Peterson D R
Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ 08855-0819, USA.
Am Psychol. 1995 Dec;50(12):975-83. doi: 10.1037//0003-066x.50.12.975.
Since the Boulder conference on training in clinical psychology in 1949, at least 13 national conferences have been convened to examine issues in training for practice in psychology, all based on the assumption that extensive training is required to develop professional skills in psychotherapy, psychodiagnosis, and related professional functions. This assumption is challenged by a large body of research that fails to show any relationship between training and efficacy in common forms of practice. Educators of professional psychologists are urged to heed the challenge closely and examine its implications critically. At the same time, educators of researchers in psychology are encouraged to examine common assumptions about the nature of practice in psychology and to consider conceptions of professional work that emphasize reflection in action and disciplined inquiry, rather than psychotherapy and psychodiagnosis, as defining features. Education for practice is neither science nor art, but a profession in itself. When the educational process is approached from this vantage point, novel opportunities for systematic investigation emerge. Decisive studies of the appropriate kind have yet to be done.
自1949年博尔德临床心理学培训会议以来，至少召开了13次全国性会议，以探讨心理学实践培训中的问题，所有这些会议都基于这样一种假设，即需要进行广泛的培训才能培养心理治疗、心理诊断及相关专业职能方面的专业技能。大量研究对这一假设提出了挑战，这些研究未能表明培训与常见实践形式中的疗效之间存在任何关联。专业心理学家的教育工作者被敦促密切关注这一挑战，并批判性地审视其影响。与此同时，鼓励心理学研究人员的教育工作者审视关于心理学实践本质的常见假设，并考虑将强调行动中的反思和严谨探究而非心理治疗和心理诊断作为定义特征的专业工作观念。实践教育既不是科学也不是艺术，而是一门独立的专业。当从这个有利视角看待教育过程时，就会出现系统研究的新机会。尚未开展适当类型的决定性研究。
