The undergraduate research laboratory as a method of enhancing science–practice integration

Abstract

As doctoral training programs focus on student selection, curriculum, mentoring, competencies, and accreditation guidelines in graduate training to ensure integration of science and practice in counseling psychologists, relatively little attention has been devoted to the preparation of undergraduate students during their formative collegiate years for science–practice integration. Over the last decade, the first two authors have developed and refined an all-undergraduate laboratory approach to science–practice integration that emphasizes the development of skills necessary for success in counseling psychology doctoral training. This article describes evidence for the success of this approach along with its development, principles, practices, and future directions.

Keywords:

• science–practice integration
• undergraduate training
• research experience
• increasing research interest
• performance enhancement

Disclosure statement

No potential conflict of interest was reported by the authors.