthcare professionals that supports the delivery of scientist–practitioner contributions;
- Research-based training and support to other health professions in the delivery of psychological care;
- Contributing to practice-based research and development to improve the quality and effectiveness of psychological aspects of health care.
Some have questioned if it is possible, in today's climate, to continue to expect practicing clinical psychologists to be able to adhere to the ideals and tenets of the scientist–practitioner model. Many clinicians find it difficult to complete their practical duties let alone conduct research (which often goes unfunded) or to remain up-to-date with cutting edge science.
Those clinical psychologists who do adhere to a scientist-practitioner model of practice are likely to utilize techniques that have been scientifically validated through extensive research, or treatments that are empirically supported as effective.[4] It is widely accepted, for example, that cognitive–behavioral therapy is effective in treating a host of mental illnesses.
See also [edit]
Further reading [edit]
- 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.
References [edit]
- ^ 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.
- ^ Renewing the Scientist Practitioner Model, University of Vermont, Retrieved on April 22, 2008
- ^ Davison G. (1998) Being bolder with the Boulder model: The challenge of education and training in empirically supported treatments. Journal Of Consulting And Clinical Psychology. 66(1):163-167.
