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American Behavioral Scientist, Vol. 50, No. 6, 808-819 (2007)
DOI: 10.1177/0002764206296459

The Scientist-Practitioner Model

A Rose by Any Other Name Is Still a Rose

Robert A. Horn

Northern Arizona University

Julie A. Troyer

Northern Arizona University

Elizabeth J. Hall

Northern Arizona University

Ramona N. Mellott

Northern Arizona University

L. Sue Coté

Northern Arizona University

Jeffrey D. Marquis

Northern Arizona University

This study reviews the continued debate concerning the scientist-practitioner model as a best practice/best approach to training future professionals. However, to begin such an investigation of the fundamental questions regarding the model, researchers must have a starting point. The current study serves as a catalyst for future research, investigating the reported level of use of the model by surveying Web-based program materials from more than 300 doctorate-level programs in school psychology, counseling psychology, and clinical psychology. Results show more than one half of all programs surveyed make specific mention of the model of training. Nearly all have some reference to scholarly research expectations and to training of practitioners. Emphasis of scholarly research is further supported by nearly two thirds of the programs mentioning a requirement of a dissertation. Emphasis of practitioner training is shown by an overwhelming majority of the programs’ indicating practica, internship, or fieldwork as a requirement.

Key Words: scientist-practitioner • Boulder model • counseling psychology • school psychology • educational psychology


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R. N. Mellott and S. L. Mehr
Reaffirming the Role of the Scientist-Practitioner Model of Training in Psychology
American Behavioral Scientist, February 1, 2007; 50(6): 842 - 845.
[Abstract] [PDF]