Training the scientist–practitioner in the twenty-first century: A risk–benefit analysis

Abstract

The scientist–practitioner (S–P) model plays a central role in the professional ideology guiding most graduate training programs in clinical and counseling psychology. Unfortunately, the ideals of the S–P model are rarely fulfilled. It may be helpful to examine the relevant issues from a risk–benefit analysis. Common benefits of the S–P model include the satisfaction that practitioners derive from helping clients in distress, improvements to graduate teaching, refinements to psychological research, and the positive influence when faculty members serve as effective role models for the next generation of psychologists. Potential risks of the S–P model occur when faculty members take time away from other university chores, especially if it would reduce the likelihood of tenure and promotion. However, the biggest risk lies in the potential damage to the field of psychology, created when psychologists lose sight of important issues in the field. Graduate training programs are encouraged to maximize the benefits while minimizing the risks, thereby continuing to promote the ideals of the S–P model.

Keywords:

• scientist–practitioner
• integration

Disclosure statement

No potential conflict of interest was reported by the author.