Assessment Log

The Scientific Practitioner Model

Development (Shakow, 1941)

Shakow drafted his first training plan to educate clinical psychology graduate students during a Conference at The New York Psychiatric institute, now referred to Shakow's 1941 American Association for Applied Psychology Report. In the report, Shakow outlined a 4-year education track:

• Year 1: establish a strong foundation in psychology and other applied sciences

• Year 2: learn therapeutic principles and practices needed to treat patients

• Year 3: internship, gain supervised field experience

• Year 4: complete research dissertation

The Scientist- Practitioner Model (Boulder Model)

The Scientist-Practitioner Model is a foundational framework in psychology that emphasizes the integration of scientific research and practical application.

It was first introduced at the Boulder Conference in 1949 to guide the training of clinical psychologists, but it has since influenced many applied psychology fields— including Business Psychology.

The Scientist- Practitioner Model (Boulder Model)

It means a professional is both a scientist and a practitioner:

• As a scientist, they critically evaluate research, use evidence-based practices, and may conduct their own studies.

• As a practitioner, they apply psychological theories and techniques to solve real-world problems.

The model encourages psychologists to integrate science and practice, continuously learning from both.

5 Key Principles of this Model

1. Dual Identity: Scientist and Practitioner 2. Evidence-Based Practice 3. Critical Thinking and Research Skills 4. Ethical and Reflective Practice 5. Continuous Learning and Improvement

Evidence-Based Practice for Mental Health Practitioners

Example: A clinical psychologist Dr. Lee

Scientist Side: • Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted

for young adults with social anxiety. • critically reviews journal articles, attends conferences, and even collaborates

with university researchers to run a small study on this in her clinic.

Practitioner Side • Sees a 20-year-old client, Alex, who is struggling with social anxiety at university. • She selects CBT techniques that are evidence-based for someone in Alex's age

group and context.

Example: A clinical psychologist Dr. Lee

The Integration • Notices something interesting: many of her young clients are anxious not just

socially, but specifically when using social media.

• She keeps detailed notes, gathers feedback

• She eventually contributes to a research article on social-media-induced anxiety in Gen Z, which she co-authors with a university researcher.

How about Business psychologists?

Why Should You as Business Psychologists Care?

Even though you may not become clinical psychologists, you are also expected to work as scientist-practitioners: • You might use research to develop leadership programs or measure employee

wellbeing. • You should critically evaluate the tools you use (like personality assessments or

engagement surveys) • You may even conduct internal research to study the impact of workplace

interventions.

Reflection from a student studying organizational psychology

Thoughts about the Scientist-Practitioner model in an organisational context | Rebecca Jackson

Group Activity (1)

Consult & Conclude

Experience both roles Scientist & Practitioner in solving a real-world workplace issue using psychology

What is Evidence-

Based Practice

• Fundamentally, evidence-based practice is practice which is driven by evidence – both clinical and research based

• We need to make safe and effective decisions for the individuals we provide care for

• We have both a legal and ethical duty to make informed decisions to ensure safety, expertise and best practice

• Within psychological sciences, evidence-based practice is closely paralleled with medicine with the integration of best research evidence with clinical expertise and patient value (APA, 2001)

• Enhancing public health and promoting effective psychological practice to promote mental health is fundamental in the psychological sciences

Evidence- Based

Practice in Psychology

• Research evidence improves access to services for those deemed vulnerable adults and young people

• NICE (National Institute for Clinical Excellence) regularly review and publish guidelines for practitioners, commissioners and adults, their families and carers periodically

• Commissioners and healthcare providers have a duty to ensure the healthcare system is sustainable and continuously improving whilst simultaneously delivering safe care to the communities it serves

• Although the psychological branches may have unique differences, the central focus remains

• The purpose of delivering clinical expertise and research driven evidence-based care which subsequently further informs and improves health policies

Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)

1. Scientific research evidence – Empirical findings from psychological and management research.

2. Organizational facts, metrics, and data – Contextual evidence such as performance indicators, employee surveys, and HR analytics.

3. Practitioner expertise – The judgment and accumulated experience of professionals who understand the organizational context.

4. Stakeholders’ concerns, values, and preferences – Input from those affected by the decisions, including employees, managers, and clients.

Evidence

Systematic Reviews and meta-analyses

Randomised Controlled Trials (RCTs) with definitive results

RCTs with non-definitive results

Cohort studies

Case-control studies

Cross sectional surveys

Case reports

Heard of this before – True or False ?

1. People learn better when they receive info in their preferred style(visual, auditory, kinesthetic)

2. We only use 10% of our brain 3. Left right brain dominance can explain learning differences in people 4. Vigorous exercise lead to better brain function 5. Eye movements—such as looking up and to the right—can indicate whether

someone is lying

Group Activity (2)

Evaluate critically whether these five statements are true.

The Learning Styles Neuromyth Is Still Thriving in Medical Education - PMC

Neuromyths

A neuromyth is a misconception or misunderstanding about brain function and neuroscience, often arising from the misinterpretation, oversimplification, or misuse of scientific findings. In the context of education, neuromyths can influence teaching practices in ways that are ineffective or even counterproductive (Howard-Jones, 2014).

Neuromyths often gain popularity because they are intuitive or appealing, even when they are not supported by evidence from cognitive neuroscience or educational psychology.

Five common Neuromyths in Education

1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual, Auditory, Kinesthetic)

2. We Only Use 10% of Our Brains 3. Left-Brain vs. Right-Brain Learners 4. Drinking More Water Improves Brain Function in the Classroom 5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart

Effect)

References

• Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature, 400(6747), 826–827. https://doi.org/10.1038/23608

• Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15(12), 817–824. https://doi.org/10.1038/nrn3817

• Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the left-brain vs. right-brain hypothesis with resting state functional connectivity magnetic resonance imaging. PLOS ONE, 8(8), e71275. https://doi.org/10.1371/journal.pone.0071275

• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105– 119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

• Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.

QUESTIONS?

Assessment title: Reflective Log

Assessment weighting: 100%

Assessment word limit: 4000 words for total (1000 words in 1 block)

Assessment Guidelines: (*** Important)

- At least 9-10 references in each block, total at least 36-40 references. - Structure each reflection using one of the reflective models as above - Use a high level of scholarly language and style (avoid colloquialisms and journalistic style) - Support your ideas and points with high quality academic sources (research, theory) – from

professional practice literature and relevant specialist literature. - Avoid descriptive storytelling (first this happened then this and then that) - Use a critical evaluative style - undertake self-analysis; analyze your learnings in relation to what

they mean for your own professional development/ future practice - More 'so what' than just 'what'! - Remember you are still building an argument, as in all academic writing-this time towards a

detailed action plan for your future professional development/ practice

Assessment topic:

Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective models and 1 theme write the log

Block 1

• Introduction to module and professional practice; Reflective practice

• Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions and CPD

Block 2

• Ethics in practice and Scientist

• Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice

Block 3

• Professional Practice Case Study

Block 4

• The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)

• Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and self-care for Practitioners; Assessment Q&A; Module reflection

Reflections need to be from your consolidated learning from each block – i.e. your own exploration and wider reading as well as taught sessions (i.e. not only taught sessions)

Example themes you may choose to reflect on:

• Models of reflective practice and their application to personal experience.

• Ethics in practice

• Scientist practitioner model and implications for evidence-based practice

• Values in action

• The cycle of professional practice and all its elements / skills required for successful professional practice and/or service to clients

• Building working relationships with clients/contracting (professional cycle step 1)

• Needs analysis/assessing needs of clients (professional cycle step 2)

• The Role of Play in Professional Practice

• Listening and developing the client relationship

• Application and incorporation of emerging new therapies and research (e.g. ecotherapy)

• Psychologists informing policy making

• The importance of self-care and resilience for practitioners

It is advised that you select no more than 2 themes per block to reflect upon, in order that you have sucicient word count for thorough critical analysis of your themes in relation to your personal career/development path.

Reflection Model:

1. Terry Burton’s Cue Question

2. Rolfe’s Cue Question

3. Kolb's Experiential Learning

4. Gibbs Deflective Circle

5. Atkins and Murphy Model

6. Appreciative Inquiry Model

Assessment Aims:

This assessment aims to help you develop reflective thinking and writing skills (skills that are essential both for your learning and development and for those working in all areas of Psychology).

You should provide a 4000-word reflective account of your development in Psychology focusing on the skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and writing skills to analyze and reflect on your learning and skill development.

All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of reflection (however the model use you chose is up to you and you may find some models more appropriate to you than others). Relevant research evidence should also be incorporated where appropriate. As a result of your reflections, you should identify clear action points for further personal development in your chosen field of psychology.

Assessment Rubrics:

1. Evidence of originality, independent reflection and sophistication of thought; personal initiative expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear evidence of originality and independence. Excellent structure using accomplished scholarly techniques.

2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes a wide range of relevant resource material.

3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.

4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses. Integration/ application (identification) of the models, issues and concepts within the debate/ discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge understanding and application of relevant models theories and concepts.