Executive Solution Overview
– ## ScientificPractitionerModelfinalnotes.pdf – ## Insturction_AssessmentLog.pdf – Block3Finalnotes.pdf – DiversityandInclusionfinalnotes.pdf – SelfCoachingandResilience.pdf – Commonirrationalbeliefs.pdf – InfluencingpolicyfinalNotes.pdf – PsychologicalSafetyV2.pdf – EthicsinPracticefinalnotes.pdf…
Instant Solution Download
$6.99Immediate access to the full model answer, formatted citations, and rubric breakdown.
Need a Fresh Custom Paper?
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Assignment Prompt & Instructions
– ## ScientificPractitionerModelfinalnotes.pdf
– ## Insturction_AssessmentLog.pdf
– Block3Finalnotes.pdf
– DiversityandInclusionfinalnotes.pdf
– SelfCoachingandResilience.pdf
– Commonirrationalbeliefs.pdf
– InfluencingpolicyfinalNotes.pdf
– PsychologicalSafetyV2.pdf
– EthicsinPracticefinalnotes.pdf
– PsychologicalSafetyNotes.pdf
– Block1Day1-Introductionfinalnotes.pdf
**## ScientificPractitionerModelfinalnotes.pdf**
The Scientific
Practitioner
Model
Development
(Shakow, 1941)
Shakow drafted his first training plan to educate clinical
psychology graduate students during a Conference at The New
York Psychiatric institute, now referred to Shakow's 1941
American Association for Applied Psychology Report.
In the report, Shakow outlined a 4-year education track:
• Year 1: establish a strong foundation in psychology and
other applied sciences
• Year 2: learn therapeutic principles and practices needed to
treat patients
• Year 3: internship, gain supervised field experience
• Year 4: complete research dissertation
The Scientist-
Practitioner
Model (Boulder
Model)
The Scientist-Practitioner Model is a foundational
framework in psychology that emphasizes the
integration of scientific research and practical
application.
It was first introduced at the Boulder Conference in
1949 to guide the training of clinical psychologists, but it
has since influenced many applied psychology fields—
including Business Psychology.
The Scientist-
Practitioner
Model (Boulder
Model)
It means a professional is both a scientist and a
practitioner:
• As a scientist, they critically evaluate research, use
evidence-based practices, and may conduct their
own studies.
• As a practitioner, they apply psychological theories
and techniques to solve real-world problems.
The model encourages psychologists to integrate
science and practice, continuously learning from both.
5 Key Principles of this Model
1. Dual Identity: Scientist and Practitioner
2. Evidence-Based Practice
3. Critical Thinking and Research Skills
4. Ethical and Reflective Practice
5. Continuous Learning and Improvement
Evidence-Based Practice for
Mental Health Practitioners
Example: A clinical psychologist Dr. Lee
Scientist Side:
• Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted
for young adults with social anxiety.
• critically reviews journal articles, attends conferences, and even collaborates
with university researchers to run a small study on this in her clinic.
Practitioner Side
• Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
• She selects CBT techniques that are evidence-based for someone in Alex's age
group and context.
Example: A clinical psychologist Dr. Lee
The Integration
• Notices something interesting: many of her young clients are anxious not just
socially, but specifically when using social media.
• She keeps detailed notes, gathers feedback
• She eventually contributes to a research article on social-media-induced
anxiety in Gen Z, which she co-authors with a university researcher.
How about Business
psychologists?
Why Should You as Business Psychologists Care?
Even though you may not become clinical psychologists, you are also expected to
work as scientist-practitioners:
• You might use research to develop leadership programs or measure employee
wellbeing.
• You should critically evaluate the tools you use (like personality assessments or
engagement surveys)
• You may even conduct internal research to study the impact of workplace
interventions.
Reflection from a student studying organizational psychology
Thoughts about the Scientist-Practitioner model in an
organisational context | Rebecca Jackson
[https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)
[https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)
Group Activity (1)
Consult & Conclude
Experience both roles Scientist & Practitioner
in solving a real-world workplace
issue using psychology
What is
Evidence-
Based
Practice
• Fundamentally, evidence-based practice is practice
which is driven by evidence – both clinical and research
based
• We need to make safe and effective decisions for the
individuals we provide care for
• We have both a legal and ethical duty to make informed
decisions to ensure safety, expertise and best practice
• Within psychological sciences, evidence-based practice
is closely paralleled with medicine with the integration
of best research evidence with clinical expertise and
patient value (APA, 2001)
• Enhancing public health and promoting effective
psychological practice to promote mental health is
fundamental in the psychological sciences
Evidence-
Based
Practice in
Psychology
• Research evidence improves access to services for
those deemed vulnerable adults and young people
• NICE (National Institute for Clinical Excellence)
regularly review and publish guidelines for practitioners,
commissioners and adults, their families and carers
periodically
• Commissioners and healthcare providers have a duty to
ensure the healthcare system is sustainable and
continuously improving whilst simultaneously delivering
safe care to the communities it serves
• Although the psychological branches may have unique
differences, the central focus remains
• The purpose of delivering clinical expertise and research
driven evidence-based care which subsequently further
informs and improves health policies
Evidence-based practice in organizational settings
Briner, Denyer, and Rousseau (2009)
1. Scientific research evidence – Empirical findings from
psychological and management research.
2. Organizational facts, metrics, and data – Contextual
evidence such as performance indicators, employee
surveys, and HR analytics.
3. Practitioner expertise – The judgment and
accumulated experience of professionals who
understand the organizational context.
4. Stakeholders’ concerns, values, and preferences –
Input from those affected by the decisions, including
employees, managers, and clients.
Evidence
Systematic Reviews and meta-analyses
Randomised Controlled Trials (RCTs) with definitive
results
RCTs with non-definitive results
Cohort studies
Case-control studies
Cross sectional surveys
Case reports
Heard of this before – True or False ?
1. People learn better when they receive info in their preferred style(visual,
auditory, kinesthetic)
2. We only use 10% of our brain
3. Left right brain dominance can explain learning differences in people
4. Vigorous exercise lead to better brain function
5. Eye movements—such as looking up and to the right—can indicate whether
someone is lying
Group Activity (2)
Evaluate critically whether these
five statements are true.
The Learning Styles
Neuromyth Is Still Thriving in
Medical Education – PMC
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
Neuromyths
A neuromyth is a misconception or misunderstanding about brain function and
neuroscience, often arising from the misinterpretation, oversimplification, or
misuse of scientific findings. In the context of education, neuromyths can
influence teaching practices in ways that are ineffective or even counterproductive
(Howard-Jones, 2014).
Neuromyths often gain popularity because they are intuitive or appealing, even
when they are not supported by evidence from cognitive neuroscience or
educational psychology.
Five common Neuromyths in Education
1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
Auditory, Kinesthetic)
2. We Only Use 10% of Our Brains
3. Left-Brain vs. Right-Brain Learners
4. Drinking More Water Improves Brain Function in the Classroom
5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart
Effect)
References
• Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
400(6747), 826–827. https://doi.org/10.1038/23608
• Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
Nature Reviews Neuroscience, 15(12), 817–824.
https://doi.org/10.1038/nrn3817
• Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
left-brain vs. right-brain hypothesis with resting state functional connectivity
magnetic resonance imaging. PLOS ONE, 8(8), e71275.
https://doi.org/10.1371/journal.pone.0071275
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
• Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.
QUESTIONS?
– 幻灯片 1: The Scientific Practitioner Model
– 幻灯片 2: Development (Shakow, 1941)
– 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
– 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
– 幻灯片 5: 5 Key Principles of this Model
– 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
– 幻灯片 7: Example: A clinical psychologist Dr. Lee
– 幻灯片 8: Example: A clinical psychologist Dr. Lee
– 幻灯片 9: How about Business psychologists?
– 幻灯片 10: Why Should You as Business Psychologists Care?
– 幻灯片 11: Reflection from a student studying organizational psychology
– 幻灯片 12
– 幻灯片 13: What is Evidence-Based Practice
– 幻灯片 14: Evidence-Based Practice in Psychology
– 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
– 幻灯片 16: Evidence
– 幻灯片 17: Heard of this before – True or False ?
– 幻灯片 18
– 幻灯片 19
– 幻灯片 20: Neuromyths
– 幻灯片 21: Five common Neuromyths in Education
– 幻灯片 22: References
– 幻灯片 23: Questions?
**## Insturction_AssessmentLog.pdf**
Assessment title: Reflective Log
Assessment weighting: 100%
Assessment word limit: 4000 words for total (1000 words in 1 block)
Assessment Guidelines: (*** Important)
– At least 9-10 references in each block, total at least 36-40 references.
– Structure each reflection using one of the reflective models as above
– Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
– Support your ideas and points with high quality academic sources (research, theory) – from
professional practice literature and relevant specialist literature.
– Avoid descriptive storytelling (first this happened then this and then that)
– Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what
they mean for your own professional development/ future practice
– More 'so what' than just 'what'!
– Remember you are still building an argument, as in all academic writing-this time towards a
detailed action plan for your future professional development/ practice
Assessment topic:
Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
models and 1 theme write the log
Block 1
• Introduction to module and professional practice; Reflective practice
• Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
and CPD
Block 2
• Ethics in practice and Scientist
• Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice
Block 3
• Professional Practice Case Study
Block 4
• The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)
• Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
self-care for Practitioners; Assessment Q&A; Module reflection
Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
wider reading as well as taught sessions (i.e. not only taught sessions)
Example themes you may choose to reflect on:
• Models of reflective practice and their application to personal experience.
• Ethics in practice
• Scientist practitioner model and implications for evidence-based practice
• Values in action
• The cycle of professional practice and all its elements / skills required for successful professional
practice and/or service to clients
• Building working relationships with clients/contracting (professional cycle step 1)
• Needs analysis/assessing needs of clients (professional cycle step 2)
• The Role of Play in Professional Practice
• Listening and developing the client relationship
• Application and incorporation of emerging new therapies and research (e.g. ecotherapy)
• Psychologists informing policy making
• The importance of self-care and resilience for practitioners
It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
sucicient word count for thorough critical analysis of your themes in relation to your personal
career/development path.
Reflection Model:
1. Terry Burton’s Cue Question
2. Rolfe’s Cue Question
3. Kolb's Experiential Learning
4. Gibbs Deflective Circle
5. Atkins and Murphy Model
6. Appreciative Inquiry Model
Assessment Aims:
This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
both for your learning and development and for those working in all areas of Psychology).
You should provide a 4000-word reflective account of your development in Psychology focusing on the
skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
writing skills to analyze and reflect on your learning and skill development.
All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
reflection (however the model use you chose is up to you and you may find some models more
appropriate to you than others). Relevant research evidence should also be incorporated where
appropriate. As a result of your reflections, you should identify clear action points for further personal
development in your chosen field of psychology.
Assessment Rubrics:
1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
evidence of originality and independence. Excellent structure using accomplished scholarly
techniques.
2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
a wide range of relevant resource material.
3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.
4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
Integration/ application (identification) of the models, issues and concepts within the debate/
discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
understanding and application of relevant models theories and concepts.
**Block3Finalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block3finalnotes-pdf)
**DiversityandInclusionfinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)
**SelfCoachingandResilience.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/selfcoachingandresilience-pdf)
**Commonirrationalbeliefs.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)
**InfluencingpolicyfinalNotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/influencingpolicyfinalnotes-pdf)
**PsychologicalSafetyV2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)
**EthicsinPracticefinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsinpracticefinalnotes-pdf)
**PsychologicalSafetyNotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetynotes-pdf)
**Block1Day1-Introductionfinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)
**Block1Day1-Introductionfinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)
**## ScientificPractitionerModelfinalnotes.pdf**
The Scientific
Practitioner
Model
Development
(Shakow, 1941)
Shakow drafted his first training plan to educate clinical
psychology graduate students during a Conference at The New
York Psychiatric institute, now referred to Shakow's 1941
American Association for Applied Psychology Report.
In the report, Shakow outlined a 4-year education track:
• Year 1: establish a strong foundation in psychology and
other applied sciences
• Year 2: learn therapeutic principles and practices needed to
treat patients
• Year 3: internship, gain supervised field experience
• Year 4: complete research dissertation
The Scientist-
Practitioner
Model (Boulder
Model)
The Scientist-Practitioner Model is a foundational
framework in psychology that emphasizes the
integration of scientific research and practical
application.
It was first introduced at the Boulder Conference in
1949 to guide the training of clinical psychologists, but it
has since influenced many applied psychology fields—
including Business Psychology.
The Scientist-
Practitioner
Model (Boulder
Model)
It means a professional is both a scientist and a
practitioner:
• As a scientist, they critically evaluate research, use
evidence-based practices, and may conduct their
own studies.
• As a practitioner, they apply psychological theories
and techniques to solve real-world problems.
The model encourages psychologists to integrate
science and practice, continuously learning from both.
5 Key Principles of this Model
1. Dual Identity: Scientist and Practitioner
2. Evidence-Based Practice
3. Critical Thinking and Research Skills
4. Ethical and Reflective Practice
5. Continuous Learning and Improvement
Evidence-Based Practice for
Mental Health Practitioners
Example: A clinical psychologist Dr. Lee
Scientist Side:
• Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted
for young adults with social anxiety.
• critically reviews journal articles, attends conferences, and even collaborates
with university researchers to run a small study on this in her clinic.
Practitioner Side
• Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
• She selects CBT techniques that are evidence-based for someone in Alex's age
group and context.
Example: A clinical psychologist Dr. Lee
The Integration
• Notices something interesting: many of her young clients are anxious not just
socially, but specifically when using social media.
• She keeps detailed notes, gathers feedback
• She eventually contributes to a research article on social-media-induced
anxiety in Gen Z, which she co-authors with a university researcher.
How about Business
psychologists?
Why Should You as Business Psychologists Care?
Even though you may not become clinical psychologists, you are also expected to
work as scientist-practitioners:
• You might use research to develop leadership programs or measure employee
wellbeing.
• You should critically evaluate the tools you use (like personality assessments or
engagement surveys)
• You may even conduct internal research to study the impact of workplace
interventions.
Reflection from a student studying organizational psychology
Thoughts about the Scientist-Practitioner model in an
organisational context | Rebecca Jackson
[https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)
[https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)
Group Activity (1)
Consult & Conclude
Experience both roles Scientist & Practitioner
in solving a real-world workplace
issue using psychology
What is
Evidence-
Based
Practice
• Fundamentally, evidence-based practice is practice
which is driven by evidence – both clinical and research
based
• We need to make safe and effective decisions for the
individuals we provide care for
• We have both a legal and ethical duty to make informed
decisions to ensure safety, expertise and best practice
• Within psychological sciences, evidence-based practice
is closely paralleled with medicine with the integration
of best research evidence with clinical expertise and
patient value (APA, 2001)
• Enhancing public health and promoting effective
psychological practice to promote mental health is
fundamental in the psychological sciences
Evidence-
Based
Practice in
Psychology
• Research evidence improves access to services for
those deemed vulnerable adults and young people
• NICE (National Institute for Clinical Excellence)
regularly review and publish guidelines for practitioners,
commissioners and adults, their families and carers
periodically
• Commissioners and healthcare providers have a duty to
ensure the healthcare system is sustainable and
continuously improving whilst simultaneously delivering
safe care to the communities it serves
• Although the psychological branches may have unique
differences, the central focus remains
• The purpose of delivering clinical expertise and research
driven evidence-based care which subsequently further
informs and improves health policies
Evidence-based practice in organizational settings
Briner, Denyer, and Rousseau (2009)
1. Scientific research evidence – Empirical findings from
psychological and management research.
2. Organizational facts, metrics, and data – Contextual
evidence such as performance indicators, employee
surveys, and HR analytics.
3. Practitioner expertise – The judgment and
accumulated experience of professionals who
understand the organizational context.
4. Stakeholders’ concerns, values, and preferences –
Input from those affected by the decisions, including
employees, managers, and clients.
Evidence
Systematic Reviews and meta-analyses
Randomised Controlled Trials (RCTs) with definitive
results
RCTs with non-definitive results
Cohort studies
Case-control studies
Cross sectional surveys
Case reports
Heard of this before – True or False ?
1. People learn better when they receive info in their preferred style(visual,
auditory, kinesthetic)
2. We only use 10% of our brain
3. Left right brain dominance can explain learning differences in people
4. Vigorous exercise lead to better brain function
5. Eye movements—such as looking up and to the right—can indicate whether
someone is lying
Group Activity (2)
Evaluate critically whether these
five statements are true.
The Learning Styles
Neuromyth Is Still Thriving in
Medical Education – PMC
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
Neuromyths
A neuromyth is a misconception or misunderstanding about brain function and
neuroscience, often arising from the misinterpretation, oversimplification, or
misuse of scientific findings. In the context of education, neuromyths can
influence teaching practices in ways that are ineffective or even counterproductive
(Howard-Jones, 2014).
Neuromyths often gain popularity because they are intuitive or appealing, even
when they are not supported by evidence from cognitive neuroscience or
educational psychology.
Five common Neuromyths in Education
1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
Auditory, Kinesthetic)
2. We Only Use 10% of Our Brains
3. Left-Brain vs. Right-Brain Learners
4. Drinking More Water Improves Brain Function in the Classroom
5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart
Effect)
References
• Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
400(6747), 826–827. https://doi.org/10.1038/23608
• Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
Nature Reviews Neuroscience, 15(12), 817–824.
https://doi.org/10.1038/nrn3817
• Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
left-brain vs. right-brain hypothesis with resting state functional connectivity
magnetic resonance imaging. PLOS ONE, 8(8), e71275.
https://doi.org/10.1371/journal.pone.0071275
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
• Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.
QUESTIONS?
– 幻灯片 1: The Scientific Practitioner Model
– 幻灯片 2: Development (Shakow, 1941)
– 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
– 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
– 幻灯片 5: 5 Key Principles of this Model
– 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
– 幻灯片 7: Example: A clinical psychologist Dr. Lee
– 幻灯片 8: Example: A clinical psychologist Dr. Lee
– 幻灯片 9: How about Business psychologists?
– 幻灯片 10: Why Should You as Business Psychologists Care?
– 幻灯片 11: Reflection from a student studying organizational psychology
– 幻灯片 12
– 幻灯片 13: What is Evidence-Based Practice
– 幻灯片 14: Evidence-Based Practice in Psychology
– 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
– 幻灯片 16: Evidence
– 幻灯片 17: Heard of this before – True or False ?
– 幻灯片 18
– 幻灯片 19
– 幻灯片 20: Neuromyths
– 幻灯片 21: Five common Neuromyths in Education
– 幻灯片 22: References
– 幻灯片 23: Questions?
**## Insturction_AssessmentLog.pdf**
Assessment title: Reflective Log
Assessment weighting: 100%
Assessment word limit: 4000 words for total (1000 words in 1 block)
Assessment Guidelines: (*** Important)
– At least 9-10 references in each block, total at least 36-40 references.
– Structure each reflection using one of the reflective models as above
– Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
– Support your ideas and points with high quality academic sources (research, theory) – from
professional practice literature and relevant specialist literature.
– Avoid descriptive storytelling (first this happened then this and then that)
– Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what
they mean for your own professional development/ future practice
– More 'so what' than just 'what'!
– Remember you are still building an argument, as in all academic writing-this time towards a
detailed action plan for your future professional development/ practice
Assessment topic:
Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
models and 1 theme write the log
Block 1
• Introduction to module and professional practice; Reflective practice
• Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
and CPD
Block 2
• Ethics in practice and Scientist
• Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice
Block 3
• Professional Practice Case Study
Block 4
• The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)
• Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
self-care for Practitioners; Assessment Q&A; Module reflection
Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
wider reading as well as taught sessions (i.e. not only taught sessions)
Example themes you may choose to reflect on:
• Models of reflective practice and their application to personal experience.
• Ethics in practice
• Scientist practitioner model and implications for evidence-based practice
• Values in action
• The cycle of professional practice and all its elements / skills required for successful professional
practice and/or service to clients
• Building working relationships with clients/contracting (professional cycle step 1)
• Needs analysis/assessing needs of clients (professional cycle step 2)
• The Role of Play in Professional Practice
• Listening and developing the client relationship
• Application and incorporation of emerging new therapies and research (e.g. ecotherapy)
• Psychologists informing policy making
• The importance of self-care and resilience for practitioners
It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
sucicient word count for thorough critical analysis of your themes in relation to your personal
career/development path.
Reflection Model:
1. Terry Burton’s Cue Question
2. Rolfe’s Cue Question
3. Kolb's Experiential Learning
4. Gibbs Deflective Circle
5. Atkins and Murphy Model
6. Appreciative Inquiry Model
Assessment Aims:
This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
both for your learning and development and for those working in all areas of Psychology).
You should provide a 4000-word reflective account of your development in Psychology focusing on the
skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
writing skills to analyze and reflect on your learning and skill development.
All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
reflection (however the model use you chose is up to you and you may find some models more
appropriate to you than others). Relevant research evidence should also be incorporated where
appropriate. As a result of your reflections, you should identify clear action points for further personal
development in your chosen field of psychology.
Assessment Rubrics:
1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
evidence of originality and independence. Excellent structure using accomplished scholarly
techniques.
2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
a wide range of relevant resource material.
3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.
4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
Integration/ application (identification) of the models, issues and concepts within the debate/
discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
understanding and application of relevant models theories and concepts.
**Block3Finalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block3finalnotes-pdf)
**DiversityandInclusionfinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)
**SelfCoachingandResilience.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/selfcoachingandresilience-pdf)
**Commonirrationalbeliefs.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)
**InfluencingpolicyfinalNotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/influencingpolicyfinalnotes-pdf)
**PsychologicalSafetyV2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)
**EthicsinPracticefinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsinpracticefinalnotes-pdf)
**PsychologicalSafetyNotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetynotes-pdf)
**Block1Day1-Introductionfinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)
**## ScientificPractitionerModelfinalnotes.pdf**
The Scientific
Practitioner
Model
Development
(Shakow, 1941)
Shakow drafted his first training plan to educate clinical
psychology graduate students during a Conference at The New
York Psychiatric institute, now referred to Shakow's 1941
American Association for Applied Psychology Report.
In the report, Shakow outlined a 4-year education track:
• Year 1: establish a strong foundation in psychology and
other applied sciences
• Year 2: learn therapeutic principles and practices needed to
treat patients
• Year 3: internship, gain supervised field experience
• Year 4: complete research dissertation
The Scientist-
Practitioner
Model (Boulder
Model)
The Scientist-Practitioner Model is a foundational
framework in psychology that emphasizes the
integration of scientific research and practical
application.
It was first introduced at the Boulder Conference in
1949 to guide the training of clinical psychologists, but it
has since influenced many applied psychology fields—
including Business Psychology.
The Scientist-
Practitioner
Model (Boulder
Model)
It means a professional is both a scientist and a
practitioner:
• As a scientist, they critically evaluate research, use
evidence-based practices, and may conduct their
own studies.
• As a practitioner, they apply psychological theories
and techniques to solve real-world problems.
The model encourages psychologists to integrate
science and practice, continuously learning from both.
5 Key Principles of this Model
1. Dual Identity: Scientist and Practitioner
2. Evidence-Based Practice
3. Critical Thinking and Research Skills
4. Ethical and Reflective Practice
5. Continuous Learning and Improvement
Evidence-Based Practice for
Mental Health Practitioners
Example: A clinical psychologist Dr. Lee
Scientist Side:
• Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted
for young adults with social anxiety.
• critically reviews journal articles, attends conferences, and even collaborates
with university researchers to run a small study on this in her clinic.
Practitioner Side
• Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
• She selects CBT techniques that are evidence-based for someone in Alex's age
group and context.
Example: A clinical psychologist Dr. Lee
The Integration
• Notices something interesting: many of her young clients are anxious not just
socially, but specifically when using social media.
• She keeps detailed notes, gathers feedback
• She eventually contributes to a research article on social-media-induced
anxiety in Gen Z, which she co-authors with a university researcher.
How about Business
psychologists?
Why Should You as Business Psychologists Care?
Even though you may not become clinical psychologists, you are also expected to
work as scientist-practitioners:
• You might use research to develop leadership programs or measure employee
wellbeing.
• You should critically evaluate the tools you use (like personality assessments or
engagement surveys)
• You may even conduct internal research to study the impact of workplace
interventions.
Reflection from a student studying organizational psychology
Thoughts about the Scientist-Practitioner model in an
organisational context | Rebecca Jackson
[https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)
[https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)
Group Activity (1)
Consult & Conclude
Experience both roles Scientist & Practitioner
in solving a real-world workplace
issue using psychology
What is
Evidence-
Based
Practice
• Fundamentally, evidence-based practice is practice
which is driven by evidence – both clinical and research
based
• We need to make safe and effective decisions for the
individuals we provide care for
• We have both a legal and ethical duty to make informed
decisions to ensure safety, expertise and best practice
• Within psychological sciences, evidence-based practice
is closely paralleled with medicine with the integration
of best research evidence with clinical expertise and
patient value (APA, 2001)
• Enhancing public health and promoting effective
psychological practice to promote mental health is
fundamental in the psychological sciences
Evidence-
Based
Practice in
Psychology
• Research evidence improves access to services for
those deemed vulnerable adults and young people
• NICE (National Institute for Clinical Excellence)
regularly review and publish guidelines for practitioners,
commissioners and adults, their families and carers
periodically
• Commissioners and healthcare providers have a duty to
ensure the healthcare system is sustainable and
continuously improving whilst simultaneously delivering
safe care to the communities it serves
• Although the psychological branches may have unique
differences, the central focus remains
• The purpose of delivering clinical expertise and research
driven evidence-based care which subsequently further
informs and improves health policies
Evidence-based practice in organizational settings
Briner, Denyer, and Rousseau (2009)
1. Scientific research evidence – Empirical findings from
psychological and management research.
2. Organizational facts, metrics, and data – Contextual
evidence such as performance indicators, employee
surveys, and HR analytics.
3. Practitioner expertise – The judgment and
accumulated experience of professionals who
understand the organizational context.
4. Stakeholders’ concerns, values, and preferences –
Input from those affected by the decisions, including
employees, managers, and clients.
Evidence
Systematic Reviews and meta-analyses
Randomised Controlled Trials (RCTs) with definitive
results
RCTs with non-definitive results
Cohort studies
Case-control studies
Cross sectional surveys
Case reports
Heard of this before – True or False ?
1. People learn better when they receive info in their preferred style(visual,
auditory, kinesthetic)
2. We only use 10% of our brain
3. Left right brain dominance can explain learning differences in people
4. Vigorous exercise lead to better brain function
5. Eye movements—such as looking up and to the right—can indicate whether
someone is lying
Group Activity (2)
Evaluate critically whether these
five statements are true.
The Learning Styles
Neuromyth Is Still Thriving in
Medical Education – PMC
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
[https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)
Neuromyths
A neuromyth is a misconception or misunderstanding about brain function and
neuroscience, often arising from the misinterpretation, oversimplification, or
misuse of scientific findings. In the context of education, neuromyths can
influence teaching practices in ways that are ineffective or even counterproductive
(Howard-Jones, 2014).
Neuromyths often gain popularity because they are intuitive or appealing, even
when they are not supported by evidence from cognitive neuroscience or
educational psychology.
Five common Neuromyths in Education
1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
Auditory, Kinesthetic)
2. We Only Use 10% of Our Brains
3. Left-Brain vs. Right-Brain Learners
4. Drinking More Water Improves Brain Function in the Classroom
5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart
Effect)
References
• Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
400(6747), 826–827. https://doi.org/10.1038/23608
• Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
Nature Reviews Neuroscience, 15(12), 817–824.
https://doi.org/10.1038/nrn3817
• Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
left-brain vs. right-brain hypothesis with resting state functional connectivity
magnetic resonance imaging. PLOS ONE, 8(8), e71275.
https://doi.org/10.1371/journal.pone.0071275
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
• Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.
QUESTIONS?
– 幻灯片 1: The Scientific Practitioner Model
– 幻灯片 2: Development (Shakow, 1941)
– 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
– 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
– 幻灯片 5: 5 Key Principles of this Model
– 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
– 幻灯片 7: Example: A clinical psychologist Dr. Lee
– 幻灯片 8: Example: A clinical psychologist Dr. Lee
– 幻灯片 9: How about Business psychologists?
– 幻灯片 10: Why Should You as Business Psychologists Care?
– 幻灯片 11: Reflection from a student studying organizational psychology
– 幻灯片 12
– 幻灯片 13: What is Evidence-Based Practice
– 幻灯片 14: Evidence-Based Practice in Psychology
– 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
– 幻灯片 16: Evidence
– 幻灯片 17: Heard of this before – True or False ?
– 幻灯片 18
– 幻灯片 19
– 幻灯片 20: Neuromyths
– 幻灯片 21: Five common Neuromyths in Education
– 幻灯片 22: References
– 幻灯片 23: Questions?
**## Insturction_AssessmentLog.pdf**
Assessment title: Reflective Log
Assessment weighting: 100%
Assessment word limit: 4000 words for total (1000 words in 1 block)
Assessment Guidelines: (*** Important)
– At least 9-10 references in each block, total at least 36-40 references.
– Structure each reflection using one of the reflective models as above
– Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
– Support your ideas and points with high quality academic sources (research, theory) – from
professional practice literature and relevant specialist literature.
– Avoid descriptive storytelling (first this happened then this and then that)
– Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what
they mean for your own professional development/ future practice
– More 'so what' than just 'what'!
– Remember you are still building an argument, as in all academic writing-this time towards a
detailed action plan for your future professional development/ practice
Assessment topic:
Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
models and 1 theme write the log
Block 1
• Introduction to module and professional practice; Reflective practice
• Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
and CPD
Block 2
• Ethics in practice and Scientist
• Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice
Block 3
• Professional Practice Case Study
Block 4
• The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)
• Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
self-care for Practitioners; Assessment Q&A; Module reflection
Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
wider reading as well as taught sessions (i.e. not only taught sessions)
Example themes you may choose to reflect on:
• Models of reflective practice and their application to personal experience.
• Ethics in practice
• Scientist practitioner model and implications for evidence-based practice
• Values in action
• The cycle of professional practice and all its elements / skills required for successful professional
practice and/or service to clients
• Building working relationships with clients/contracting (professional cycle step 1)
• Needs analysis/assessing needs of clients (professional cycle step 2)
• The Role of Play in Professional Practice
• Listening and developing the client relationship
• Application and incorporation of emerging new therapies and research (e.g. ecotherapy)
• Psychologists informing policy making
• The importance of self-care and resilience for practitioners
It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
sucicient word count for thorough critical analysis of your themes in relation to your personal
career/development path.
Reflection Model:
1. Terry Burton’s Cue Question
2. Rolfe’s Cue Question
3. Kolb's Experiential Learning
4. Gibbs Deflective Circle
5. Atkins and Murphy Model
6. Appreciative Inquiry Model
Assessment Aims:
This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
both for your learning and development and for those working in all areas of Psychology).
You should provide a 4000-word reflective account of your development in Psychology focusing on the
skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
writing skills to analyze and reflect on your learning and skill development.
All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
reflection (however the model use you chose is up to you and you may find some models more
appropriate to you than others). Relevant research evidence should also be incorporated where
appropriate. As a result of your reflections, you should identify clear action points for further personal
development in your chosen field of psychology.
Assessment Rubrics:
1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
evidence of originality and independence. Excellent structure using accomplished scholarly
techniques.
2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
a wide range of relevant resource material.
3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.
4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
Integration/ application (identification) of the models, issues and concepts within the debate/
discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
understanding and application of relevant models theories and concepts.
**Block3Finalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block3finalnotes-pdf)
**DiversityandInclusionfinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)
**SelfCoachingandResilience.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/selfcoachingandresilience-pdf)
**Commonirrationalbeliefs.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)
**InfluencingpolicyfinalNotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/influencingpolicyfinalnotes-pdf)
**PsychologicalSafetyV2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)
**EthicsinPracticefinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsinpracticefinalnotes-pdf)
**PsychologicalSafetyNotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetynotes-pdf)
**Block1Day1-Introductionfinalnotes.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)
– 1
– 2
– 3
– 4
– 5
– 6
– 7
– 8
– 9
– 10
– 11