
Robert A. DiTomasso
et al.
Published online:
01 January 2015
Published in print:
01 August 2013
Online ISBN:
9780190230562
Print ISBN:
9780199737567
Contents
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Role of Science in Clinical Psychology Role of Science in Clinical Psychology
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Training Models in Clinical Psychology Training Models in Clinical Psychology
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Scientist-Practitioner Model Scientist-Practitioner Model
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Practitioner-Scholar Model Practitioner-Scholar Model
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Clinical Psychologists as Producers of Research and Science Clinical Psychologists as Producers of Research and Science
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Gap Between Science and Practice Gap Between Science and Practice
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Problems of Dissemination and Translation Problems of Dissemination and Translation
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Clinical Psychologists as Consumers Clinical Psychologists as Consumers
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Effectiveness (Benchmarking Studies) Effectiveness (Benchmarking Studies)
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Continued Competence Continued Competence
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Accountability Accountability
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What Is the Risk of Not Having Competence in Science and Research? What Is the Risk of Not Having Competence in Science and Research?
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Clinical Psychologists as Local Clinical Scientists Clinical Psychologists as Local Clinical Scientists
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Benchmarks for Competency in Scientific Knowledge and Methods Benchmarks for Competency in Scientific Knowledge and Methods
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Assessing Competency in Scientific Knowledge and Methods Assessing Competency in Scientific Knowledge and Methods
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Concluding Remarks Concluding Remarks
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Chapter
Ten Science Base and Research Competency
Get access
Pages
153–164
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Published:August 2013
Cite
DiTomasso, Robert A., and others, 'Science Base and Research Competency', Specialty Competencies in Clinical Psychology, Specialty Competencies in Professional Psychology (2013; online edn, Oxford Academic, 1 Jan. 2015), https://doi.org/10.1093/med:psych/9780199737567.003.0010, accessed 3 May 2025.
Abstract
We explore the science “cluster” competence, which is broadly comprised of two components: Scientific Knowledge and Methods and Research and Evaluation. From randomized controlled trials, to effectiveness research, to the dissemination of empirically supported treatments, we underscore the necessity of this competence to the very foundation of clinical and professional psychology. We discuss the two dominant clinical training models (Boulder and Vail), describing how training toward competence in science/research, is fundamental to both models.
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