Evidence-Based Practice:

A consensus has long existed that the scientist-practitioner model has failed to reflect what was envisioned by the Boulder Conference participants and endorsed by counseling psychology at the Greyston and Georgia Conferences. Counseling psychology's commitment, however, to the scientist-practitioner model has not faltered. Furthermore, developments within the health care system (e.g., managed care, empirically validated treatments, treatment guidelines) demand from psychologists increasing levels of scientific knowledge and a wider range of research skills. Psychology's current commitment to positivist explanation , scientific knowledge characterized by law-governed causal processes, is at the core of the scientist-practitioner split. To integrate scientist-practitioner ideals into a comprehensive approach to counseling psychology training, research, and practice, counseling psychologists should embrace an identity as evidence- based practitioners. Inherent in this framework is a philosophical, scientific, political, and social shift toward an expanded view of what constitutes scientific evidence.

Filling the Gaps of Graduate School Training: Perceived Relevance and Efficacy of the New School Psychology Bulletin

We examined whether the New School Psychology Bulletin (NSPB), a peer reviewed journal operated by graduate students, was perceived as relevant and effective among individuals pursuing clinical, nonclinical (research and academic), and combined clinical and nonclinical careers. Individuals (N = 155) were surveyed for career goals, current research interests, as well as perceived relevance and efficacy of the NSPB. Although research interests differed by career goals, participants perceived the NSPB as effective for providing valuable writing and peer review experiences, cultivating research, and increasing communication between students and faculty, and relevant for training clinical and nonclinical students. The results of this survey suggest that students perceive those skills offered by the NSPB as relevant and effective in their professional development, which in turn, may foster the scientist-practitioner training model.