Becoming and effective scholar practitioner

The scientific revolution has been concerned with scientific discoveries for the gain of the scientific discipline. Scientific tests and researches were conducted for the pursuit of knowledge, to gather information to support theoretical assumptions, to test objective hypothesis which was say at finding a means of understanding man and the world we live in.In this period, scientific endeavors was conducted because a scientist had a heading he desires to find answers to and experimenting in the strict academic rigors was the only way to do it.The knowledge gained from these experiments en sufficientd man to develop the atomic bomb, to fly airplanes, to invent the telephone, to recognize that hysteria is a amiable disease and that human beings came from the apes. The scientific discoveries of those times were pursued for the sake of discovery, for widening what was previously known and genuine (Lambert & Brittan, 1987). After this long period, it was only thusly that science be came an applied science. Scientific endeavors were now geared towards how the experiment or research study influenced definite aspects of human life.For example, the science of psychology came at the forefront of complaisant awareness when tests were developed to classify the intelligence level of American soldiers. The objective of scientific disciplines indeed became the application of the scientific method/process to improve mans quality of life. Thus, the focus was how technological advancements make work less physically demanding, how household appliances helped overworked housewives, how intelligence tests improved instructional quality and the educational system, how counselling and mental hygiene enabled people to lead more meaningful lives and etc.With all scientific application of a certain firmament, social ramifications and ethical issues arise(Lambert & Brittan, 1987), for example, the increasing practice of having humans as subjects in experimental studies whic h exposed them to psychological trauma was questioned in term of its ethical or unethical status. The use of intelligence testing to scar children or adults as idiots, to classify homosexuality as a mental disorder and a army of now defunct and challenged assumptions was a manifestation that social responsibility and social awareness was increasing.People were beginning to question the validity and reliability of experimental studies, the preference for quantitative studies using statistics enabled practitioners to be within the scientific and objective traditions which also contributed to the highly quantitative research methods. Psychology can be classified as a modern science it has found its strength in the application of its scientific nature to almost every facet of human life that it has become so popular and everyone to some degree practices psychology (Stoltenberg, Pace, Kashubeck-West, Biever, Patterson & Welch, 2000).However, on that point is a clear distinction betwe en scholar-practitioners and practical psychology. Scholar-practitioners do not stop with simply practicing their field of specialization, but they rather seek to test, to develop and to explore the past, the present and the future of psychological inquiry (Peterson, 2000). Scholar-practitioners force play social change by their work and their adherence to the scientific tradition of academic investigation.For example, a scholar-practitioner of psychotherapy finds that the previous techniques he had adhered to is not as effective as it used to be, so he tries forth a different method and then painstakingly record every session and then break an improved or an entirely new technique. He then develops it into a working theory and then test it out on his practice for years and until he finds evidence to support his claims, he then publishes it in peer-reviewed journals where it ordain be subjected to the scrutiny of other scholar-practitioners who have years of experience, continue d their professional growth and adhered to the scientific method.The scholar-practitioners work does not end here, he will continue to test, modify and compose about his theory for the rest of his life. With the study of school psychology of learning difficulties, we are now able to identify, diagnose and provide interventions for learning challenged children, in the past these children have been labeled as slow learners, disabled, freakish and thus there were no adequate programs to answer their needs (Prilleltensky, 1997).Scholar-practitioners who specialize in counseling whitethorn have come across teens and adults who are undecided about their sexuality, this brought into social consciousness that homosexuality or bisexuality is not a disease and that it is often a choice that individuals make in terms of their sexual preference, backed by years of data and research, the public has become more receptive to homosexuals than before, although very much more is needed to help the m feel normal and not as deviants. How do scholar-practitioners choose the return or the question that they would like to work on?The key is the strong attunement of the scholar-practitioner to the contemporary issues of the present society, in the field of study, in the psychological discipline. Being knowledgeable of what pressing concerns the discipline of psychology is facing will help the scholar-practitioner steer his work in answering the need for studying and investigating this aspect. It is also authoritative that with an inquisitive and critical promontory is the training and the ability to work within the scientific model.It is also all important(predicate) that scholar-practitioners adhere to the concept that psychology is a science and not a part of the popular refinement as it has been utilized by money making self-help book authors. A scholar-practitioner enriches his knowledge and skills of the filed of specialization through with(predicate) his practice, but wh at enables him to dissect, to theorize, to formulate hypotheses and to effect change is the mastery and experience of scientific research methods.When the scientific mind works together with the practical application, the practitioner grows in leaps and bounds in terms of his professional sharpness and as a person of honesty and integrity. References Lambert, K. & Brittan Jr. , G. (1987). An introduction to the philosophy of science 3rd ed. atomic number 20 Ridgeview Publishing Company. Peterson, D. (2000). Scientist-practitioner or scientific-practitioner? American Psychologist, 552, 252-253. Prilleltensky, I. (1997). Values, assumptions, and practices Assessing the moral implications of psychological discourse and action. American Psychologist, 52 5, 517-535. Stoltenberg, C. , Pace, T. , Kashubeck-West, S. , Biever, J. , Patterson, T. & Welch, I. (2000). instruct models in counseling psychology Scientist-practitioner versus practitioner-scholar. The Counseling Psychologist, 28, 622-640.