Graduate psychology students' perceptions of the scientist-practitioner model of training

• Published in: Counselling psychology quarterly Vol. 6; no. 3; pp. 201 - 215
• Main Authors: Aspenson, David O., Gersh, Tracey L., Perot, Annette R., Galassi, John P., Schroeder, Rose, Kerick, Sharon, Bulger, Jane, Brooks, Linda
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis Group 01.07.1993; Taylor & Francis
• Subjects: Biological and medical sciences; Fundamental and applied biological sciences. Psychology; General aspects; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; United States; North America; America; Human; Evaluation; Attitude; Psychology; Student; Educational program; Applied psychology; Higher education; Professional practice; Scientific research; Young adult; Clinical psychology; Occupational education; Occupational training
• ISSN: 0951-5070; 1469-3674
• DOI: 10.1080/09515079308254115

Since its inception over forty years ago, there has been considerable controversy regarding the viability of the scientist-practitioner model for training professional psychologists. The present study utilized a combination of qualitative and quantitative research methods to assess graduate psychology students' (n=24) perceptions of this training model. Counselling, clinical, and school psychology students participated in semi-structured interviews and were administered the Vocational Preference Inventory, Form B (Holland, 1977) and the Scientist-Practitioner Inventory (Leong & Zachar, 1991). Data were analyzed using a combination of grounded theory (Glaser & Strauss, 1967) and additional qualitative data analytic approaches (Miles & Huberman, 1984). A number of patterns were observed between students' perceptions and feelings about the scientist-practitioner model and their definition of science, career interests, and shaping experiences. Implications for the future training of professional psychologists are discussed.