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

Counseling psychology training programs predominately subscribe to the scientist–practitioner training model, which emphasizes the mutual integration of science and practice. There has been extensive debate surrounding the applicability of the scientist–practitioner training model to the field of counseling psychology, and existing commentary from both trainers and trainees has documented the potential challenges to adequately integrating science and practice. In the current article, three counseling psychology doctoral students outline their experiences in a program that adheres to the scientist–practitioner training model. In particular, they describe their involvement in both clinical and scholarly related activities, their experiences with the integration of science and practice, and how the scientist–practitioner model has influenced their overall professional development. Specific examples of how the scientist–practitioner model can shape the perspectives and career goals of psychologists-in-training are reviewed.     

Rethinking the scientist-practitioner model: On the necessary complementarity of the natural and human science dimensions

Although the dominant scientist–practitioner model has considerable professional support, it remains the case that there is a fundamental mismatch between its conceptualisation of the practitioner as a laboratory scientist in a clinical setting and the actual requirements for good counselling practice. In particular, there is mismatch between the kind of knowledge generated in the laboratory setting and the epistemic requirements of the therapeutic situation; and between the (detached, impersonal) kind of decision-making engaged in by the laboratory scientist and the (interpersonal, interactive) kind engaged in by the practitioner. Moreover, being structural in character, these limitations cannot be rectified by piecemeal modifications of the standard model, such as those envisaged on the ‘local clinical scientist model’. Nor can the recent push towards ‘evidence-based practice’ suffice as a corrective because the core problem simply replicates itself on that level. Instead, since they derive from an unduly restrictive conception of what constitutes scientific inquiry, they require endorsement of the equal partnership of the human science template as a corrective. Moreover, far from compromising its scientific commitments, this actively facilitates rethinking the integration of science and practice in the service of the effective practice of care.     

Curriculum and training reform in clinical psychology: Improving the integration of science and practice

Current graduate curricula do not fully grapple with and take advantage of the dialectical interplay of science and practice that is at the core of the scientist—practitioner (Boulder) model. This article addresses factors that interfere with the realization of the Boulder model and offers suggestions for curriculum reform. It emphasizes the importance of both science and practice, as well as the merit of both nomothetic and idiographic approaches to clinical training. The article discusses how academic politics often interfere with the incorporation of empirically supported treatments or assessment methods into training programs. Even when evidence-based approaches are a part of the curriculum, the challenges continue. Because empirically supported treatments are almost always associated with treatment manuals that rely on categorically defined diagnostic categories, they may inadvertently discourage idiographic functional analyses and the appreciation of underlying change principles. In addition, in light of the fact that many, if not most, students eventually pursue applied careers and because science-based interventions and assessment methods are currently underused by clinicians in the field, it is argued that clinical training should receive more recognition in scientist—practitioner programs. Programs should be mindful of the need to prepare a certain subset of interested students for scientifically based careers in applied settings. This article also highlights the importance of educating and training students in communicating and disseminating science-based clinical psychology to nonacademic psychologists and health professionals from other disciplines.     

Necessity (not just novelty) is the mother of invention: using creativity research to improve research in work and organizational psychology

In this essay, we discuss reasons that work and organizational psychology does not live up to its self-declared mission of being an applied science in the service of improving both people’s quality of working life and organizational effectiveness. We use fundamentals of research on creativity and innovation as a lens through which we can view problems and possible solutions to these problems. In particular, we stress that innovation entails not only new, but also useful insights, that innovation requires “rewarding failure”, and that innovation feeds off of team diversity. We provide suggestions for how the definition of theoretical and empirical contributions of research, reward systems, and collaboration practices could be changed to foster innovative research that helps people thrive at work.     

Academic perceptions of the research evidence base in work and organizational psychology: A European perspective

There has been a growing interest in evidence‐based management. A core component is a body of high‐quality research evidence to inform practice. Initial research with human resource managers in the United States and the Netherlands reveals only modest knowledge about a number of ‘widely documented’ research findings. However, it is unclear whether research experts would display any greater agreement about the research evidence. The present study addresses this issue by exploring levels of agreement about the quality of the research evidence base in work and organizational (W/O) psychology using a pan‐European sample of 75 senior academic W/O psychologists who completed two rounds of a study, first identifying core findings in the field of W/O psychology and then reporting levels of agreement about them. The results show that there were only seven of 24 core findings on which over 75% agreed that there was good‐quality evidence. The challenges of developing and utilizing an evidence‐based approach are discussed and it is concluded, in agreement with Briner and Rousseau (2011a), that there is some way to go before W/O psychologists can begin to feel confident about the quality of much of their research evidence.     

The search for evidence: Psychoanalytic practice and the male imaginary

In this paper, I will attempt to discuss the future of psychoanalytic practice in the wake of the National Institute of Health and Clinical Excellence’s (NICE) embrace of ‘evidence’-based practice. In 2005, NICE, whose task is to regulate the provision of health care across the National Health Service, adopted positivistic evidence-based protocols as the sole proof of the effectiveness of psychotherapy. Despite the success over the past 40?years of psychoanalytic and humanistic therapies in primary care and psychotherapy departments of psychiatric hospitals, NICE insists on restricting therapy, to those who can claim effectiveness as a result of using the data from client questionnaires commonly described as ‘outcome measures’ and it has gone on to promoting new modalities many of which have been imported from the States. As a consequence, most of the provision of psychotherapy in the public sector currently, whether as part of the National Health Service or the voluntary sector, has embraced evidence-based practice’ and many training organisations are promoting it, which will, in time, have an effect on private practice. I use some of the threads of the work of the feminist psychoanalyst Irigaray and others to understand this turn to positivistic science and how it can be understood as an instance of the retrenchment of the ‘male imaginary’ and a re-installation of the values of detachment and mastery. I query whether there are some problems within current theory, practice and institutionalisation which interfere with the emergence of a more progressive psychoanalytic practice.     

Ideology in work and organizational psychology: the responsibility of the researcher

This is a rejoinder to the commentaries on our paper on neoliberalism in work and organizational psychology. In this rejoinder, we provide a summarized response to the commentaries, thereby highlighting three main points: (1) when, where and how does neoliberalism manifest in society and our work as Work and Organizational Psychologists, (2) what is our duty as work and organizational psychologists towards society and our own work, and (3) what do we recommend on the basis of the exchange with the commentators on our paper?     

Community science: bridging the gap between science and practice with community-centered models

A major goal of community science is to improve the quality of life in our communities by improving the quality of the practice of treatment, prevention, health promotion, and education. Community science is an interdisciplinary field, which develops and researches community-centered models that enable communities to use evidence-based interventions more effectively and efficiently. In this article, the gap between science and practice and the need to bridge the gap with new models serve as an entry point and guide to the development of a community science. Therefore, the article describes (1) the prevention science model of bringing science to practice, (2) why this model is necessary but not sufficient for influencing the quality of interventions in our everyday world, (3) the gap between science and practice and the need to integrate prevention science models with community-centered models in order to bridge the gap, and (4) features of community science.     

New nonlinear and dynamic avenues for the study of work and organizational psychology: an introduction to the special issue

ABSTRACT

Nonlinear and dynamic approaches are two main principles of complex systems. The work and organizational psychology field has recently applied these concepts to understand human behaviour at work. In this introductory paper, we describe how human behaviour at work can be understood from a nonlinear and dynamic perspective, developing and applying the advantages of this approach to continue moving beyond the frontiers of our knowledge. We focus on the theoretical, methodological, and epistemological implications of the nonlinear dynamic approach in the field. Then, we present the five papers included in this special issue. These papers have applied nonlinear and dynamic concepts to understand a wide range of phenomena: subordinates-supervisors relationships, team behaviour, deviant workplace behaviour, transformational leadership, and training transfer. Overall, these papers demonstrate the utility of nonlinear dynamics in our field and how we can create more time-sensitive and complex knowledge by paying special attention to when and how phenomena happen and how such phenomena interrelate over time.     

The evolution of epistemology and concepts in an iterative-generative reflective practice: the importance of small differences

Using a contextualist epistemology, it would be expected that regional differences in community psychology would develop over time. It is argued that the epistemology and theory of Western Australian community psychology, while largely based on North American approaches, has developed its own idiosyncracies. These developed through the integration of practice and theory in an iterative-generative fashion. The process of development is conceptualized in terms of Schön's and Altman's distinctions between foundational knowledge, and professional and socially responsive knowledge (I. Altman, 1996; D. A. Schön, 1983). It has also been characterized as an incremental development based on the reflection on tacit and conceptual knowledge. From the small differences that have developed between regions, a dialogue can emerge that will better allow understanding of how social forces shape people's actions.     

Self-regulated learning in physical education: Examining the effects of emulative and self-control practice

Objective

This study examined the effectiveness of sequential practice from the emulation to the self-control level of the social cognitive model of self-regulated learning development. The model proposes that students who practice with social feedback at the emulation level first and then set goals and self-record their performance at the self-control level master sport skills effectively.

Design

The design included one between-subjects factor, the group with five levels and one within-subjects factor, time (pre-test, post-test).

Method

One hundred fifth and sixth grade students (40 boys and 60 girls) were assigned to four experimental and one control group and practiced the basketball dribble.

Results

The results showed that students of all experimental groups improved their dribbling performance from pre- to post-test. Students who received social feedback and observed repeated demonstrations at the emulation level and then set process or performance goals and self-recorded their performance at the self-control level improved their dribbling performance more than students who missed emulative practice. No improvement was found for control group students.

Conclusions

These results supported the effectiveness of the social cognitive model of self-regulated learning development, showing that this model can be used as an instructional approach for teaching sport skills in physical education.     

Nonlinearity in the relationship between political skill and work outcomes: Convergent evidence from three studies

The current investigation examined the form and magnitude of the relationship between political skill and two intrapersonal worker reactions—job satisfaction and job tension. Political skill was hypothesized to demonstrate an inverted U-shaped nonlinear relationship with job satisfaction and a U-shaped relationship with job tension. Data from three separate studies supported the hypothesized relationships. Specifically, moderate levels of political skill were associated with higher levels of job satisfaction (Studies 1-3) and lower levels of job tension (Studies 1 and 2). Conversely, in comparison to more moderate levels, higher and lower levels of political skill were adversely related to these outcomes. Implications, strengths and limitations, and directions for future research are discussed.     

Assessing the effectiveness of conflict management training in a health sector organization: evidence from subjective and objective indicators

This study assessed the effectiveness of an intervention for handling interpersonal conflicts at work. In contrast to the mainstream approach in the health care industry, which focuses on developing formal systems of conflict resolution, our intervention consisted of enhancing health care workers’ conflict management skills through training. A pre- and post-test nonequivalent comparison group design was used (intervention group = 258 workers; comparison group = 243 workers). Participants perceived that the training was successful in reducing the number and intensity of conflicts with co-workers, patients, and patients’ relatives. Moreover, organizational indicators calculated on the basis of data obtained from human resources (HR) records show that the intervention was effective, insofar as the number of requests for third-party interventions to mediate conflicts at work, the number of patients’ complaints, and the level of absenteeism all decreased for trained workers, whereas workers from the comparison group exhibited no corresponding changes over time. In the light of these results, this article discusses the design of conflict management measures which could help improve both employees’ well-being and organizational productivity.     

Centering culture in the treatment of opioid use disorder with American Indian and Alaska Native Communities: Contributions from a National Collaborative Board

American Indian/Alaska Native (AI/AN) communities are disproportionally impacted by the opioid overdose epidemic. There remains a dearth of research evaluating methods for effectively implementing treatments for opioid use disorder (OUD) within these communities. We describe proceedings from a 2-day Collaborative Board (CB) meeting tasked with developing an implementation intervention for AI/AN clinical programs to improve the delivery of medications to treat OUD (MOUD). The CB was comprised of Elders, cultural leaders, providers, individuals with lived experience with OUD, and researchers from over 25 communities, organizations, and academic institutions. Conversations were audio-recorded, transcribed, and coded by two academic researchers with interpretation oversight provided by the CB. These proceedings provided a foundation for ongoing CB work and a frame for developing the program-level implementation intervention using a strength-based and holistic model of OUD recovery and wellbeing. Topics of discussion posed to the CB included engagement and recovery strategies, integration of extended family traditions, and addressing stigma and building trust with providers and clients. Integration of traditional healing practices, ceremonies, and other cultural practices was recommended. The importance of centering AI/AN culture and involving family were highlighted as priorities for the intervention.