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Where should the balance be between 'scientist' and 'practitioner' in Australian undergraduate psychology?
Citation
Provost, SC and Hannan, GJ and Martin, F and Farrell, G and Lipp, OV and Terry, DJ and Chalmers, D and Bath, D and Wilson, PH, Where should the balance be between 'scientist' and 'practitioner' in Australian undergraduate psychology?, Australian Psychologist, 45, (4) pp. 243-248. ISSN 0005-0067 (2010) [Refereed Article]
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Copyright Statement
Copyright © 2010 The Australian Psychological Society
Official URL: http://www.psychology.org.au/publications/
DOI: doi:10.1080/00050060903443227
Abstract
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. © The Australian Psychological Society Ltd.
Item Details
Item Type: | Refereed Article |
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Research Division: | Psychology |
Research Group: | Applied and developmental psychology |
Research Field: | Applied and developmental psychology not elsewhere classified |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Assessment, development and evaluation of curriculum |
UTAS Author: | Hannan, GJ (Dr Greg Hannan) |
UTAS Author: | Martin, F (Associate Professor Frances Martin) |
ID Code: | 66446 |
Year Published: | 2010 |
Web of Science® Times Cited: | 4 |
Deposited By: | Psychology |
Deposited On: | 2011-01-25 |
Last Modified: | 2014-11-25 |
Downloads: | 0 |
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