Promoting Graduate Student Development
Current training in clinical psychology has been influenced heavily by the scientist-practitioner model, within which the clinician is both service-provider and serviceevaluator. The model dictates multimodal training in clinical skills, research skills, and an overall attitude of scientific inquiry (APA Committee on Training in Clinical Psychology, 1950). Despite some debate on the relative weight which ought to be assigned to research or practice, there has been considerable agreement that this model can facilitate the training of innovative, adaptive professonal psychologists who are critical observers of their own and others' work (e.g., Lloyd & Newbrough, 1966). It seems, however, that most graduate students are "critically observed" only in terms of overt measurable behavior (classroom, clinical and expository), presumably in hopes that they will introject the faculty's standards and eventually become independent self-evaluators. Rarely are the students' self-perceptions and "i nternal" standards observed and taken into account, even though they influence not only interactions with clients and faculty, but also the very professional behaviors which students choose to acquire or exhibit.