反思臨床心理學訓練：探究美國「科學家－實務者」模式與專業能力學習的本質

Reflecting on the Training in Clinical Psychology: Exploring the Scientist-practitioner Model and the Essence of Professional Learning

李維倫(Wei-Lun Lee)

《中華心理衛生學刊》 24卷2期 (2011/06) Pp. 173-207

https://doi.org/10.30074/FJMH.201106_24(2).0002

摘要

研究目的：本文是以關心台灣臨床心理師養成教育為出發點，對臨床心理學訓練模式進行反思與議題探討，以定位臨床心理師養成教育的性質與議題。研究方法：蒐集相關文獻進行回顧解析，包括美國臨床心理學界的「科學家－實務者」訓練模式及專業能力的學習。研究結果：臨床心理學訓練在美國的實行呈現出理論知識與實務行動間的距離，而此距離的根本來源可能並非「科學家－實務者」模式，而是概念知識與行動知識之間不同的學習徑路。研究結論：對臨床心理學來說，處境的實務工作學習歷程是未來重要的學術與專業議題。而其中所彰顯的人文陶成的學習意涵，也是探究臨床心理學訓練模式時不可忽略的面向。

關鍵字

臨床心理學 ； 專業訓練 ； 科學家－實務者 ； 處境學習 ； 處境認知

並列摘要

Purpose: This study traced the origins of professional training for clinical psychologists in order to clarify the nature of cultivation of clinical psychologists. Methods: A literature review was applied to investigate both the scientist-practitioner model prevailing in the USA and the essence of professional learning. The review does not only stop at investigating current issues and conditions but radically unpacks the foundations that back up those issues and conditions. Through this operation, the thoughts underlying current discussions/debates can be disclosed and examined. Results: The review showed that a salient training issue for American clinical psychology is the gap between theoretical knowledge and practical action, and that this gap cannot be merely attributed to the scientist-practitioner model, but should be seen as originating from differences in the learning processes of conceptual knowledge and practical knowledge. Conclusions: Various issues concerning the learning process for professional practice, such as embodied knowing, imaginal knowing, and conceptual articulation, emerged as important for clinical psychology. In addition, the meaning of humanistic cultivation is revealed in the situated learning process of becoming a clinical psychologist.

並列關鍵字

clinical psychology ； professional training ； scientist-practitioner model ； situated learning ； situated cognition

參考文獻

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