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The reflective educator

¹Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ 08855-0819, USA.

The American Psychologist

|December 1, 1995

Summary

This summary is machine-generated.

Research questions the necessity of extensive training for psychologists, finding no link between training and practice effectiveness. Educators should reconsider core assumptions about psychological practice and training methods.

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Area of Science:

Psychology
Clinical Psychology Training
Professional Practice

Background:

Numerous conferences since 1949 have focused on clinical psychology training.
Training has been assumed essential for developing skills in psychotherapy and psychodiagnosis.
This assumption is based on the idea that extensive training is required for professional functions.

Purpose of the Study:

To challenge the assumption that extensive training is required for effective psychological practice.
To urge educators to critically examine the implications of research on training and efficacy.
To encourage a re-evaluation of what defines professional work in psychology.

Main Methods:

Review of research examining the relationship between training and efficacy in psychological practice.

Related Experiment Videos

Analysis of assumptions underlying current training models in clinical psychology.

Conceptual re-examination of professional psychology practice.

Main Results:

A significant body of research fails to demonstrate a relationship between training and efficacy in common forms of psychological practice.
Current training paradigms may not adequately prepare psychologists for effective practice.
The defining features of professional work may need to shift from psychotherapy and psychodiagnosis.

Conclusions:

The assumption that extensive training is necessary for effective psychological practice is challenged by empirical evidence.
Psychology educators should critically assess current training models and their alignment with practice effectiveness.
A reconceptualization of professional psychology, emphasizing reflection-in-action and disciplined inquiry, is needed, opening new avenues for educational research.