Journal of clinical psychology
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The matrix model as described by C. R. Snyder and T. ⋯ In fact, it appears to be a reconceptualization of clinical psychology, and this newer vision of the field might best be implemented within a Boulder model format. The extensive requirements that are developed would best be approached through changes in postdoctoral rather than doctoral education. Interestingly, professional schools, despite being disparaged, may be the most likely place for this model to take root.
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Comment
Some critical observations on twenty-first century graduate education in clinical psychology.
A number of issues raised in the C. R. ⋯ R. Elliott article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue, pp. 1033-1054), are critically examined: the role of interpersonal and societal factors in understanding the human condition, the desirability of breadth in both undergraduate and graduate education, political and scientific issues in prevention research and application, problems in the use of randomized clinical trials for evaluating psychotherapy, and the efficacy-effectiveness debate in therapy research.
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Several issues regarding the matrix model (C. R. Snyder & T. ⋯ First is the role that positive psychology can play in therapy and prevention training. Next, assumptions of the medical model are discussed concerning training students to be competent therapists in an era of managed care. Finally, questions are raised about the response of training programs to the integration of psychology with biobehavioral approaches to human behavior.
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Most graduate programs in clinical psychology adhere to and reportedly are satisfied with the scientist-practitioner model of training. In the present commentary, I take the position that this model must be updated to reconcile the rift that currently exists between the scientists and the practitioners within the field. A return to scientific rigor within the field is espoused, and suggestions of ways to improve both undergraduate and graduate curricula are made.