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Record identifier : 565510
Personal Name - Primary Intelectual Responsibility : Ramesh, Sujatha
Title and statement of responsibility : Integration of science and practice: A collective case study of scientist-practitioner programs in counseling psychology [Thesis]
Publication, Distribution,Etc. : University of Southern California, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Southern California
Summary or Abstract : One of the avowed goals of the scientist-practitioner model is implementing the goal of integrating science and practice during doctoral training. However, this goal has proven to be problematic and debates in the academic literature have focused on conceptual and functional issues related to the training model. This dissertation is a study of how exemplar accredited doctoral programs in counseling psychology approach the task of implementing the scientist-practitioner model. A collective case study of eight selected counseling psychology programs was conducted in order to examine the conceptual and functional differences in the implementation of the scientist-practitioner model. Data was gathered from program self-studies, web-site descriptions, dissertation abstracts, and interviews with program directors. A comparison was made between the programs' espoused theories and their theories-in-use. The data showed that these programs espouse methodological diversity for research training and a scientific approach in psychotherapy for practice training. However, examination of the programs' theories-in-use showed that the selected programs emphasize a singular natural science approach rather than a methodologically diverse approach in research training. They approach psychotherapy training through the use of a plurality of models rather than a unified scientific approach. Although the programs in the collective case study espoused the interdependent relationship between science and practice, they define integration of science and practice in various ways. The conclusion of the study is that programs' goal of integration of science and practice is incomplete and, instead, their training tends to provide parallel and somewhat independent training in research and practice. Interviews with training directors showed that they were aware of this problem of integrating science and practice in programs located in research universities. Additional findings were that the programs did not adequately address concerns about the lack of clinical relevance of positivistic research and the importance of understanding the nature of psychotherapy practice. The study concludes by identifying challenges programs face while attempting to integrate science and practice within a university context that emphasizes a single research approach to knowledge generation..
Topical Name Used as Subject : Academic guidance counseling, Educational psychology, Psychotherapy
Information of biblio record : TL
 
 
 
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