Is the scientist-practitioner model viable for school psychology practice?

被引:11
|
作者
Huber, Dawn Renee [1 ]
机构
[1] No Arizona Univ, Flagstaff, AZ 86011 USA
关键词
school; psychology; scientist-practitioner;
D O I
10.1177/0002764206296456
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
This article discusses the scientist-practitioner model in relation to the profession of school psychology. Currently, the scientist role is overwhelmingly neglected in school psychology practice. However, the scientist-practitioner model holds much promise for restoring and stimulating the empirical practice of school psychology. The scientist-practitioner model can provide a viable framework for school psychology practice by focusing on empirical evidence, incorporating a systemic, constructivism-contextualism viewpoint of knowledge with an outcomes-oriented and problem-solving approach to research. School psychology training programs should be committed to training students in their dedication to research and the development of new professional knowledge and skills. The scientist-practitioner model also enhances professional accountability because objective criteria is utilized and ongoing data is collected to indicate student progress in relation to the established criteria. In addition, the scientist-practitioner model is consistent with the zeitgeist of school psychology reform, which urges for a data-based outcomes orientation for service provision.
引用
收藏
页码:778 / 788
页数:11
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