Scientist versus Practitioner–An abridged meta-analysis of the changing role of psychologists

Bright and Dark-Side Traits Associated With Interests in Commerce vs Science: Different Personality Profiles of the Scientist-Practitioner

This study focused on the idea that there are predictable differences between those individuals who opt for Scientific rather than the Commerce/Practitioner jobs and consulting assignments. A total of 2278 adults from a variety of occupations completed three validated questionnaires: the first assessed the behavioural tendency of an individual when one is exposed to stress and which could derail one's business career (HDS: Hogan Development Survey); the second the values and preferences that indicate work motivation (MVPI: The Motives, Values and Preferences Inventory), and the third, seven bright-side personality factors (HPI: Hogan Personality Inventory). The MVPI measured interests in scientific and commercial/enterprising activities. Correlations, regressions and SEM indicated both similarities and differences in the relationship between personality traits and values. Bright-side personality traits accounted for more the variance for those interested in Science while dark-side traits accounted for more variance for those interested in the Commerce. The biggest difference occurred in Inquisitiveness (Curiosity, Openness to Experience) which was much higher for those interested in science. Implications for personnel selection, job-fit and promotion were discussed.

Burning the straw man: What exactly is psychological science?

Problemification: Efendic and Van Zyl (2019) argue for following open access-based principles in IO psychology following the recent crises in psychological research. Among others, these refer to the failure to replicate empirical studies which cast doubt on the trustworthiness of what we believe to be psychological knowledge. However, saving knowledge is not the issue at stake: focusing on transparency and compliance to standards might solve some problems but not all.Implications: The crisis focuses our attention on what science is and particularly science in psychology and its related disciplines. Both the scientist–practitioner model of training psychologists and the quantitative–qualitative methods polarity reveal the influence of the received or positivistic view of science as characterised by quantification and measurement. Postmodern resistance to positivism feeds these polarities and conceals the true nature of psychological science.Purpose: This article argues for a realist conception of science that sustains a variety of methods, from interpretative and constructionist approaches to measurement. However, in this view, measurement is not a defining characteristic of science, but a way to find things out and the latter supports a critical process.Recommendations: Revising our understanding of science, thus moving beyond the received view to a realist one, is crucial to manage misconceptions about what counts as knowledge and as appropriate measures when our discipline is in the crossfire. Thus, Efendic and Van Zyl’s (2019) proposals make sense and can be taken on board where measurement as one of the ways to find things out is appropriate. However, realism supports a broader enterprise that can be called scientific because it involves a critical movement of claim and counter-claim while executing its taxonomical and explanatory tasks. Thus, the psychosocial researcher, when analysing discourse, for example, can also be regarded as a scientist.

A qualitative investigation of Australian psychologists' perceptions about complementary and alternative medicine for use in clinical practice

This study explored psychologists' knowledge of, attitude toward, and experience with complementary and alternative medicine (CAM) use for clinical purposes. Using a qualitative design, 18 Australian psychologists participated in a semi-structured interview. Psychologists had some understanding about CAM; yet, there was a mismatch between their perceived and actual knowledge. While psychologists were, in general, open toward using CAM with clients they were also sceptical. Attitudes did not overly influence psychologists' views about using CAM in practice, rather adhering to the scientist-practitioner model and embracing a client-centred approach affected their beliefs. Different views emerged as guiding psychologists' use of CAM; however, the codes of conduct played a major role in informing psychologists' use in clinical practice. Psychologists appear open to the idea to use some forms of CAM to enhance client care; yet, they experience unique difficulties such as ethical constraints that may prevent their actual use of CAM for clinical purposes.

Examining perception of competency through practicum competencies outline

Purpose

– This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences.

Design/methodology/approach

– This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis.

Findings

– The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased.

Research limitations/implications

– The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation.

Practical implications

– Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students.

Originality/value

– This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .

A realist approach to science and practice in psychology

The possibility of uniting science and practice in psychology is considered. The main aim is to explore the ability of a realist approach to address the various dichotomies prevalent in psychology. The multileveled demands of the society, government, and tertiary training are briefly discussed. The multitude of mental health needs in South African society is addressed by government with a number of policies and legislative processes. In addition, training of psychologists is under pressure because of the changing demands within higher education institutions. The pressure to function as research institutions necessitates a revisioning of the scientist–practitioner model. This model perpetuates bipolarity because of a scientistic understanding of what it means to be scientific. This article describes a realist model of science that avoids some of the more serious dichotomies so prevalent in South African psychology departments, namely, the quantitative–qualitative divide, the positivist–constructionist split, and possibly also the scientist–practitioner model. A realist image of science might achieve this integration because of the simple fact that both science and practice involve critical enquiry. Two examples of a realist psychology from neuropsychology are discussed.