Abstract
The scientist-practitioner model has been fundamental to the field of professional psychology for over 50 years. Although other training models have been offered in an attempt to improve training or meet other needs, we view many of the changes suggested by these models as consistent with the original intent of scientist-practitioner training. We argue that the reciprocal effects of science and practice within this model, if appropriately integrated, remain an excellent fit for integrating science and practice and enhancing the quality of both the practice and science of psychology. We address some of the problems with how the model has been implemented and offer recommendations for ways to enhance science and practice integration. Finally, we describe some of the mechanisms we have used to put these principles into practice in our counseling psychology training program.
Similar content being viewed by others
References
Addis, M. E., & Cardemil, E. V. (2006). Psychotherapy manuals can improve outcomes. In J. C. Norcross, L. E. Beutler, & R. F. Levant (Eds.), Evidence-based practices in mental health (pp. 131–140). Washington, D.C.: American Psychological Association
Anderson, J. R. (2005). Cognitive psychology and its implications (6th ed.). New York: Worth Publishers
Barlow, D. H., Hayes, S. C., & Nelson, R. O. (1984). The scientist-practitioner. New York: Pergamon
Belar, C. D. (2000). Scientist-practitioner ≠ science + practice: Boulder is bolder. American Psychologist, 55, 249–250
Bieschke, K. J., Fouad, N. A., Collins, F. L., & Halonen, J. S. (2004). The scientifically-minded psychologist: Science as a core competency. Journal of Clinical Psychology, 80, 713–724
Chambliss, D. L. (1993). Task force on promotion and dissemination of psychological procedures. Unpublished manuscript, Division 12, American Psychological Association
Chambliss, D. L., Baker, M. J., Baucom, D. H., Beutler, L. E., Calhoun, K. S., Daiuto, A., et al. (1998). Update on empirically validated therapies II. The Clinical Psychologist, 51, 3–16
Chambliss, D. L., Sanderson, W. C., Shoham, V., Bennett-Johnson, S., Pope, K. S., & Crits-Christoph, P. (1996). An update on empirically validated therapies. The Clinical Psychologist, 49, 5–18
Chwalisz, K. (2003). Evidence-based practice: A framework for twenty-first-century scientist-practitioner training. The Counseling Psychologist, 31, 497–528
Duncan, B. L., & Miller, S. D. (2006). Treatment manuals do not improve outcomes. In J. C. Norcross, L. E. Beutler, & R. F. Levant (Eds.), Evidence-based practices in mental health (pp. 140–149). Washington, D.C.: American Psychological Association
Falender, C. A., Cornish, J. A. E., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G., et al. (2004). Defining competencies in psychology supervision: A consensus statement. Journal of Clinical Psychology, 60, 771–785
Hatcher, R. L., & Lassiter, K. D. (2005). Report on practicum competencies. www/adptc.org/public_files/cctcPracticumCompetenciesChartRevFeb2005.doc
Heppner, P. P., Kivlighan, D. M. Jr., & Wampold, B. E. (1999). Research design in counseling (2nd ed.). Belmont, CA: Wadsworth
Howard, K. I., Lueger, R. J., Maling, M., & Martinovich, Z. (1993). A Phase model of psychotherapy: Causal mediation of outcome. Journal of Consulting and Clinical Psychology, 61, 678–685
Howard, K. L., Moras, K., Brill, P. L., Martinovich, Z., & Lutz, W. (1996). Evaluation of psychotherapy: Efficacy, effectiveness, and patient progress. American Psychologist, 51(10), 1059–1064
Lambert, M. J. (1991). Introduction to psychotherapy research. In L. E. Beutler, M. Crago, & M. Marjorie (Eds.), Psychotherapy research: An international review of programmatic studies. Washington, DC: American Psychological Association
Lambert, M. J., & Hawkins, E. J. (2004). Measuring outcome in professional practice: Considerations in selecting and using brief outcome instruments. Professional Psychology: Research and Practice, 35, 492–499
McFall, R. M. (1991). Manifesto for a science of clinical psychology. The Clinical Psychologist, 44, 75–88
Neimeyer, G. J., Saferstein, J., & Rice, K. G. (2005). Does the model matter? The relationship between science-practice emphasis and outcomes in academic training programs in counseling psychology. The Counseling Psychologist, 33, 635–654
Norcross, J. C., Beutler, L. E., & Levant, R. F. (2006). Evidence-based practices in mental health. Washington, D.C.: American Psychological Association
Ollendick, T. H., & King, N. J. (2006). Empirically supported treatments typically produce outcomes superior to non-empirically supported treatment therapies. In J. C. Norcross, L. E. Beutler, & R. F. Levant (Eds.), Evidence-based practices in mental health (pp. 308–317). Washington, D.C.: American Psychological Association
Orlinsky, D. E., Grawe, K., & Parks, B. K. (1994). Process and outcome in psychotherapy–Noch Einmal. In A. E. Bergin & S. L. Garfield (Eds.), Handbook of psychotherapy and behavior change. Hoboken, NJ: John Wiley & Sons
Peterson, R. L., Peterson, D. R., Abrams, J. C., & Stricker, G. (1997). The National Council of Schools and Programs of Professional Psychology educational model. Professional Psychology: Research and Practice, 28, 373–386
Raimy, V. C. (Ed.). (1950). Training in clinical psychology (Boulder conference). New York: Prentice-Hall
Reed, G. M. (2006). Clinical expertise. In J. C. Norcross, L. E. Beutler, & R. F. Levant (Eds.), Evidence-based practices in mental health (pp. 13–23). Washington, D.C.: American Psychological Association
Reed, G. M., Kihlstrom, J. F., & Messer, S. B. (2006). Dialogue: Convergence and contention. In J. C. Norcross, L. E. Beutler, & R. F. Levant (Eds.), Evidence-based practices in mental health (pp. 40–55). Washington, D.C.: American Psychological Association
Stoltenberg, C. D. (2005a). Reflections on reflections: Training in counseling psychology. The Counseling Psychologist, 33, 683–691
Stoltenberg, C. D. (2005b). Enhancing professional competence through developmental approaches to supervision. American Psychologist, 6, 855–864
Stoltenberg, C. D., Kaslow, N. J., Cornish, J., Felander, C., Bjorkman, A., & Goodyear, R. K., et al. (2003). Future directions in education and credentialing in clinical supervision. Annual meeting of the American Psychological Association, Toronto, Canada
Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (1998). IDM supervision: An integrated developmental model for supervising counselors and therapists. San Francisco, CA: Jossey-Bass
Stoltenberg, C. D., Pace, T. M., Kashubeck, S., Biever, J. L., Patterson, T., & Welch, I. D. (2000). Training models in counseling psychology: Scientist-practitioner versus practitioner-scholar. The Counseling Psychologist, 28, 622–640
Stricker, G. (1997). Are science and practice commensurable? American Psychologist, 52, 442–448
Stricker, G. (2006). A poor fit between empirically supported treatments and psychotherapy integration. In J. C. Norcross, L. E. Beutler, & R. F. Levant (Eds.), Evidence-based practices in mental health (pp. 275–282). Washington, D.C.: American Psychological Association
Stricker, G., & Treirweiler, S. J. (1995). The local clinical scientist: A bridge between science and practice. American Psychologist, 50, 995–1002
Thompson, A. S., & Super, D. E. (Eds.). (1964). The professional preparation of counseling psychologists: Report of the 1964 Greyston conference. New York: Bureau of Publications, Teachers College, Columbia University
Wampold, B. E. (2006). Not a scintilla of evidence to support empirically supported treatments as more effective than other treatments. In J. C. Norcross, L. E. Beutler, & R. F. Levant (Eds.), Evidence-based practices in mental health (pp. 299–308). Washington, D.C.: American Psychological Association
Whipple, J. L., Lambert, M. J., Vermeersch, D. A., Smart, D. W., Nielsen, S. L., & Hawkins, E. J. (2003). Improving the effects of psychotherapy: The use of early identification of treatment failure and problem-solving strategies in routine practice. Journal of Counseling Psychology, 50, 59–68
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Stoltenberg, C.D., Pace, T.M. The Scientist-Practitioner Model: Now More Than Ever. J Contemp Psychother 37, 195–203 (2007). https://doi.org/10.1007/s10879-007-9054-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10879-007-9054-0