The Powerful Correlation Between Science And Practice
Applied Behavioural Analysis is the branch of psychology that analyzes and modifies human behaviour based on scientific evidence. Behavioural Analysts are required to learn the ‘Scientist-Practitioner Model’ before entering into the world of ABA. The scientist-practitioner model focuses on the idea that psychologists, or other specialists related to the field of psychology, must be fully and professionally trained to be knowledgeable in both research and clinical practice. In other words, professionals must become both ‘Scientists’ and ‘Practitioners’ who know what and how to effectively help their clients. When we compare today’s applications of the scientist-practitioner model with those of the early 1900s, it is very different because many practitioners in the clinical settings, as well as researchers of the time, had experienced problems understanding each other. For example, the researchers continuously provided new theories but the criticism was that they weren’t based on the reality of the settings in which practitioners must operate. In contrast to this, the practitioners performed poorly due to lacking knowledge of new types of disorders. Thus, there was no connection between science and practice. Even in the beginning stage when the scientific-practitioner model was created, it had emphasized research and practice as ‘separate’ but ‘parallel activities’. Many years later, Shapiro suggested that clinicians also need to be highly educated with scientific skills for better outcome of the treatment.
As a result, the scientific-practitioner model tells that the professionals should be richly knowledgeable in research as well as clinical practice, rather recognizing them as ‘separate domains’. Successful integration of practice and science is the foundation of the science-practitioner model. The clear goal of the scientist-practitioner model is to expand and increase the professional’s scientific growth in clinical psychology, that is done by: training the ability of applying psychological knowledge to their practice with the patient, enhancing their capability to move the field toward with new empirical research and developing their critical thinking skills that gives way to high-quality of treatment programs. The scientific-practitioners can demonstrate the various uses of the scientist-practitioner model through: researcher (scientist), consumer and empirical evaluator. The researchers will acknowledge what the needs or problems are by seeing and observing in the field. Eventually this leads the researchers to produce reliable scientific methods of treatment and also contribute new ideas and findings to the psychology community. Secondly, the consumers practice to keep updating themselves to be knowledgeable professionals. For the efficacy of treatment of the clients, the consumer is always looking for opportunities to develop one’s skills by reading journals/literatures, as well as attending conferences and seminars.
Lastly the empirical evaluator’s major role is taking a responsibility for the treatment program, in which critically appraises whether the program would help to improve the quality of service for the patient as well as developing the field of psychology; or not much beneficial for both. Since the scientist-practitioner training model in psychology is an innovative approach that incorporates science and practice, there are three assumptions that professionals expect to happen as a result of using the model. First of all, the practitioners with strong research skills will carry out well-established treatment where the patients receive the highest possible quality of care. Secondly, as the scientist-practitioner adds the approved new information to the database, it will contribute to the development of psychology where useful information will be easily accessible for further developing professional practices. Finally, the researchers’ direct involvement in clinical practice will lead to researching social issues and generating possible alternatives for real issues.
As a BHS student, certainly there have been ‘aha’ moments where I found it was incredibly interesting how science and practice are neatly interlocked in helping and working together as a lovely couple. When I finished reading the article, personally I felt ‘Scientific-Practitioner Model’ was like both a compass and a mentor. It guided the direction of my future career in which it clearly explained why I should start thinking more scientifically and acquire high level of knowledge. And this will have a significant beneficial effect on my field-placement as well as my future clinical practice. It leads me to have a good mindset or attitude as a scientific-practitioner, since the model has talked about the certain expectations and demands from it; which I now know that ‘a successful scientific-practitioner’ who possesses scientific knowledge and skills related to research will produce the most effective psychological services that can fulfill the needs of their patients.
As such, during my placement in third semester, I should be knowledgeable enough to identify what a child’s problem may be, and then enable to solve the problems by applying validated methods with the ABA techniques of the scientific basis (certainly with the child’s supervisor). In the same way, I strongly believe the clinical view is also very important to make sense of research in order to improve the clinical practice, as well as further development of professional practice across the psychological field (especially when there is not much information about certain new diseases I might have faced within the clinic settings, or appropriate treatments are not available). There are a variety of activities that would demonstrate science in practice, such as: car engines – combustion of fuel, computer technology, or eating and metabolizing food. But the easiest example will be ‘baking’. Through the performing of the scientific method to the recipe, we can see how science works in practice as a scientific-practitioner in psychology. For example, before I complete my own recipes, I make an assumption – (thinking and questioning), gather useful information or ideas from different resources: books, magazines, culinary school – (research), create a recipe – (scientific knowledge and skills), test the theory – (practice) and come to a conclusion (the effective of treatment and assessment). If I make a moist cupcake and other people say they ‘love it’, then it is successfully well-done. However, if it turns out to a hockey puck and the taste is brutal, I should take a further research to develop recipes for better results. All of us want well-baked pastries from a good patisserie. This is the same concept for our patients and one of the best ways to serve the clients in a psychological realm is to be always be mindful of ‘the prominence of three roles for practicing psychologist’ that where all the important contents are amalgamated within this component of the model.
Again, a scientist-practitioner is a professional who is a combination of both science and practice. Since I’ve decided to be a faithful scientist-practitioner to support the others who need help, I should always be willing to meet the core requirements of all three key roles. Now that I understand how science and practice are integrated, if any of the capabilities that are required for each role are not met or reached, I will no longer be qualified as a scientific-practitioner. Although this may be challenging at times, it will help me to stay on the right track. In conclusion, it is true that this article, scientist-practitioner model helps me a lot in terms of understanding the reasons why I should call myself a ‘scientist’ (rather than just a practitioner) without awkwardness because I was far from science. It shows me what it is to be a good scientific-practitioner in dynamic perspectives in psychological realm. I am hoping that my colleagues and myself always remember that the purpose of research in our field is not only to acquire knowledge, but also to use this knowledge to help the patients out there in the world.
References
- Jones, L. , & Mehr, L. (2007). Foundations and Assumptions of the Scientist-Practitioner Model,50(6), 766-771. K. Alves explained that “there was no connection between science and practice” (personal communication, January 18, 2019)
