The integration of science and practice: Unique perspectives from counseling psychology students

References

• Aspenson, D. O., & Gersh, T. L. (1993). Graduate psychology students’ perceptions of the scientist-practitioner model of training. Counselling Psychology Quarterly, 6, 201–215. doi:10.1080/09515079308254115
   Google Scholar
• Barkham, M., Hardy, G., & Mellor-Clark, J. (2010). Developing and delivering practice-based evidence: A guide for the psychological therapies. Chichester: Wiley-Blackwell.10.1002/9780470687994
   Google Scholar
• Barnette, V. (2006). A scholarly work commitment in practice. Counselling Psychology Quarterly, 19, 253–263. doi:10.1080/09515070600959334
   Google Scholar
• Baucom, D. H., & Boeding, S. (2013). The role of theory and research in the practice of cognitive-behavioral couple therapy: If you build it, they will come. Behavior Therapy, 44, 592–602. doi:10.1016/j.beth.2012.12.004
   PubMed Web of Science ®Google Scholar
• Benjamin, L. T. (2001). American psychology’s struggles with its curriculum: Should a thousand flowers bloom? American Psychologist, 56, 735–742.10.1037/0003-066X.56.9.735
   PubMed Web of Science ®Google Scholar
• Benjamin, L., & Baker, D. (2000). Boulder at 50: Introduction to the section. American Psychologist, 55, 233–236.10.1037/h0087859
   PubMed Web of Science ®Google Scholar
• Bieschke, K. S., Fouad, N. A., Collins, F. L., & Halonen, J. S. (2004). The scientifically-minded psychologist: Science as a core competency. Journal of Clinical Psychology, 60, 713–723. doi:10.1002/jclp.20012
   PubMed Web of Science ®Google Scholar
• Blair, L. (2010). A critical review of the scientist-practitioner model for counselling psychology. Counselling Psychology Review, 25, 19–30.
   Google Scholar
• Collins, F. L., & Callahan, J. L. (2011). Alternatives to a core curriculum to accomplish broad and general training: A scientist-practitioner perspective. Training and Education in Professional Psychology, 5, 15–21. doi:10.1037/a0022528
   Web of Science ®Google Scholar
• Gelso, C. J. (1993). On the making of a scientist-practitioner: A theory of research training in professional psychology. Professional Psychology: Research and Practice, 24, 468–476. doi:10.1037/0735-7028.24.4.468
   Web of Science ®Google Scholar
• Gelso, C. J., Baumann, E. C., Chui, H. T., & Savela, A. E. (2013). The making of a scientist–psychotherapist: The research training environment and the psychotherapist. Psychotherapy, 50, 139–149. doi:10.1037/a0028257
   PubMed Web of Science ®Google Scholar
• Hofmann, S. G. (2013). Bridging the theory-practice gap by getting even bolder with the boulder model. Behavior Therapy, 44, 603–608. doi:10.1016/j.beth.2013.04.006
   PubMed Web of Science ®Google Scholar
• Horn, R. A., Troyer, J. A., Hall, E. J., Mellott, R. N., Cote, L. S., & Marquis, J. D. (2007). The scientist-practitioner model: A rose by any other name is still a rose. American Behavioral Scientist, 50, 808–819. doi:10.1177/0002764206296459
   Web of Science ®Google Scholar
• Jones, J. L., & Mehr, S. L. (2007). Foundations and assumptions of the scientist-practitioner model. American Behavioral Scientist, 50, 766–771. doi:10.1177/0002764206296454
   Web of Science ®Google Scholar
• Kennedy, R., Verdeli, H., Vousoura, E., Vidair, H., Gameroff, M. J., & Zeng, R. R. (2014). Incorporating evidence-based practices into psychotherapy training in clinical psychology Ph.D. programs in the United States. Professional Issues 80 Adverts, 18, 21–38.
   Google Scholar
• Merlo, L. J., Collins, A., & Bernstein, J. (2008). CUDCP-affiliated clinical psychology student views of their science training. Training and Education in Professional Psychology, 2, 58–65. doi:10.1037/1931-3918.2.1.58
   Web of Science ®Google Scholar
• Myers, D. (2007). Implication of the scientist-practitioner model in counseling psychology training and practice. American Behavioral Scientist, 50, 789–796. doi:10.1177/0002764206296457
   Web of Science ®Google Scholar
• Nicholson, B. C. (2014). Counseling psychology Ph.D. program 2014–2015 program handbook. The University of Southern Mississippi. Unpublished manuscript.
   Google Scholar
• O’gorman, J. G. (2001). The scientist-practitioner model and its critics. Australian Psychologist, 36, 164–169. doi:10.1080/00050060108259649
   Web of Science ®Google Scholar
• Overholser, J. C. (2007). The boulder model in academia: Struggling to integrate the science and practice of psychology. Journal of Contemporary Psychotherapy, 37, 205–211. doi:10.1007/s10879-007-9055-z
   Google Scholar
• Petersen, C. A. (2007). A historical look at psychology and the scientist-practitioner model. American Behavioral Scientist, 50, 758–765. doi:10.1177/0002764206296453
   Web of Science ®Google Scholar
• Peterson, R. L., Vincent, W. L., & Fechter-Leggett, M. (2011). The necessary common knowledge approach to broad and general education for professional psychologists. Training and Education in Professional Psychology, 5, 9–14. doi:10.1037/a0022524
   Web of Science ®Google Scholar
• Sauer, E. (2006). Living the scientist-practitioner model in a psychology training clinic. Counselling Psychology Quarterly, 19, 293–304. doi:10.1080/09515070600960498
   Google Scholar
• Shapiro, D. (2002). Renewing the scientist-practitioner model. The Psychologist, 15, 232–234.
   Web of Science ®Google Scholar
• Spengler, P. M., Strohmer, D. C., Dixon, D. N., & Shivy, V. A. (1995). A scientist-practitioner model of psychological assessment: Implications for training, practice and research. The Counseling Psychologist, 23, 506–534. doi:10.1177/0011000095233009
   Web of Science ®Google Scholar
• Stoltenberg, C. D., & Pace, T. M. (2007). The scientist-practitioner model: Now more than ever. Journal of Contemporary Psychotherapy, 37, 195–203. doi:10.1007/s10879-007-9054-0
   Google Scholar
• Stricker, G. (2003). Evidence-based practice: The wave of the past. The Counseling Psychologist, 31, 546–554. doi:10.1177/0011000003256351
   Web of Science ®Google Scholar
• U.S. Department of Labor, Employment and Training Administration. (1991). Dictionary of occupational titles (4th ed.). Retrieved from http://www.oalj.dol.gov/libdot.htm
   Google Scholar
• VanderVeen, J., Reddy, L., Veilleux, J., January, A., & DiLillo, D. (2012). Clinical PhD graduate student views of their scientist-practitioner training. Journal of Clinical Psychology, 68, 1048–1057. doi:10.1002/jclp.21883
   PubMed Web of Science ®Google Scholar
• Vespia, K. M., & Sauer, E. M. (2006). Defining characteristic or unrealistic ideal: Historical and contemporary perspectives on scientist-practitioner training in counselling psychology. Counselling Psychology Quarterly, 19, 229–251. doi:10.1080/09515070600960449
   Google Scholar
• Villarosa, M. C., Madson, M. B., Zeigler-Hill, V., Noble, J. J., & Mohn, R. S. (2014). Social anxiety symptoms and drinking behaviors among college students: The mediating effects of drinking motives. Psychology of Addictive Behaviors, 28, 710–718.10.1037/a0036501
   PubMed Web of Science ®Google Scholar
• Villarosa, M. C., Moorer, K. D., Madson, M. B., Zeigler-Hill, V., & Noble, J. J. (2014). Social anxiety and alcohol-related negative consequences among college drinkers: Do protective behavioral strategies mediate the association? Psychology of Addictive Behaviors, 28, 887–892.10.1037/a0037628
   PubMed Web of Science ®Google Scholar