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Developing Research Apprentices: Involving Occupational Therapy Students in Gerontological Research
Published in Margaret A. Perkinson, Kathryn L. Braun, Teaching Students Geriatric Research, 2021
What should a “research-enriched” curriculum look like? Several have advocated adoption of the scientist/practitioner model, in which students are socialized to a practitioner-researcher role (Polatajko and MacKinnon, 1987; Colburn, 1993). Practitioner-researchers would develop the skills and knowledge necessary to identify existing research that is most relevant to their work and evaluate the worth of that research. Practitioner-researchers also would be trained to effectively integrate that research into practice. Their approach to therapy, their insights into the therapeutic relationship, their repertoire of clinical techniques would constantly expand and evolve in light of continued exposure to the research evidence and translation of research findings and recommendations into day-to-day practice and encounters with clients. Practitioner-researchers with sufficient training and inclination might proceed to conduct their own research, if questions concerning the effectiveness of an approach or practice remain unanswered.
Diagnosis and Assessment
Published in Melisa Robichaud, Naomi Koerner, Michel J. Dugas, Cognitive Behavioral Treatment for Generalized Anxiety Disorder, 2019
Melisa Robichaud, Naomi Koerner, Michel J. Dugas
One of the criticisms of the scientist-practitioner model is that treatment research is not always informative for clinicians because the methods used in research are not thought to be amenable to everyday clinical practice. Perhaps nowhere is this more apparent than for assessment. However, it may be that this situation is in part attributable to clinician perceptions of what clients are willing to engage in for the proper assessment of their difficulties. Our own experience has been that most clients appreciate receiving a thorough assessment and understand its importance. Moreover, by having clients complete most of the self-report measures as between-session exercises, the burden of assessment can be significantly reduced.
Science, meaning and the scientist-practitioner model of treatment
Published in David Jones, Working with Dangerous People, 2018
My contention is that scientism in mainstream psychology has led to widespread and deep misconceptions about two things: the meaning of science, and the science of meaning.3 As Sternberg is at pains to remind us, practising accredited psychologists are typically trained in academic institutions, as scientists first and as practitioners second, and in accordance with those institutions’ prevailing conceptions of science and of scientific evidence. Inevitably, then, misconceptions carry over into the scientist-practitioner model and its application. Those same misconceptions have also handicapped advocates of multidisciplinarity and multifocal treatment approaches; for only with a full appreciation of the meaning of science, and only with a clear understanding of the meaning of meaning and its scientific investigation, can the case for flexibility be vindicated, not (as is typically attempted) by appeals to post-Kuhnian relativism and paradigm incommensurability, but by pointing out just how much, and why, true science would actually demand such flexibility.
The Value of Fidelity to The Scientist Practitioner Model in the Delivery of Cognitive Behavior Therapy in Substance Misuse
Published in Journal of Substance Use, 2023
Taking the example of traumatized patients, let us now look at how the scientific part of The Scientist Practitioner Model is utilized in routine clinical practice in CBT. The substance misuse would appear to be a behavioural variable in the maintenance of their trauma-based presenting symptoms. These complex clinical presentations often feature high levels of anxiety that appears to meet diagnostic criteria as defined in DSM 5 for a wide range of Common Mental Health Disorders that we call the Anxiety Disorders. The vast majority of patients meet diagnostic criteria for Post Traumatic Stress Disorder (PTSD). Global evidence of this is provided by previous researchers in Canada (Wiktorowicz, 2016, Kirby & Keon, 2006), Australia (Burns & Teesson, 2002; Ford et al., 2007), Vietnam (Giang et al., 2006) Ethiopia (Hanlon et al., 2008), and the Netherlands (Gielen et al., 2012). This has also been established within North Wales (Sims, 2019). The complexity of such presentations has been identified historically by previous researchers (Weaver et al., 2003, , 2009; Sims, 2019, 2020; Wright et al., 2016; National Institute for Health and Care Excellence (NICE), 2016.
Toward the Career-Long Psychological Support Services: Insights from Swedish Handball
Published in Journal of Sport Psychology in Action, 2021
Johan Ekengren, Natalia B. Stambulova, Urban Johnson
This project (led by the first author and supervised by the et al.,) was inspired by several theoretical and applied frameworks. First, we combined theory, research, and practice with athletes’ relevant context(s), as outlined in the cultural praxis of athletes’ careers paradigm (Stambulova & Ryba, 2014). Second, the scientist-practitioner model (Shapiro, 2002) advocating for reciprocal relationships between research and practice was taken on board. Third, we took inspiration from the context-driven practice approach (see JSPA Special Issue, 2017 edited by Schinke & Stambulova) defined as “…practice informed by reciprocal interactions between consultants, clients, and the cultural/sub-cultural contexts they are parts of” (Stambulova & Schinke, 2017, p. 131). Forth, we used the holistic athletic career model (Wylleman et al., 2013) promoting a whole person and a whole career approaches and outlining stages and transitions in athletes’ athletic, psychological, psychosocial, academic-vocational, and financial developments. Fifth, we were inspired by the holistic ecological approach (Henriksen & Stambulova, 2017) advocating for a whole environment with micro-and macro-levels (e.g., club, federation), athletic and non-athletic domains (e.g., coaches, schoolmates)—all influencing athletes’ career development directly or indirectly.
Developing Measurement-Based Care for Youth in an Outpatient Psychiatry Clinic: The Penn State Psychiatry Clinical Assessment and Rating Evaluation System for Youth (PCARES-Youth)
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2020
Daniel A. Waschbusch, Amanda Pearl, Dara E. Babinski, Jamal H. Essayli, Sujatha P. Koduvayur, Duanping Liao, Dahlia Mukherjee, Erika F. H. Saunders
A flow chart showing steps used to develop and implement PCARES-Youth is presented in Figure 1. The first step was to formulate the goals of the project. The first and most important goal was that PCARES-Youth should improve patient care at the individual level. The second goal was to improve the functioning of the clinic by providing clinic-level data. The third goal was to enhance research and training. This goal is consistent with the scientist-practitioner model that emphasizes the connection between research, training, and clinical services; that is, research and training initiatives provide long-term benefit to patients through improvements in assessment and treatment, and by enhancing the expertise and performance of mental health providers.