The scientist-practitioner model: A rose by any other name is still a rose

Robert A. Horn, Julie A. Troyer, Elizabeth J. Hall, Ramona N. Mellott, L. Sue Cotè, Jeffrey D. Marquis

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


This study reviews the continued debate concerning the scientist- practitioner model as a best practice/best approach to training future professionals. However, to begin such an investigation of the fundamental questions regarding the model, researchers must have a starting point. The current study serves as a catalyst for future research, investigating the reported level of use of the model by surveying Web-based program materials from more than 300 doctorate-level programs in school psychology, counseling psychology, and clinical psychology. Results show more than one half of all programs surveyed make specific mention of the model of training. Nearly all have some reference to scholarly research expectations and to training of practitioners. Emphasis of scholarly research is further supported by nearly two thirds of the programs mentioning a requirement of a dissertation. Emphasis of practitioner training is shown by an overwhelming majority of the programs' indicating practica, internship, or fieldwork as a requirement.

Original languageEnglish (US)
Pages (from-to)808-819
Number of pages12
JournalAmerican Behavioral Scientist
Issue number6
StatePublished - Feb 2007


  • Boulder model
  • Counseling psychology
  • Educational psychology
  • School psychology
  • Scientist-practitioner

ASJC Scopus subject areas

  • Social Psychology
  • Cultural Studies
  • Education
  • Sociology and Political Science
  • General Social Sciences


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