The scientist-practitioner model
What is the role of the fourth year in psychology
Bibliographic Data
| ID | 11510591 |
|---|---|
| Authors | Gina Geffen (The University of Queensland, corresponding author), Gina M Geffen (The University of Queensland) |
| Year | 1993 |
| Volume | 28 |
| Issue | 1 |
| Pages | 35-38 |
| Publication date | 1993-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0005-0067 • E-ISSN: 1742-9544 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00050069308258863 |
| OpenAlex | W2048397236 |
| Language | EN |
| Citations received | 4 |
| References cited | 3 |
This paper addresses the controversy that has arisen over the appropriateness of trying to train students to become practising psychologists within 4 years of non-specialised tertiary study. Pressures external to the discipline of psychology have forced a reconsideration of training and credentials for professional psychologists. Pressures include market forces and a large and sudden increase in the number of psychology courses available in Australian universities. This paper briefly describes the scientist-practitioner model and the current routes to becoming a professional psychologist. In particular the role of the 4th year in professional training is examined by comparing the honours degree with a 4-year pass degree/diploma. The educational resources and professional implications of attempting to train practising psychologists solely within 4 years are described. Finally, it is argued that in order to fulfil the requirements of the scientist-practitioner model, a significant research experience in either an applied or basic field should be retained and that to achieve a professional qualification within 4 years would require the present degree structure to change from non-specialist to specialist
Engineering ethics · Field (mathematics · Medical education · Order (exchange · Pedagogy · Professional degree · Professional development · School psychology · Training (meteorology · Academic and Historical Perspectives in Psychology · Engineering · Medicine · Occupational and Professional Licensing Regulation · Psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.13 |
| Citation span | 1994 - 2015 (22) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |