Abstract
The first words in the inaugural version of the American Psychological Association Ethical Standards of Psychologists (1953) declared, “Psychology is a science” (p. v). Professional ethics for all of the mental health disciplines support science (and objectivity) for knowledge and practice. Using school psychology as an example, consideration is given to the presence of science and research in the scientist-practitioner, professional practitioner, and psychoeducational training and practice models. Although none of the three models truly ignores a commitment to science, the potential Achilles heel comes from the individual practitioner who fails to rely on science in planning, implementing, and evaluating interventions. Similarly, idiosyncratic preferences within training programs could lead to a diminution of science in the curriculum.
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