Scientist–practitioner model

The scientist–practitioner model, also called the Boulder Model, is a training model for graduate programs that aspires to train applied psychologists with a foundation of research and scientific practice. It was initially developed to guide clinical psychology graduate programs accredited by the American Psychological Association (APA).

David Shakow created the first version of the model and introduced it to the academic community. From the years of 1941 until 1949, Shakow presented the model to a series of committees where the core tenets developed further. The model changed minimally from its original version because it was received extremely well at all of the conferences. At the Boulder Conference of 1949, this model of training for clinical graduate programs was purposed. Here, it received accreditation by the psychological community and the American Psychological Association.

The goal of the scientist-practitioner model is to increase scientific growth within clinical psychology in the United States. It calls for graduate programs to engage and develop psychologists' background in psychological theory, field work, and research methodology. The scientist-practitioner model urges clinicians to allow empirical research to influence their applied practice; while simultaneously, allowing their experiences during applied practice to shape their future research questions. Therefore, continuously advancing, refining and perfecting the scientific paradigms of the field.

After World War I, returning veterans reported decreased life satisfaction after serving. This was primarily due to the lack of clinical psychologists available to treat victims of "shell-shock" (now known as post traumatic stress disorder). At this time, psychology was primarily an academic discipline, with just a few thousand practicing clinicians. The Second World War also influenced the development of the Boulder Model by fueling the growth of clinical psychology. Psychiatrists in the US military requested help from psychologists in efforts to treat "psychological and psychiatric casualties the war was producing" (p. 426).

In order to increase life satisfaction for World War II veterans the federal government increased funding to clinical psychology graduate programs and created the GI Bill. As a result, after the war Psychology graduate programs flourished with applicants and resources. The field's increasing popularity called for action, by the academic community, to establish universal standards for educating graduate psychologists. Although the model has not been as prominent in industrial/organizational (I/O) psychology, Campbell acknowledged that the model later influenced I/O psychology (see page 447).

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