University of Surrey

Test tubes in the lab Research in the ATI Dance Research

Facilitating the Development of a Scientist-Practitioner Identity Position in Clinical Psychology Training: Pedagogical Implications

Duke, D, Simonds, L and Acuña-Rivera, M (2014) Facilitating the Development of a Scientist-Practitioner Identity Position in Clinical Psychology Training: Pedagogical Implications In: 4th International Conference on Professional Doctorates, The evolving doctorate: meeting the needs of practitioners and professions., 2014-04-10 - 2014-04-11, The Wales Millennium Centre, Cardiff. (Unpublished)

[img]
Preview
Text
61 dawn duke Extende abstract Round Table 10 April 2014.pdf - ["content_typename_UNSPECIFIED" not defined]
Available under License : See the attached licence file.

Download (248kB) | Preview
[img]
Preview
PDF (licence)
SRI_deposit_agreement.pdf
Available under License : See the attached licence file.

Download (33kB) | Preview

Abstract

The research-practice (or science-practice) gap is a commonly observed and written about phenomenon in a range of applied disciplines. The current paper focuses on the research-practice gap in practitioner clinical psychology doctoral training and the struggle with identity transition that clinical researchers undergo throughout the course of their professional doctorate. In the UK, clinical psychology trainees are recruited and trained in a national context that emphasises the importance of the scientist-practitioner identity position. Clinical psychology trainees are expected to become leaders in research development within the National Health Service (NHS) and to be sophisticated consumers and producers of evidence-based research. In the course of their training, however, clinical psychology trainees are inevitably met with varied views about what constitutes evidence, the value of research to practice, and how these two domains of knowledge can and might work together. They also enter training with their own views about what constitutes legitimate ways of producing knowledge in clinical psychology and the ways in which they can and should evidence their own practice. Clinical training programmes, therefore, need to develop learning experiences through which trainees might be facilitated to reflect on and develop their identity position as a scientist-practitioner.

Item Type: Conference or Workshop Item (Conference Paper)
Divisions : Faculty of Arts and Social Sciences
Authors :
AuthorsEmailORCID
Duke, DUNSPECIFIEDUNSPECIFIED
Simonds, LUNSPECIFIEDUNSPECIFIED
Acuña-Rivera, MUNSPECIFIEDUNSPECIFIED
Date : April 2014
Contributors :
ContributionNameEmailORCID
PublisherUK Council for Graduate Education, UNSPECIFIEDUNSPECIFIED
Related URLs :
Additional Information : Posted here by kind permission.
Depositing User : Symplectic Elements
Date Deposited : 18 Mar 2015 18:18
Last Modified : 12 May 2015 16:49
URI: http://epubs.surrey.ac.uk/id/eprint/805493

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year


Information about this web site

© The University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom.
+44 (0)1483 300800