Scientist-practitioner Model Research Articles

Single-case design emphasis in American Psychological Association-accredited school psychology programs.

Single-case design (SCD) is an underutilized research methodology in school psychology literature. Despite its relevance to practitioners and applied intervention researchers alike, the majority of intervention research disseminated in school psychology journals tends to involve group designs, such as the randomized controlled trial. Group designs are useful for answering a wide variety of research questions but may not always be relevant to practitioners seeking procedures that work for their students or researchers seeking for the optimal design to answer their research questions. In comparison, the relative dearth of SCD studies in school psychology literature, in conjunction with common values among the field regarding data-based decision making and the scientist-practitioner model to training, raises questions about the cause of this gap. The present study sought to review doctoral training programs in school psychology and evaluate their relative emphasis on SCD in training. Seventy-six American Psychological Association-accredited school psychology programs were reviewed, and results indicated that roughly two thirds of programs do not emphasize SCD during training. Implications regarding school psychology training and research are discussed and recommendations are provided on future directions for school psychology trainers and researchers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Physical Modelling Of Boulder Transport Under The Influence Of Tsunami Waves

Tsunami events are traditionally represented in the geological record by a sequence of fine-grained sediments, but increasingly coastal boulder deposits are being used as indicators of past tsunami events. The emplacement mechanism of many boulder deposits, however, is heavily debated and determining whether the inundation event was a tsunami or storm remains an unresolved challenge (Cox et al., 2020). Using physical experiments, we aim to achieve a better understanding of how tsunamis move coastal boulders. This knowledge will aid field geomorphologists in the identification of the emplacement mechanism for coastal boulder deposits and allow for the determination of wave parameters. In January 2023, physical experiments using the HR Wallingford Tsunami Simulator were completed as part of the MAKEWAVES collaboration. These experiments investigated the movement of a cuboid and irregular shaped boulder model when impacted by different tsunami waveforms on a plane beach. We propose new empirical formulae to describe relationships between transport distance and different tsunami waves.

THE SCIENTIST-PRACTITIONER AND THE SCHOLAR-PRACTITIONER MODELS IN PSYCHOLOGY

Literature and personal experience identify a gap between researchers and practitioners in the field of psychology. At least two models are trying to explain how training programs for future psychologists should integrate science and practice. The scientist-practitioner model often emphasizes research and aims to develop scientific, critical thinking, with results being published in international journals. It is mainly criticized by practitioners for offering statistical solutions and neglecting particular cases or contexts. The scholar practitioner model provides opportunities for students whose career purposes are focused on professional practice and focuses on the development of skills that can be used in the relations with clients. It is mainly criticized for neglecting recent knowledge obtained through advanced research and favoring personal experience and insight instead. However, many aspects of practice are scientifically defensible, and many scientific results can improve practice in psychology. Good science and good practice should go hand to hand, but an exact evaluation of the percentage of science vs. practice in our daily activities would be forced and artificial.

Stochastic modeling for offshore risk assessment of pile refusal triggered by the presence of boulders

A 3D stochastic model is developed for the spatial distribution of seafloor and subsurface boulders. Boulder interception data from borings recovered from a European wind farm is presented and statistically analyzed. The proposed model is applied to simulate the boulder fields over the domain of an entire wind farm site and the simulated boulder fields were found to be consistent with field observations from boreholes (i.e., boulder interception by borehole), quantitatively validating the capability of the proposed method to reconstruct the boulder field based on data obtained from site investigation. A general relationship between the fraction of borehole interception and the fraction of boulder volume is defined and can be used for rapid estimation of the number of boulders at a site based on borehole data. This 3D boulder model can be easily incorporated into pile driving risk analysis to estimate the probability of pile refusal at a site or used to calculate the amount of necessary excavation work for shallowly embedded cable routes. Results calculated from a case study using the developed stochastic model and the boring data collected from the Beatrice wind farm show that the average pile refusal rate is 6.3% with significant dependence on the spatial location.

A new point cloud processing method unveiled hidden coastal boulders from deep vegetation

Huge coastal boulders are useful to reconstruct the size of past extreme waves such as those associated with tsunamis and storms using inverse-type or forward-type boulder transport models. These models fundamentally require the precise shape of boulders. Traditionally, they have often been assumed to be rectangular or ellipsoidal with three axes measured in the field. However, if the boulder’s shape is complex, this method is unable to represent the actual shape accurately. Therefore, it prevents estimation of the tsunami or storm size reasonably using models. For this reason, boulders have recently been surveyed using 3D scanning techniques such as LiDAR. However, coastal boulders now on land in tropical and subtropical areas such as Japan and Tonga are often covered by deep vegetation, which makes 3D surveys difficult. This report presents new methods to ascertain boulder shapes when they are obscured by vegetation. First, using UAV-type and mobile-type LiDAR, we scanned well-known tsunami boulders in southwestern Japan that had been covered with deep vegetation. Then, we developed a new method to extract only boulders and filter out vegetation from a point cloud. Thereby, we created 3D models of the boulders. We improved the boulder transport model further to assume the 3D boulder model accurately. In addition to coastal boulders, this filtering method is expected to be useful for unveiling any object, such as an archaeological structure, that is hidden in deep vegetation.

Organizing Western History: The Boulder Conference in 1929

Organizing Western History: The Boulder Conference in 1929

대학교 학생 상담센터 상담 전문직의 과학자-실무자 모델 역할 수행에 관한 현상학적 연구

Objectives This phenomenological study investigated role performance based on the scientist-practitioner model for counseling professionals in university student counseling centers. In this study, we aimed to clarify interactional effects between research and counseling as well as the detailed practice of the scientist-practitioner model.
 Methods Eight professional counselors participated in this study. Data was collected by conducting face-to-face in-depth interviews with the research participants. The in-depth interview period was conducted from July 25 to August 14, 2022. It took an average of 50 minutes, 3 times per study participant. Data were analyzed using a descriptive phenomenological research method proposed by Colaizzi(1978).
 Results Results 142 semantic units were constructed. From this, 21 sub-components and 6 components were derived from the commonality dimension of the experience of the research participants.The following results have been obtained: The research categories of ‘Learning Scientific Methodology’, ‘Fundamentals of Human Science’, and ‘Process of Creating a Knowledge Ecosystem’, and the counseling categories of ‘Culturing the ability to wait’, ‘Balanced responsibilities for counselees’, and ‘Counseling based on evidence’ were identified. Based on the results of the present study, the interaction between research and counseling, the fundamentals of human science, the process of creating a knowledge ecosystem, culturing the ability to wait, balanced responsibilities for counselees, and counseling based on evidence are discussed.
 Conclusions Specific recommendations are provided considering the implementation and development of the scientist-practitioner model in the counseling curriculum.

A qualitative investigation into perceptions of scientist-practitioner competence within supervision during psychology training programmes

ABSTRACT Objective Clinical supervision plays an important role in competency development during psychology practitioner training. How the scientist-practitioner competency is operationalised, disseminated, and evaluated in supervision is unclear. This study aimed to explore supervisor and trainee attitudes, opinions, and perceptions of scientist-practitioner competence. It also sought to understand what supervisors are doing in supervision to develop and assess the scientist-practitioner competency, as well as how trainees demonstrate the competency in supervision. Method Three focus groups comprised 12 trainees and a total of 12 supervisor individual telephone interviews were conducted, where participants reflected on their supervision experiences, responding to questions about the scientist-practitioner competency. Results A thematic analysis resulted in the identification of core themes and subthemes. Core themes identified were 1) Scientist-Practitioner Model as a Foundation to Professional and Ethical Practice; 2) The Translation of Science into Real-World Practice; 3) Flexibility to Learn/Change within the Scientist-Practitioner Model; 4) Supervision as the Route to Developing Scientist Practitioner Skills and Knowledge; and 5) Barriers and Challenges to Bridging Science and Practice. Conclusions Findings reveal specific ways supervisors and trainees can acquire and demonstrate scientist-practitioner competence in supervision during professional training. This may assist with self- and other evaluation of scientist-practitioner competence in supervision. Implications for training, education, and supervision are discussed.

"The highest values are individual": The life and times of Eleanor Harris Rowland Wembridge.

Eleanor Harris Rowland Wembridge, one of the first women psychologists in the country, advocated tirelessly for the delivery of psychological services to enhance the lives of marginalized girls and women. Eleanor launched forward professionally with her doctorate at the young age of 22 and began work 5 years later at the Bedford reformatory that would ultimately lead to the first published correctional psychology research study. This precedent sets the historical marker at the interface of offender assessment, programs, and reentry. A harbinger of the scientist-practitioner model in clinical psychology, Eleanor retained a scholarly approach to her public service psychology work in various academic, correctional, forensic, and military settings across the country. In those public service settings, she heard and reflected the voices of the underserved through her distinctive advocacy, service, and justice writing. Eleanor left behind a largely invisible, but important legacy inside the walls of the correctional institution as an advocate for programs for justice-involved women, and outside the walls of corrections as a model for women psychologists. She is a remarkable figure in the history of public service psychology, and this article eliminates the problem of her absence from the general history of psychology literature. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Learning clinical skills: an ecological perspective

The pedagogy underpinning clinical psychology training is often reliant upon the acquisition and transmission of knowledge and the practice of skills. The dominant paradigm in the training of clinical psychologists emphasises competence-based training drawing upon a scientist practitioner model of practice, often underpinned by knowledge of evidence-based interventions. Little has changed over the past 40 years. Training is predicated upon the assumption that effective therapy is attributed to the therapist’s skills to implement specific therapeutic processes and her or his capacity to form an effective working alliance with the client or patient. We provide an argument for an alternative paradigm in which ecological principles are privileged with a view to enhancing clinical training of psychologists in health settings responsive to the trainee as well as the broader societal context in which they practice, by adopting a pedagogy which prioritizes the relationship between the person and the environment. The proposed approach brings an ecological set of assumptions to the learning experience in clinical contexts. Key principles, drawn from an ecological perspective includes: affordances, the emergence of self-organisation in clinical learning, constraints and rate limiters. The approach is supported by examples applied to clinical learning contexts. Implications for clinical training are discussed. The ways in which an ecological approach may contribute to more effective learning outcomes through the use of representative learning contexts may inform learning design, how learning is actioned in clinical psychology as well as future research on the pedagogy of clinical training.

Groove formation on Phobos from reimpacting orbital ejecta of the Stickney crater

Numerous linear grooves have long been recognized as covering the surface of Phobos, but the mechanisms of their formation are still unclear. One possible mechanism is related to the largest crater on Phobos, the Stickney crater, whose impact ejecta may slide, roll, bounce, and engrave groove-like features on Phobos. When the launch velocity is higher than the escape velocity, the impact ejecta can escape Phobos. A portion of these high-velocity ejecta are dragged by the gravitational force of Mars, fall back, and reimpact Phobos. In this research, we numerically test the hypothesis that the orbital ejecta of the Stickney crater that reimpact Phobos could be responsible for a particular subset of the observed grooves on Phobos. We adopt impact hydrocode iSALE-2D (impact-Simplified Arbitrary Lagrangian Eulerian, two-dimensional) to simulate the formation of the Stickney crater and track its impact ejecta, with a focus on orbital ejecta with launch velocities greater than the escape velocity of Phobos. The launch velocity distribution of the ejecta particles is then used to calculate their trajectories in space and determine their fates. For orbital ejecta reimpacting Phobos, we then apply the sliding boulder model to calculate the ejecta paths, which are compared with the observed groove distribution and length to search for causal relationships. Our ejecta trajectory calculations suggest that only ~1% of the orbital ejecta from the Stickney crater can reimpact Phobos. Applying the sliding boulder model, we predict ejecta sliding paths of 9−20 km in a westward direction to the east of the zone of avoidance, closely matching the observed grooves in that region. The best-fit model assumes an ejecta radius of ~150 m and a speed restitution coefficient of 0.3, consistent with the expected ejecta and regolith properties. Our calculations thus suggest the groove class located to the east of the zone of avoidance may have been caused by reimpact orbital ejecta from the Stickney crater.

The Value of Fidelity to The Scientist Practitioner Model in the Delivery of Cognitive Behavior Therapy in Substance Misuse

ABSTRACT Objective The benefits of adherence to an evidence-based model of intervention in the delivery of Cognitive Behavior Therapy in substance misuse is debated. The advantages to both patient and therapist of taking a structured and systematic approach is explored in depth. Fidelity to The Scientist Practitioner Model is an evidence-based way of yielding good clinical outcomes. Along the way, on their journey through treatment, patients are facilitated toward a reduction in the intensity and frequency of anxiety-based symptoms, thus improving their functionality and overall quality of life. The use of Validated Rating Scales is an independent method of measurement. Cognitive Behavior Therapy has an over-whelming evidence-base to support its use, with reference to anxiety-based disorders. Conclusion This discussion supports the importance of the role of Validated Rating Scales and how they can benefit evidence-based clinical interventions such as Cognitive Behavior Therapy, as they represent an impartial method of measurement of functionality and symptom severity. The importance of their integration into routine interventions is highlighted. Adapting to new ways of working such as remote delivery of psychological interventions has now become the new ‘normal’ as a consequence of the COVID-19 pandemic.

Navigating the scientist-practitioner continuum: strategies to enhance Australian psychologists’ capacity to be research leaders

ABSTRACT Developing skills to critically evaluate and conduct research is central to psychology training programmes. The fundamental importance of scientific evidence to the practice and progression of psychology as a discipline is reflected in the “Scientist-Practitioner” model, to which psychologists adhere. However, to fully realise the potential benefits of the Scientist-Practitioner model for psychological practice and client outcomes, its implementation needs to occur in a bi-directional way. That is, psychologists need to be actively engaged in both a critical analysis of literature to inform clinical practice, as well as using their clinical expertise to develop, inform, and lead research activities to contribute to the evidence-base. Unfortunately, psychologists employed in public health settings are rarely able to utilise their research skills to contribute to the evidence-base. In this Commentary, we critically examine literature regarding barriers and facilitators to psychologists employed in clinical roles engaging in research activities. We argue that enabling more practising psychologists to lead research could facilitate significant benefits to individuals (both the psychologists and their clients) and organisations. We then describe the strategies developed and implemented by a local psychology research committee to drive improvements and address obstacles to psychology-led research in public health.

Reviewers on Reviewing for Psychological, Health and Medical Journals.

Being a reviewer is an honor and it continues to be a very rewarding experience throughout a career. Reviewers get the opportunity to maintain scientific standards and assist in growing the scientific psychological literature. Being a reviewer enhances and integrates scientific values and clinical skills following the scientist-practitioner model. However, for the inexperienced reviewer, the experience can be very scary and intimidating. Everyone's experience with reviewing is highly personal and at the same time, the activity is both common and universal for academic psychologists. In this interview article, three seasoned reviewers respond to questions about their experience as journal reviewers reflecting in their answers their collective wisdom and knowledge in this area.

The Research-Practice Psychotherapy Wars: The Case of Group Psychotherapy in the Treatment of PTSD

ABSTRACT In light of two recent meta-analyses of the efficacy of group psychotherapy in treating posttraumatic stress disorder (PTSD), this article critically reviews the randomized control trial (RCT) generated findings as well as two of its outgrowths—the production of a variety of clinical practice guidelines for treating PTSD and the dissemination efforts to transfer laboratory findings to clinical practice. All three of these activities have received considerable pushback from experienced clinicians and Boulder-identified scientist practitioners, creating an ongoing and entrenched gap or split between researcher and clinician. The article also reviews the various suggestions that have been offered to heal this gap and ending the hegemony of RCT outcome research as the only game in town for declaring what constitutes evidence. Specifically, the literature suggests two primary strategies for helping to realize the scientist-practitioner model and thus advancing the cause of psychotherapy, in general, and group psychotherapy, in particular: (a) leveling the playing field so that both researcher and practitioner have real authority and voices for shaping the field; and (b) shifting the research priority away from a purely outcome focus, asking only does it work, and moving to a more sophisticated, theoretically guided empirical study of process-outcome, examining the how, why, when, and for whom it works.

Why appealing to the virtues of scientific theory (and method) is necessary but insufficient for effecting systemic change: Commentary on Fergnani & Chermack, 2021

Why appealing to the virtues of scientific theory (and method) is necessary but insufficient for effecting systemic change: Commentary on Fergnani & Chermack, 2021

Implementing Evidence-Based Practices in School Psychology: Excavation by De-Implementing the Disproved

The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative evidence-based practices is that interventions and practices that have been proved ineffective or of low value continue to be used in education and psychology. What are the issues that assist in discontinuing practices that are widely used, but have been disproved or are otherwise problematic? How can room be made for more effective, innovative, and evidence-based practices? This issue of the Canadian Journal of School Psychology is devoted to exploration of different forms of disproved, low value, or problematic practices, factors that keep these practices alive in schools, and how to best de-implement ineffective, low value, and problematic practices. If the scientist-practitioner model is to be defined largely by the implementation of evidence-based practices, then de-implementation will be a critical aspect in the evolution of the profession of school psychology.

Synthesizing the Multiple-Probe Experimental Design With the PEAK Relational Training System in Applied Settings.

The scientist-practitioner model necessitates embedding experimental designs within applied practice. This technical report describes a procedure for embedding a multiple-probe experimental design within the PEAK Relational Training System across all four PEAK modules. Baseline probes provide a direct test of target skills negatively endorsed within the PEAK assessment battery and can provide an estimate of skill acquisition in the absence of direct training. Temporal staggering of the probes maintains the fidelity of the experimental design and allows for the design to evolve along with learner skill acquisition. Achievement of mastery criteria demonstrates the efficacy of programming, and failure to achieve mastery can be remedied through programming adjustments that can be captured within the design. We additionally conducted a field test of the design with a child with disabilities, supporting the viability of this procedure within applied settings.

Integrating complementary and alternative therapies into professional psychological practice: An exploration of practitioners’ perceptions of benefits and barriers

Background and purposeAlthough Complementary and Alternative Therapies (CATs) are currently incorporated into psychotherapy, scepticism remains among professional and practicing psychologists about integration of CATs into professional practice. This research explored perceived benefits and barriers to integrating CATs into psychology practice with individual clients. Materials and methodsWe used a qualitative framework informed by Transpersonal Psychology to explore benefits and barriers to integrative psychology practice. We conducted semi-structured interviews with six practitioners trained or training in psychology and CATs and analysed verbatim transcripts using thematic analysis. ResultsParticipants reported personal, career-based, and epistemological benefits and barriers to integrative psychology practice. Benefits were improved therapeutic relationships, specialisation options, and a time reflective psychology. Barriers included stigma and bias, regulations, and dominance of the scientist-practitioner model. Superordinate themes were holism, connectedness, and governance. ConclusionResults activate conversation about the importance of a transpersonally oriented integrative psychological practice for the 21st century.

Public servant, silent servant: A call to action for advocacy training in public service settings.

Views on what is important in training for psychologists are evolving, reflecting a broadening understanding of the role psychologists can and should play in societal change. Since the development of the scientist-practitioner model after World War II, arguments around training have focused on the appropriate balance between training in the practice of psychology versus training in research related to psychology. Recent calls reflect more radical change to include an advocacy emphasis within the formal coursework of psychology doctoral programs, well articulated by Mallinckrodt, Miles, and Levy (2014) as the tripartite model of Scientist-Practitioner-Advocate. In this paper, we present the argument for expanding a model that incorporates advocacy training into clinical psychology internships and postdoctoral programs and describe why we believe voices for advocacy have been largely silent in public-sector clinical psychology training and practices. We outline how this may be accomplished in public sector training settings, and we articulate a call to action for public servants to speak out so their voice can ignite a passion for advocacy within public sector psychology service and training. (PsycInfo Database Record (c) 2020 APA, all rights reserved).