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.

Evidence-based safety (EBS) management: A new approach to teaching the practice of safety management (SM)

INTRODUCTION

In safety management (SM), it is important to make an effective safety decision based on the reliable and sufficient safety-related information. However, many SM failures in organizations occur for a lack of the necessary safety-related information for safety decision-making. Since facts are the important basis and foundation for decision-making, more efforts to seek the best evidence relevant to a particular SM problem would lead to a more effective SM solution. Therefore, the new paradigm for decision-making named "evidence-based practice (EBP)" can hold important implications for SM, because it uses the current best evidence for effective decision-making.

METHODS

Based on a systematic review of existing SM approaches and an analysis of reasons why we need new SM approaches, we created a new SM approach called evidence-based safety (EBS) management by introducing evidence-based practice into SM.

RESULTS

It was necessary to create new SM approaches. A new SM approach called EBS was put forward, and the basic questions of EBS such as its definition and core were analyzed in detail. Moreover, the determinants of EBS included manager's attitudes towards EBS; evidence-based consciousness in SM; evidence sources; technical support; EBS human resources; organizational culture; and individual attributes.

CONCLUSIONS

EBS is a new and effective approach to teaching the practice of SM. Of course, further research on EBS should be carried out to make EBS a reality. Practical applications: Our work can provide a new and effective idea and method to teach the practice of SM. Specifically, EBS proposed in our study can help safety professionals make an effective safety decision based on a firm foundation of high-grade evidence.

The Application of the Theory of Reasoned Action and Planned Behavior to Prevention Science in Counseling Psychology

The theory of reasoned action and planned behavior (TRA/PB) is a model of behavior change that has been extensively studied in the health sciences but has had limited exposure in the counseling psychology literature. The model offers counseling psychologists a framework to conceptualize prevention research and practice. The model is important to consider since the training of counseling psychologists is heavily dominated by theories of psychotherapy that emphasize remediation rather than prevention. This article discusses a brief history and explanation of TRA/PB along with relevant research, limitations, and multicultural considerations. Elicitation research, an important component of the model, receives emphasis because it solicits population-specific cognitions and social influences relevant to targeted behaviors, thus strengthening prevention interventions. An example demonstrates how TRA/PB can be used as a theoretical framework to support prevention research. Recommendations for prevention training of counseling psychologists are presented.

On Science-Practice Integration in Everyday Life

Counseling psychologists generally agree that science-practice integration is a good thing. However, most discussions of this topic are less clear about how to actually apply scientific findings to an individual client case. In this article, the author attempts to describe a philosophy for applying research to practice in counseling psychology that requires using theory as the bridge between science and practice.

Counseling Psychology and School Counseling

Romano and Kachgal proposed a model for collaboration between counseling psychology and school counseling, which they argued would advance each specialty and benefit children and adolescents. In this response, the author examines current trends in both specialties that may impede a closer partnership while also considering the advantages of the proposed model. In conclusion, the author argues that there is a common denominator, counseling, that could serve as a uniting factor.

Houston 2001

Using the structure modeled by Fouad et al., the authors discuss issues of identity, training, andsocial advocacyfrom a student perspective. In addition to topics raised by Fouad et al., broader issues within counseling psychology are discussed in terms of their impact on students. Finally, the authors offer suggestions and recommendations for considering the place of students within future counseling psychology conferences, as well as the place of students as future counseling psychology professionals.

Introduction to the Major Contribution

This article introduces the Major Contribution, which focuses on online counseling. Several acronyms and terms are presented to familiarize the reader with distance-communication technology, including a definition of online counseling. The authors show how counseling psychology provides a framework for specific questions related to the theory, research, and practice of online counseling. In addition, they discuss counseling psychology’s emphasis on the scientist-practitioner model, history of process and outcome research, and unifying themes to provide a context for the succeeding articles on the research and practice of online counseling.

Understanding Quantitative Research in Counseling Psychology

This reaction to the three core contributions in the Scientific Forum of the May 2005 issue of The Counseling Psychologist discusses the strengths of each article, the significance of the findings to the field of counseling psychology, the methodological limitations, and the future direction and implications for teaching, research, and practice.

Evidence-Based Practice:

Chwalisz (2003 [this issue]) proposed an evidence-based practice model for training in counseling psychology, based on the apparent failures of the scientist-practitioner model and the need for an expanded view of scientific evidence. Although I am sympathetic to the model she developed, and also to a local clinical scientist model that I have written about previously, I do not believe that these differ substantially from the scientist- practitioner model. I also differ with the need for expanding the nature of scientific evidence, which easily can embrace the qualitative studies that she and I both see as valuable potential contributions to knowledge.

Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists

Preventive interventions have been shown to successfully aid the development of children, youths, and adults and avert maladjustment in individuals at risk for negative outcomes. Continued scientific advancement of preventive interventions is crucial to further the health of U.S. children, youths, and families. This article presents 15 best practice guidelines on prevention practice, research, training, and social advocacy for psychology. These guidelines articulate clear standards and a framework for moving the profession toward improving the well-being of a greater number of individuals and communities. The guidelines are intended to assist psychologists in evaluating their preparation for engaging in prevention work and in furthering their understanding through increased knowledge, skills, and experience in prevention.

The Roles of Counseling Psychologists in Reducing Health Disparities

This article presents an overview of the health disparities problem that exists among individuals from ethnic minority and low-income backgrounds and their majority counterparts. The argument is made that the involvement of counseling psychologists in addressing this health disparities problem presents an opportunity for the field to remain true to its commitment to prevention, multiculturalism, and social justice while becoming more competitive in the health care and health promotion fields. This article highlights the prevalence of health disparities and identifies the primary factors contributing to these disparities. In addition, the roles and approaches that counseling psychologists can adopt to help alleviate this problem are specified.

Bashing Positivism and Reversing a Medical Model Under the Guise of Evidence

In her advocacy of a model to train counseling psychologists as “evidence-based practitioners,” Chwalisz (2003 [this issue]) criticizes research based on positivism and advocates for methodological pluralism but ironically suggests the adoption of a medical model to influence the discourse on practice. In this comment, the author examines (a) issues raised by methodological pluralism and multiple sources of evidence and (b) dilemmas created by criticizing quantitative methods while at the same time adopting a medical model. Finally, the author suggests that methodological inclusiveness does not logically imply, and should not lead to, rejection of quantitative methods in counseling psychology.

Applied Epistemology and Professional Training in a Science-Based Cultural Enterprise

Receptiveness toward evidence-based practice such as proposed by Chwalisz (2003 [this issue])is a function of how one defines the discipline and how one views counseling and psychotherapy. By acknowledging the dual nature of therapeutic psychology as a science-based cultural enterprise, one may be able to overcome schisms in the field and related resistance to the role of research in practice. This view calls for a broader definition of evidence and the criteria and processes involved in its evaluation. This article suggests that scientist-practitioner training and evidence-based practice can be strengthened by more attention to the applied epistemology of research and practice. Implications of this perspective for the professional culture and professional discourse and socialization are discussed.

Reaffirming the Unique Identity of Counseling Psychology:

Chwalisz's (2003 [this issue])call to adopt the evidence-based practice model provides an opportunity for counseling psychologists to reexamine both their commitment to the scientist-practitioner model and their unique professional identity. In this reaction, the author offers her critique of several assumptions underlying the evidence-based approach and presents her position that a shift to the evidence-based worldview would move the field further away from its roots as a specialty, including its particular commitment to prevention, multiculturalism, and social justice. A set of standards or competencies to advance counseling psychologists' commitments to a prevention-oriented, social justice approach is needed to guide counseling training, practice, and research. In addition, significant barriers to the implementation of a prevention-oriented agenda in counseling psychology will need to be overcome.

Using Single-Case Experiments to Support Evidence-Based Decisions: How Much Is Enough?

For practitioners, the use of single-case experimental designs (SCEDs) in the research literature raises an important question: How many single-case experiments are enough to have sufficient confidence that an intervention will be effective with an individual from a given population? Although standards have been proposed to address this question, current guidelines do not appear to be strongly grounded in theory or empirical research. The purpose of our article is to address this issue by presenting guidelines to facilitate evidence-based decisions by adopting a simple statistical approach to quantify the support for interventions that have been validated using SCEDs. Specifically, we propose the use of success rates as a supplement to support evidence-based decisions. The proposed methodology allows practitioners to aggregate the results from single-case experiments to estimate the probability that a given intervention will produce a successful outcome. We also discuss considerations and limitations associated with this approach.

Why Ineffective Psychotherapies Appear to Work: A Taxonomy of Causes of Spurious Therapeutic Effectiveness

The past 40 years have generated numerous insights regarding errors in human reasoning. Arguably, clinical practice is the domain of applied psychology in which acknowledging and mitigating these errors is most crucial. We address one such set of errors here, namely, the tendency of some psychologists and other mental health professionals to assume that they can rely on informal clinical observations to infer whether treatments are effective. We delineate four broad, underlying cognitive impediments to accurately evaluating improvement in psychotherapy-naive realism, confirmation bias, illusory causation, and the illusion of control. We then describe 26 causes of spurious therapeutic effectiveness (CSTEs), organized into a taxonomy of three overarching categories: (a) the perception of client change in its actual absence, (b) misinterpretations of actual client change stemming from extratherapeutic factors, and (c) misinterpretations of actual client change stemming from nonspecific treatment factors. These inferential errors can lead clinicians, clients, and researchers to misperceive useless or even harmful psychotherapies as effective. We (a) examine how methodological safeguards help to control for different CSTEs, (b) delineate fruitful directions for research on CSTEs, and (c) consider the implications of CSTEs for everyday clinical practice. An enhanced appreciation of the inferential problems posed by CSTEs may narrow the science-practice gap and foster a heightened appreciation of the need for the methodological safeguards afforded by evidence-based practice.

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.

On Being a Psycho-Oncologist

This special issue of TCP focuses on the psychological and psychosocial components of coping with cancer and its aftermath. Psycho-oncology, a subspecialty within professional psychology, is a multidisciplinary field emphasizing the psychological and social aspects of cancer. In this introductory article, I show the congruence between counseling psychology and psycho-oncology, indicate how counseling psychologists can expand their parameters of practice to include cancer patients and families, and explain what evidence-based resources are needed to acquire relevant background knowledge. Health care reform changes—in general and oncology-specific—are explained as they currently open new opportunities for counseling psychologists in psycho-oncology. Finally, the five articles that make up this special issue are previewed. Psycho-oncology is a challenging yet rewarding subspecialty within counseling psychology, congruent with its values and parameters of practice, and now is an opportune time to expand one’s practice to include psycho-oncology and help those coping with cancer and its aftermath.

Why clinical psychology needs process research: an examination of four methodologies

This paper advocates for process research as a valid source of evidence in clinical psychology, research that focuses on why and how therapy works, both across the course of treatment and in the minutiae of interactions between therapist and client. Process research is consistent with the aims of the scientist-practitioner model, supporting the provision of practical and realistic guidance to clinicians. Specific examples of methods are provided, including the analysis of mechanisms of change, patient-focused research, conversational analysis and interpersonal process recall.

Where is the Dialogue? A Social Constructionist View of Empirically Supported Treatments

Since the publication of the list of empirically supported treatments by the American Psychological Association in 1995 a controversy has resulted between those who view positive psychotherapeutic outcome as resulting from the use of specific (listed) techniques and those who lean towards the so-called common or relationship factors rather than particular techniques as necessary for such outcomes. This paper examines the controversy and shows that both sides follow the same objectivist/empiricist and reductionist epistemology. In contrast, the paper adopts a social constructionist perspective and shows that the idea of therapeutic outcome as linearly determined by either technical or common factors or a combination of these is a misleading oversimplification which fails to account for the dialogue which is the core of psychotherapy. Rather, positive outcome is viewed as mutually constructed in a unique dialogue which encompasses both common and technical factors. This takes the form of the conversational development of a new understanding or reframe of the problem followed by action which is deemed appropriate to the new understanding. This view is illustrated by practical examples.

Conversational evidence in therapeutic dialogue

Family therapists' participation in therapeutic dialogue with clients is typically informed by evidence of how such dialogue is developing. In this article, we propose that conversational evidence, the kind that can be empirically analyzed using discourse analyses, be considered a contribution to widening psychotherapy's evidence base. After some preliminaries about what we mean by conversational evidence, we provide a genealogy of evaluative practice in psychotherapy, and examine qualitative evaluation methods for their theoretical compatibilities with social constructionist approaches to family therapy. We then move on to examine the notion of accomplishment in therapeutic dialogue given how such accomplishments can be evaluated using conversation analysis. We conclude by considering a number of research and pedagogical implications we associate with conversational evidence.

Experiential Knowledge of Serious Mental Health Problems

In 1998, a dialogue between mental health consumers and psychologists was sponsored by the Center for Mental Health Services. It is against this backdrop that the author briefly discusses her personal experience with serious mental health problems and how it has informed her clinical training and practice, especially in working with individuals with serious mental health problems and disorders. Using some of the overall recommendations of the 1998 meeting as guiding principles, the author reviews the literature on four topics that have become salient in her role as client—scientist—practitioner. Her experiential, academic, and clinical knowledge has led her to focus on how she can provide hope to her clients—patients in their recoveries and increase the use of first-person stories of individuals with mental disorders in both her practice and teaching. The discussion of therapist self-disclosure is reexamined in light of current research evidence and shifts in theoretical paradigms. Finally, readers are encouraged to examine the ongoing stigma associated with mental disorders perpetuated within the profession and look at experiential knowledge of mental disorders as an additional competence in the field of psychology rather than solely as an issue of professional competence or impairment.

Evidence-based practice in psychology: Perceptions of graduate students in scientist–practitioner programs

The evidence-based practice movement in psychology (EBPP) is a relatively recent initiative to improve client care by integrating the best available research evidence with clinicians' expertise in the context of patient values and preferences. As this movement gains momentum in the field of psychology, training programs will likely need to modify their curricula to include training in the process of EBPP. An online survey was conducted of clinical psychology graduate students in programs that identified themselves as having a scientist-practitioner or clinical science model (N = 1,195). Understanding of, experiences with, attitudes towards, and training in EBPP was assessed. Students had a generally favorable view of psychology's move toward EBPP. Although students reported a moderate amount of exposure to and experiences with EBPP, misunderstandings about the principles of EBPP were prevalent. Compared to students planning primarily clinical practice careers, students planning primarily clinical research careers were more favorable towards EBPP, expected EBPP to be more influential in their future careers, and were more likely to use research, but less likely to use client preferences to guide treatment planning. Recommendations for modifying training programs to promote EBPP are discussed.