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Abstract

This article discusses the scientist-practitioner model in relation to the profession of school psychology. Currently, the scientist role is overwhelmingly neglected in school psychology practice. However, the scientist-practitioner model holds much promise for restoring and stimulating the empirical practice of school psychology. The scientist-practitioner model can provide a viable framework for school psychology practice by focusing on empirical evidence, incorporating a systemic, constructivism-contextualism viewpoint of knowledge with an outcomes-oriented and problem-solving approach to research. School psychology training programs should be committed to training students in their dedication to research and the development of new professional knowledge and skills. The scientist-practitioner model also enhances professional accountability because objective criteria is utilized and ongoing data is collected to indicate student progress in relation to the established criteria. In addition, the scientist-practitioner model is consistent with the zeitgeist of school psychology reform, which urges for a data-based outcomes orientation for service provision.

Keywords

school psychology scientist-practitioner

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Is the Scientist-Practitioner Model Viable for School Psychology Practice?

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