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

The scientist—practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post‐war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the discipline's graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3‐year and 4‐year trained psychology graduates who will go on to employment without completing postgraduate study. Curriculum innovation to enhance graduates' employability will flow from this development, and will be likely to incorporate information technology solutions, rather than placement experience. This process is entirely compatible with the scientist—practitioner model of training and education in psychology.     

PERSPECTIVE‐NEUTRAL INTRINSIC VALUE

Is it possible to do a good thing, or to make the world a better place? Some argue that it is not possible, because perspective‐neutral value does not exist. Some argue that ‘good’ does not play the right grammatical role; or that all good things are good ‘in a way’; or that goodness is inherently perspective‐dependent. I argue that the logical and semantic properties of ‘good’ are what we should expect of an evaluative predicate; that the many ways of being good don't threaten the thesis that some ways are perspective‐independent; and that there are clear examples of perspective‐independent goodness.     

Analyzing Ethical Conflict in the Transracial Adoption Debate: Three Conflicts Involving Community

This essay explores ethical conflicts underlying the discourse of the policy debate about transracial adoption, focusing on the adoption of Black children by whites. Three underlying conflicts are analyzed, namely, the values of equality versus community, interracial community versus mukiculturalism, individuality versus racial-ethnic community. The essay concludes with observations on multicultural families.     

Qualitative Evaluation Methods Applied to a High School Counseling Center

The authors present a case study demonstrating how qualitative techniques can be used to evaluate a high school counseling and guidance program.