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In support of training in clinical psychology based on the scientist-practitioner model
314
LEmRS
TO THE EDITOR
Neither our report on two patients nor Rosen’s citing REFERENCES of two cases can provide sufficient evidence from which SOLYOML., BECK P., SOLYOMC. and HUCEL R. (1974) 10 draw unequivocal conclusions about the modus Some etiological factors in phobic neurosis, Can. operandiof successful therapy. We, however,cannot be as Psychiat. Assoc. J. 19, 69-78. definitive as he about the critical treatment factor. The WATSONJ. P. and MARKS I. M. (1971) Relevant and rationale behind “the plethora of ingenious procedures irrelevant fear in flooding-a cross-over study of . . . for treating phobia” has been the failure of any one phobic patients, Behav. Therapy 2, 275-293. to be universally effective. LESLIESOLYOM* SHIRLEYBRVNTWICK Allan Memorial Institute, McGill University, 1025 Pine Avenue West, Montreal, Quebec, Canada. *To whom requests for reprints should be addressed.
In Support of Training in Clinical Psychology The scientist-practitioner model recently has been under widespread attack (Adler, 1972; Peterson, 1971). Critics believe that a 4-yr program is too short to produce an individual competent in both research and psychotherapy. While there is some validity to this criticism, the real problem stems from the inefficient implementation of the scientist-practitioner model rather than to deficits in the model itself. To make traditional clinical training more closely fit the ‘objectives of the scientistpractitioner model there needs to be a thorough integration of clinical and experimental coursework, the training of therapists according to behavioral principles, and the requirement that academic dissertations have clinical relevance. Basic experimental courses should draw attention to the clinical implications of what they teach. A course in physiological psychology, for example, should give the clinical student a clear understanding of the physiological states associated with anxiety, depression and stress, and how certain therapeutic measures (biofeedback, drugs, relaxation) influence these physiological states. The second essential of a clinical program is to provide a systematic approach to the training of therapists. Such an approach would establish a graded hierarchy of patient contact. At first the student would observe his supervisor modelling basic behavioral techniques with a variety of patients. He would then practice these procedures with his supervisor or other - a kind of behavior-
Based on the Scientist-Practitioner
Model
al rehearsal (Wolpe, 1958) Immediate feedback would be available for each student. The first independent patient contact would occur with persons having relatively minor problems (e.g. students who have public speaking or test anxiety). By practicing within a limited area, the student would learn to apply a variety of procedures effectively. After this, he would begin dealing with the more severe multiple problems encountered in actual practice. Finally, the dissertation should serve the scicntistpractitioner model. In some departments, the dissertation actually takes the student away from clinical practice and clinical issues. In the healthy operation of the scientistpractitioner model, the dissertation would integrate practical therapeutic experience with experimental research. PAMELA BUTLER Behavior Therapy Institute 300 Valley Street Sausalito, California 94965. REFERENCES
ADLER P. (1972) Will the Ph.D. be the death of professional psychology, Prof. Psychol. Winter, 69-72. PETERSONC. (1971) Status of the doctor of psychology program, Prof. Psychol. Summer, 271~-275. WOLPE J. (1958) Psychotherapy by Reciprocal Inhibition, Stanford University Press Stanford.
LEmRS
TO THE EDITOR
Neither our report on two patients nor Rosen’s citing REFERENCES of two cases can provide sufficient evidence from which SOLYOML., BECK P., SOLYOMC. and HUCEL R. (1974) 10 draw unequivocal conclusions about the modus Some etiological factors in phobic neurosis, Can. operandiof successful therapy. We, however,cannot be as Psychiat. Assoc. J. 19, 69-78. definitive as he about the critical treatment factor. The WATSONJ. P. and MARKS I. M. (1971) Relevant and rationale behind “the plethora of ingenious procedures irrelevant fear in flooding-a cross-over study of . . . for treating phobia” has been the failure of any one phobic patients, Behav. Therapy 2, 275-293. to be universally effective. LESLIESOLYOM* SHIRLEYBRVNTWICK Allan Memorial Institute, McGill University, 1025 Pine Avenue West, Montreal, Quebec, Canada. *To whom requests for reprints should be addressed.
In Support of Training in Clinical Psychology The scientist-practitioner model recently has been under widespread attack (Adler, 1972; Peterson, 1971). Critics believe that a 4-yr program is too short to produce an individual competent in both research and psychotherapy. While there is some validity to this criticism, the real problem stems from the inefficient implementation of the scientist-practitioner model rather than to deficits in the model itself. To make traditional clinical training more closely fit the ‘objectives of the scientistpractitioner model there needs to be a thorough integration of clinical and experimental coursework, the training of therapists according to behavioral principles, and the requirement that academic dissertations have clinical relevance. Basic experimental courses should draw attention to the clinical implications of what they teach. A course in physiological psychology, for example, should give the clinical student a clear understanding of the physiological states associated with anxiety, depression and stress, and how certain therapeutic measures (biofeedback, drugs, relaxation) influence these physiological states. The second essential of a clinical program is to provide a systematic approach to the training of therapists. Such an approach would establish a graded hierarchy of patient contact. At first the student would observe his supervisor modelling basic behavioral techniques with a variety of patients. He would then practice these procedures with his supervisor or other - a kind of behavior-
Based on the Scientist-Practitioner
Model
al rehearsal (Wolpe, 1958) Immediate feedback would be available for each student. The first independent patient contact would occur with persons having relatively minor problems (e.g. students who have public speaking or test anxiety). By practicing within a limited area, the student would learn to apply a variety of procedures effectively. After this, he would begin dealing with the more severe multiple problems encountered in actual practice. Finally, the dissertation should serve the scicntistpractitioner model. In some departments, the dissertation actually takes the student away from clinical practice and clinical issues. In the healthy operation of the scientistpractitioner model, the dissertation would integrate practical therapeutic experience with experimental research. PAMELA BUTLER Behavior Therapy Institute 300 Valley Street Sausalito, California 94965. REFERENCES
ADLER P. (1972) Will the Ph.D. be the death of professional psychology, Prof. Psychol. Winter, 69-72. PETERSONC. (1971) Status of the doctor of psychology program, Prof. Psychol. Summer, 271~-275. WOLPE J. (1958) Psychotherapy by Reciprocal Inhibition, Stanford University Press Stanford.