1. Training Models in Counseling Psychology

2. Working Group Members  James Werth  Jennifer Wilson  Randolph Pipes  Sue Whiston  Paul Gore  Jessica Omorie  Georgios Lampropoulous  Jennifer Taylor  Greg Neimeyer, chair

3. Major Issues Discussed  What exactly do we mean by “science” and “practice” and “scholarship” and “social justice” and “evidence” and “competencies” (in practicum and research) and “integration”?  In what ways does the science-practice model enable, and disable, us, locally or internationally, in relation to pursuing what we view to be our central pursuits?  How can we make research more meaningful to practice?  How can we make practice more relevant to research?  How can we best implement the science part of the model?  Is the scientist-practitioner model really serving the needs of students (and their evolving workplace needs)?  How best do we evaluate its effectiveness? Keep in mind…  Who is the audience? (public, psych. board, training programs, students)

4. Goals/Outcomes for Future What exactly do we mean by “science” and “practice”?  Scientist-professional model (more inclusive than “practitioner”)  Science: a process that includes production, and perhaps consumption and application (integration) and dissemination, critical thinking

5. Goals/Outcomes for Future What is “scholarship”, “social justice”, and “practice”?  Scholarship: broader term that encompasses science but also includes readings, literature reviews, etc. (consumption and application may be included here)  Social justice and advocacy: can be through practicum sites, community/public outreach (free clinics, etc.)  Practice: may be defined differently in different programs  The categorical model of science vs. practice may be more effective if seen on a more dimensional/proportional plane (more sophisticated)

6. Next Steps & Opportunities for Involvement How best do we evaluate the training model’s effectiveness?  New skill sets How central are certain topics in various training programs? What can we learn from effective programs?  NEXT STEP: web-accessible database: how central are certain topics, what’s working well/what needs improvement in certain programs/what’s effective for competency assessments  Gathered from CCPTP  Distributed through Psi Chi/research offices (Office of Undergraduate Advisors)/APPIC “I want to steal your ideas” Division 17 disenfranchised Online CE programs where membership is required (opportunity to bridge science and practice together)

7. Contact Information for Getting Involved  Greg Neimeyer  Email: neimeyer@ufl.edu