Transitions Integrating Research and Practice

Personal values, attitudes, and the unique life experiences within a cultural context provide the underpinnings for professional training in psychological science, research, and practice (for individual examples, see Strack & Kinder, 2006). These inextricably interrelated and complex components of professional identity are differentially affected by monocultural or multicultural educational experiences. By interfacing with beliefs, attitudes, values, and earlier life events, these subsequent educational activities focus attention on the development of specific skills required for research, training, and practice, particularly the nature and contents of psychological science.

This psychological science was selectively imported from Europe by Edwin Boring (1929, 1942). The first generation of psychologists was imprinted on experimental psychology as the essential, appropriate, and sanctioned methodology for research with human beings. Nonetheless, many post-World War II psychology students were interested in psychotherapy practice with human beings impacted by trauma, and these skills were learned primarily through practicum and internship experiences in isolation from academic learning to be a scientist in laboratory settings.