The scientist-practitioner model and its critics

Abstract

The scientist-practitioner model has been a major influence in professional training in psychology in English-speaking countries since its formulation almost half a century ago. The model aims to integrate science and practice to provide a uniquely qualified professional to work in a range of health, human service, organisational, and educational settings. The model, although widely accepted, has been criticised on the grounds (a) that the philosophy of science that underpins it is now out of date, (b) that it fails to pay due regard to the tacit knowledge of the practitioner, (c) that there is a dearth of suable knowledge provided by psychological science, and (d) that professionals trained in programs applying the model do not perform as scientists, as indicated by their low publication rates. These criticism and counter claims are discussed.