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dc.contributor.authorProvost, Stephen C.en_US
dc.contributor.authorHannan, Gregen_US
dc.contributor.authorH. Martin, Francesen_US
dc.contributor.authorFarrell, Gerryen_US
dc.contributor.authorV. Lipp, Ottmaren_US
dc.contributor.authorJ. Terry, Deborahen_US
dc.contributor.authorChalmers, Deniseen_US
dc.contributor.authorBath, Debraen_US
dc.contributor.authorH. Wilson, Peteren_US
dc.date.accessioned2017-05-03T14:36:38Z
dc.date.available2017-05-03T14:36:38Z
dc.date.issued2010en_US
dc.date.modified2010-12-09T05:20:08Z
dc.identifier.issn00050067en_US
dc.identifier.doi10.1080/00050060903443227en_AU
dc.identifier.urihttp://hdl.handle.net/10072/35326
dc.description.abstractThe scientist-practitioner model of training in psychology has been widely influential in the development of undergraduate curricula in Australia. The model had its origins in post-war America and has formed the basis for accreditation of psychology courses in Australia since the late 1970s. Recently a reconsideration of the model in Australian undergraduate psychology was argued for, suggesting that the absence of significant practical skills development in most curricula is detrimental to the discipline's graduates and their employers. The authors agree that the need for some practical skills development in undergraduate curricula is becoming increasingly important for psychology. Many of the exemplars of curriculum revision provided, however, are impractical and are unlikely to make significant contributions to Australian programs. There is an urgent need to consider the graduate attributes desired for 3-year and 4-year trained psychology graduates who will go on to employment without completing postgraduate study. Curriculum innovation to enhance graduates' employability will flow from this development, and will be likely to incorporate information technology solutions, rather than placement experience. This process is entirely compatible with the scientist-practitioner model of training and education in psychology.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherTaylor & Francisen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom243en_US
dc.relation.ispartofpageto248en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalAustralian Psychologisten_US
dc.relation.ispartofvolume45en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchPsychology not elsewhere classifieden_US
dc.subject.fieldofresearchcode170199en_US
dc.titleWhere should the balance be between “scientist” and “practitioner” in Australian undergraduate psychology?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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