Training School Psychologists in the Scientific Tradition

Abstract

The scientist-practitioner (S-P) model has been widely endorsed as a training doctrine in school psychology. In spite of the model's continued reaffirmation, increasing disillusionment has resulted from difficulties with its implementation. The present article identifies factors which have contributed to difficulty in implementing the scientist-practitioner model. In so doing, various conceptualizations of S-P training are discussed and the fundamental principles upon which the S-P model is built are identified. Similarities between “best practices” in school psychology service delivery and sound scientific inquiry are drawn and advantages of operating from this perspective are discussed. Finally, the present article offers suggestions for training in school psychology that facilitates a greater integration of the scientific method with professional service delivery activities thereby increasing the integrity with which the scientist-practitioner model is implemented.