Scientific and reflective practitioner model

Question 1

Long and Hollin (1997)

Answer 1

3 elements to the S-P model 
Undertaking research 
Using the research findings 
Evaluating practicce 
Repeat

Question 2

Schon (1987)

Answer 2

Theories in Use
Theories that are formed out of the subjective and clinical experience of the practitioner that are resorted to for guidance when propositional knowldege fails
It is monitored by feedback and progress monitoring and can be revised, changed and evaluated
Used for reflecting IN practice/action
Also used the analogy of the swapy low lands
When reflecting IN action, we have to act spontaneously and use our knowledge of the present to guide what we do and use the outcomes/consequences of that action to guide how wee spontaneously act in the future

Question 3

Irving and Williams (1995)

Answer 3

Reflection increases ones awareness of the beliefes and asuumptions used to form theories in use

Question 4

White and Stancombe (2003)

Answer 4

Reflection ON action provides the distance needed to rigourously critique practice and passt interventions

Question 5

Strawbridge and Woolfe (2010)

Answer 5

Reflection ON action is usually done via supervision
Reflective Scientist Practitioner Model - using psychological theory and research as a guide for how to handle the messy problems that occur in therapy

Question 6

Kolb (E.G. 2014)

Answer 6

Experiential Learning Cycle
Concrete experience
Reflective observation (of experiences/thoughts/actions and beliefes)
Abstract Conceptualisation (of pattersn.relationships and generating hypotheses)
Active Experimentation (this generates new concrete experiences)

Question 7

Donati (2016)

Answer 7

The experiential learning cycle has face validity

Question 8

Ralfe (2001)

Answer 8

The reflective practitioner model values contextual over theoretical knowledge associated with scientific research

Question 9

Frank (1984)

Answer 9

2 criticisms of the S-P model

1. Clinicians dont often engage in research that requires training
2. The interests and talants for research and clinical work are incompatible

Question 10

Gambril (1990, p.343)

Answer 10

Argues for the S-P model by saying not training students in research promotes ‘mystery over mastery’

Question 11

Long and Hollin (1997)

Answer 11

The S-P model does not realistically translate to clinical work

Question 12

Clarke (2014)

Answer 12

Successful reflective practice requires person-centred idiology (Model for reflective practice):
Empathy
Communication 
Attitude and personal qualities 
Self-awareness 
Process oriented 
Accademic Knowledge

Question 13

Kison, Moorere and Villarosa (2015)

Answer 13

S-P model helps students by giving them:
A deeper understanding of client concerns
An ability to factor in multicultural and sociocultural factors into therapy
Ability to objectively inform and evaluate assessments for treatment and diagnosis
Increased ability to present different treatment options to clients

Question 14

Chang, Lee and Hargreaves (2007)

Answer 14

Thematic meta-analysis into the conflicting role of practitioners
Graduate training is based of the S-P model which under-prepares students for the realities of practice Clinical psychologists believe that the S-P model needs adapting in order to fit with modern day practice (E.G. By becoming more versatile)
50/50 between clinical psychologists who find the S-P model beneficial and those who find it detrimental

Question 15

Procter (1987) and Wright and Griffiths (2010)

Answer 15

Suppervision has a nermative, formative and restorative function for the supervisee

Question 16

Hawkins and Shohet (2012)

Answer 16

Supervision is governed by explicit theoretical models

Question 17

Lane and Carrie (2006, p.192)

Answer 17

Suppervision hels protect service users from unethical practices

Question 18

Wheeler and Richards (2007)

Answer 18

Supervision has a positive impact on supervisees but no noticable impact on the outcomes of therapy

Question 19

Worthen and Lambert (2007)

Answer 19

Clinical psychologists are usually over-optimistic about their practice and clinical judgment
Outcome measures and progress monitoring need to be used and discussed in supervision in order to avoid the over–optimism of clinical judgment
Most clinical psychologists are open to using client feedback which is helpful for a number of reasons E.G. a standardised opinion, an opporunity to focus on aspects of therapy or development which have been overlooked or underemphasised and an oportunity to explore things that are preventing their client from progressing

Question 20

Harries and Spong (2017)

Answer 20

Clinical suppervion is helpful for counsellors working in a secondary school - particularly when it comes to the ethical handling of distressed children

Question 21

Gozzola and Theriault (2007)

Answer 21

Supervision has the most positive impact on supervisees if the supervisor is positive, validating and negotiates with the supervisee the distribution of power and structure during supervision