Charles Mcclintock

Charles McClintock defines the scholar-practitioner as “an ideal of professional excellence grounded in theory and research, informed by experimental knowledge, and motivated by personal values, political commitments, and ethical conduct (McClintock, 2003)”. A practitioner, by definition, lends themselves to the practice of these theory based models. Understanding how to implement, observe, critique, and develop these models is crucial to a successful practitioner. The developments of these theory based models are influential in the growth of the discipline.

Combining the two terms is what makes a well rounded individual. These same individuals rarely have equal parts of the equation. This all depends on the stages of life that one is at, either professionally or academically. Their professional outlook can also determine where an individual is on their personal growth as a professional or as a student of the discipline. Certain professionals live this model of a scholar-practitioner in different ways. This is why the debate of this model is particular to each individual.

It has been described as “… moments to learn about the problems… , to examine these problems carefully and to look at the productive ways to solving them (Benham, 1996)”. It’s really hard to be considered a scholar when dealing with theories and the field of psychology that’s just my opinion. I envision creating new challenging experiences through out my future career. My professional goal in psychology is to earn a PHD and get licensed and become a clinical psychologist as a practitioner.

I hope to accomplish a broad and diverse training in a wide range of topics with a sound psychological knowledge base, and a high level of theoretical sophistication through graduate study at Kaplan University. References McClintock, Charles. (2003). Scholar practitioner model. Benham, MKP. (1996). The practitioner-scholars’ view of school changes: A case-based approach to teaching and learning. Teaching and Teacher Education, 12 (2), pp. 119-135