Where should the balance be between “scientist” and “practitioner” in Australian undergraduate psychology?

References

• Akhurst, J, undated. Enhancing the employability of psychology graduates. York: Higher Education Psychology Network; undated.
   Google Scholar
• Australian Psychology Accreditation Council (APAC), 2008. Rules for accreditation and accreditation standards for psychology courses. Melbourne: Author; 2008.
   Google Scholar
• Baker, D. B., and Benjamin, L. T., 2000. The affirmation of the scientist-practitioner: A look back at Boulder, American Psychologist 55 (2000), pp. 241–247.
   PubMed Web of Science ®Google Scholar
• Barlow, D. H., Hayes, S. C., and Nelson, R. O., 1985. The scientist practitioner: research and accountability in clinical and educational settings. NY: Pergamon Press; 1985.
   Google Scholar
• Benjamin, L. T., and Baker, D. B., 2000. Boulder at 50, American Psychologist 55 (2000), pp. 233–236.
   PubMed Web of Science ®Google Scholar
• Clough, J., 1993. Which knowledge should psychology graduates have? Balancing the needs of the individual, employers, the science and the profession, Australian Psychologist 28 (1993), pp. 42–44.
   Web of Science ®Google Scholar
• Cranney, J., Provost, S., Katsikitis, M., Martin, F., White, F., and Cohen, L., 2008. "Designing a diverse, future-oriented vision for undergraduate psychology in Australia". 2008, Final Investigation Report. Sydney: Australian Learning and Teaching Council.
   Google Scholar
• Geffen, G., 1993. The scientist–practitioner model: What is the role of the fourth year in psychology, Australian Psychologist 28 (1993), pp. 35–38.
   Web of Science ®Google Scholar
• Gillam, B., 1994. The undergraduate curriculum in psychology, Australian Psychologist 29 (1994), pp. 178–180.
   Web of Science ®Google Scholar
• Gonsalves, C. J., and McLeod, H. J., 2008. Toward the science-informed practice of clinical supervision: The Australian context, Australian Psychologist 43 (2008), pp. 79–87.
   Google Scholar
• Gonsalvez, C. J., Oades, L. G., and Freestone, J., 2002. The objectives approach to clinical supervision: Towards integration and empirical evaluation, Australian Psychologist 37 (2002), pp. 68–77.
   Web of Science ®Google Scholar
• Horn, R. A., McGowan, M. R., Mitchell, D. R., and Mellott, R. N., 2007. A pilot study examining the longer term stability of the scientist-practitioner model of training, American Behavioral Scientist 50 (2007), pp. 830–842.
   Web of Science ®Google Scholar
• John, I. D., 1994. Constructing knowledge of psychological knowledge: Towards an epistemology for psychological practice, Australian Psychologist 29 (1994), pp. 158–163.
   Web of Science ®Google Scholar
• John, I. D., 1998. The scientist–practitioner model: A critical examination, Australian Psychologist 33 (1998), pp. 24–30.
   Web of Science ®Google Scholar
• Jones, C. M., 2008. From novice to expert: Issues of concern in the training of psychologists, Australian Psychologist 43 (2008), pp. 38–54.
   Web of Science ®Google Scholar
• Jones, J. L., and Mehr, S. L., 2007. Foundations and assumptions of the scientist-practitioner model, American Behavioral Scientist 50 (2007), pp. 766–771.
   Web of Science ®Google Scholar
• Katz, L., 2003. A motivating exercise for the introductory class (and beyond), Teaching of Psychology 30 (2003), pp. 314–316.
   Web of Science ®Google Scholar
• Kennedy, B., and Innes, M., 2005. The teaching of psychology in the contemporary university: Beyond the accreditation guidelines, Australian Psychologist 40 (2005), pp. 159–169.
   Web of Science ®Google Scholar
• Kretchmar, M. D., 2001. Service learning in a general psychology class: Description. Preliminary evaluations and recommendations, Teaching of Psychology 28 (2001), pp. 5–10.
   Web of Science ®Google Scholar
• Lipp, O., Terry, D., Chalmers, D., Bath, D., Hannan, G., Martin, F., et al., 2007. Learning outcomes and curriculum development in psychology. Sydney: Carrick Institute for Learning and Teaching in Higher Education; 2007.
   Google Scholar
• McConkey, K., and Bennett, A., 1993. An update on national psychology competency standards project, Bulletin of the Australian Psychological Society 15 (1993), p. 23.
   Google Scholar
• Mitchell, K. R., and Montgomery, R. B., 1977. The first national conference on training in professional psychology, Australian Psychologist 12 (1977), pp. 319–326.
   Web of Science ®Google Scholar
• Montgomery, R. B., 1993. The bias towards academic psychology in preservice training, and the needs of the psychology profession, Australian Psychologist 28 (1993), pp. 39–41.
   Web of Science ®Google Scholar
• Nel, P. W., 2008, November. Enhancing clinical psychology trainees' learning experiences through the use of an advanced simulation training facility. Presented at Paper presented at The Group of Trainers in Clinical Psychology Conference. Liverpool, .
   Google Scholar
• Nixon, M., 1994. Practices and needs in psychological training: A survey of 28 countries, Australian Psychologist 29 (1994), pp. 166–173.
   Web of Science ®Google Scholar
• O'Gorman, J. G., 1994. A commentary on the observations of Nixon, of Sheehan, and of Gillam on practices and needs in psychological training, Australian Psychologist 29 (1994), pp. 181–183.
   Web of Science ®Google Scholar
• O'Gorman, J. G., 2001. The scientist–practitioner model and its critics, Australian Psychologist 36 (2001), pp. 164–169.
   Web of Science ®Google Scholar
• Owens, A. G., 1977. But who's designing the club tie?, Australian Psychologist 12 (1977), pp. 255–272.
   Web of Science ®Google Scholar
• Page, A. C., 1996. The scientist/practitioner model: More faces than Eve, Australian Psychologist 31 (1996), pp. 103–108.
   Web of Science ®Google Scholar
• Petersen, C. A., 2007. A historical look at psychology and the scientist-practitioner model, American Behavioral Scientist 50 (2007), pp. 758–765.
   Web of Science ®Google Scholar
• Raimy, V., 1950. "Training in clinical psychology". New York: Prentice Hall; 1950.
   Google Scholar
• Randell, T., Hall, M., Bizo, L, and Remington, B, 2007. DTkid: Interactive simulation software for training tutors of children with autism, Journal of Autism and Developmental Disorders 37 (2007), pp. 637–647.
   Google Scholar
• Yorke, M., and Knight, P., 2003. "The undergraduate curriculum and employability". York: ESECT/LTSN; 2003.
   Google Scholar