Abstract:
In this chapter, we propose a developmental framework of competencies for the integration of science and practice. We believe a shortcoming of traditional competency models stems from the tendency to view science and practice as distinct entities that need to be linked rather than addressing their dialectical relationship. We argue that competencies for translating science into practice must acknowledge the inexorable link between the two. To accomplish this conceptual shift, we articulate the knowledge, attitudes, and skills necessary to define competencies pertinent to the realization of the scientist-practitioner. Four primary attitudes outlined include scientific mindedness, curiosity about how things work/what works, acceptance of ambiguity, and embracing the dialectical nature of science and practice. Core domains of knowledge identified include an understanding of scientific methods, familiarity with clinical intervention research, understanding the role of evidence based practice, and specification of clinical practices. We also propose skills necessary for the translation of science into practice. Skills include assessing scientific findings, consuming research through a levels of evidence lens, practicing research based clinical intervention protocols, and becoming a local scientist. We believe these three domains encompass both basic and expert competencies that are necessary for learning, developing, and functioning as a profession within the scientist-practitioner paradigm.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alexander, J. F., Robbins, M. S., & Sexton, T. L. (2000). Family-based interventions with older, at-risk youth: From promise to proof to practice. Journal of Primary Prevention, 42, 185–205.
Alexander, J. F., Sexton, T. L., & Robbins, M. S. (2002). The developmental status of family therapy in family psychology. In Liddle, H. A., Santisteban, D. A., Levant, R., & Bray, J. (Eds.), Family psychology: Science-based interventions (pp. 17–40). Washington, DC: APA.
Alexander, J. F., & Sexton, T. L. (2003). Functional Family Therapy: A mature clinical model for working with at-risk adolescents and their families. Handbook of Family Therapy. New York and Hove: Brunner-Routledge.
American Psychological Association. (2005a). Policy statement on evidence-based practice in psychology. Retrieved January 10, 2009 from http://www.apa.org/practice/ebpstatement.pdf.
American Psychological Association. (2005b, July). Report of the 2005 presidential task force on evidence-based practice. Retrieved January 10, 2009, from http://www.apa.org/practice/ebpreport.pdf.
American Psychological Association. (2007, June). Assessment of competency benchmarks work group: A developmental model for defining and measuring competence in professional psychology. Retrieved January 10, 2009, from http://www.apa.org/ed/graduate/comp_benchmark.pdf.
Aos, S., & Barnoski, R. (1998). Watching the bottom line: Cost-effective interventions for reducing crime in Washington. RCW: Washington State Institute for Public Policy, 13.40.500.
Belar, C. D., & Perry, N. W. (1992). The national conference on scientist-practitioner education and training for the professional practice of psychology. American Psychologist, 47(1), 71–75.
Bieschke, K. J., Fouad, N. A., Collins, F. L. Jr., & Halonen, J. S. (2004). The scientifically-minded psychologist: Science as a core competency. Journal of Clinical Psychology, 60(7), 713–723.
Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice. Upper Saddle River, NJ: Prentice-Hall.
Chambless, D. L. (1996). In defense of dissemination of empirically supported psychological interventions. Clinical Psychology: Science and Practice, 3(3), 230–235.
Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66(1), 7–18.
Committee on Training in Clinical Psychology (1947). Recommended graduate training program in clinical psychology. American Psychologist, 2, 539–558.
Jones, J. L., & Mehr, S. L. (2007). Foundations and assumptions of the scientist-practitioner model. The American Behavioral Scientist, 50(6), 766–771.
Kaslow, N. J. (2004). Competencies in professional psychology. American Psychologist, 59, 77–781.
Kaslow, N. J., Borden, K. A., Collins, F. L. Jr. Forrest, L., Illfelder-Kaye, J., Nelson, P. D., et al. (2004). Competencies conference: Future directions in education and credentialing in professional psychology. Journal of Clinical Psychology, 60(7), 699–712.
Kaslow, N. J., Rubin, N. J., Bebeau, M. J., Leigh, I. W., Lichtenberg, J. W., Nelson, P. D., et al. (2007). Guiding principles and recommendations for the assessment of competence. Professional Psychology: Research and Practice, 38(5), 441–451.
Kazdin, A. E. (1997). A model for developing effective treatments: Progression and interplay of theory, research, and practice. Journal of Child Clinical Psychology, 26(2), 114–129.
Kazdin, A. E. (2006). Arbitrary metrics: Implications for identifying evidence-based treatments. American Psychologist, 61(1), 42–49.
Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63(3), 146–159.
Lambert, M. J., Burlingame, G. M., Umphress, V., Hansen, N. B., Vermeersch, D. A., Clouse, G. C., et al. (1996). The reliability and validity of the outcome questionnaire. Clinical Psychology and Psychotherapy, 3(4), 249–258.
Paul, G. (1967). Outcome research in psychotherapy. Journal of Consulting Psychology, 31, 109–118.
Percevic, R., Lambert, M. J., & Kordy, H. (2004). Computer-supported monitoring of patient treatment response. Journal of Clinical Psychology, 60(3), 285–299.
Raimy, V. (Ed.) (1950). Training in clinical psychology. New York: Prentice-Hall.
Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Rehm, L., & Richie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36(4), 347–354.
Sackett, D. L., Rosenberg, W. M. C., Gray, J. A. M., Haynes, R. B., & Richardson, W. S. (1996). Evidence based medicine: What it is and what it isn’t. British Medical Journal, 312(7023), 71–72.
Sexton, T. L., & Alexander, J. F. (2002). Family-based empirically supported interventions. The Counseling Psychologist, 30(2), 238–261.
Sexton, T. L., Alexander, J. F., & Mease, A. L. (2004). Levels of evidence for the models and mechanisms of therapeutic change in family and couple therapy. In Lambert, M. J. (Ed.), Bergin and Garfield’s handbook of psychotherapy and behavior change (5th ed., pp. 590–646). New York: Wiley.
Sexton, T. L., Coop-Gordon, K., Gurman, A. S., Lebow, J. L., Holtzworth-Munroe, A., & Johnson, S. (2007). Evidence-based treatments in couple and family psychology: Report of the Task Force on Evidence-based Treatments in Family Psychology. Division 43, Family Psychology American Psychological Association.
Sexton, T. L., Ridley, C. R., & Kleiner, A. J. (2004). Beyond common factors: Multilevel – process models of therapeutic change in marriage and family therapy. Journal of Marital and Family Therapy, 30(2), 131–149.
Spruill, J., Rozensky, R. H., Stigall, T. T., Vasquez, M., Phillips Bingham, R., & de Vaney Olvey, C. (2004). Becoming a competent clinician: Basic competencies in intervention. Journal of Clinical Psychology, 60(7), 741–754.
Stricker, G. (2002). What is a scientist-practitioner anyway? Journal of Clinical Psychology, 58, 1277–1283.
Stricker, G., & Trierweiler, S. J. (1995). The local clinical scientist: A bridge between science and practice. American Psychologist, 50(12), 995–1002.
Tracey, T. J. G., & Glidden-Tracey, C. E. (1999). Integration of theory, research design, measurement, and analysis: Toward a reasoned argument. The Counseling Psychologist, 27(3), 299–324.
Walker, B. B., & London, S. (2007). Novel tools and resources for evidence-based practice in psychology. Journal of Clinical Psychology, 63(7), 633–642.
Wampold, B. E. (2001). The great psychotherapy debate. Mahway, NJ: Lawrence Erlbaum.
Wampold, B. E., & Bhati, K. S. (2004). Attending to the omissions: A historical examination of the evidence-based practice movement. Professional Psychology: Research and Practice, 35, 563–570.
Westen, D., Novotny, C. M., & Thompson-Brenner, H. (2004). The empirical status of empirically supported psychotherapies: Assumptions, findings, and reporting in controlled clinical trials. Psychological Bulletin, 130(4), 631–663.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media LLC
About this entry
Cite this entry
Sexton, T.L., Hanes, C.W., Kinser, J.C. (2010). Translating Science into Clinical Practice. In: Thomas, J.C., Hersen, M. (eds) Handbook of Clinical Psychology Competencies. Springer, New York, NY. https://doi.org/10.1007/978-0-387-09757-2_6
Download citation
DOI: https://doi.org/10.1007/978-0-387-09757-2_6
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-09756-5
Online ISBN: 978-0-387-09757-2
eBook Packages: Behavioral Science