The Central Role of Lifelong Learning & Humility in Clinical Psychology

Washburn, J. J., Teachman, B. A., et al. 

(2022). Clinical Psychological Science, 0(0).

https://doi.org/10.1177/21677026221101063

Abstract

Lifelong learning plays a central role in the lives of clinical psychologists. As psychological science advances and evidence-based practices develop, it is critical for clinical psychologists to not only maintain their competencies but to also evolve them. In this article, we discuss lifelong learning as a clinical, ethical, and scientific imperative in the myriad dimensions of the clinical psychologist’s professional life, arguing that experience alone is not sufficient. Attitude is also important in lifelong learning, and we call for clinical psychologists to adopt an intellectually humble stance and embrace “a beginner’s mind” when approaching new knowledge and skills. We further argue that clinical psychologists must maintain and refresh their critical-thinking skills and seek to minimize their biases, especially as they approach the challenges and opportunities of lifelong learning. We intend for this article to encourage psychologists to think differently about how they approach lifelong learning.

Here is an excerpt:

Schwartz (2008) was specifically referencing the importance of teaching graduate students to embrace what they do not know, viewing it as an opportunity instead of a threat. The same is true, perhaps even more so, for psychologists engaging in lifelong learning.

As psychologists progress in their careers, they are told repeatedly that they are experts in their field and sometimes THE expert in their own tiny subfield. Psychologists spend their days teaching others what they know and advising students how to make their own discoveries. But expertise is a double-edged sword. Of course, it serves psychologists well in that they are less likely to repeat past mistakes, but it is a disadvantage if they become too comfortable in their expert role. The Egyptian mathematician, Ptolemy, devised a system based on the notion that the sun revolved around the earth that guided astronomers for centuries until Copernicus proved him wrong. Although Newton devised the laws of physics, Einstein showed that the principles of Newtonian physics were wholly bound by context and only “right” within certain constraints. Science is inherently self-correcting, and the only thing that one can count on is that most of what people believe today will be shown to be wrong in the not-too-distant future. One of the authors (S. D. Hollon) recalls that the two things that he knew for sure coming out of graduate school was that neural tissues do not regenerate and that you cannot inherit acquired characteristics. It turns out that both are wrong. Lifelong learning and the science it is based on require psychologists to continuously challenge their expertise. Before becoming experts, psychologists often experience impostor phenomenon during education and training (Rokach & Boulazreg, 2020). Embracing the self-doubt that comes with feeling like an impostor can motivate lifelong learning, even for areas in which one feels like an expert. This means not only constantly learning about new topics but also recognizing that as psychologists tackle tough problems and their associated research questions, complex and often interdisciplinary approaches are required to develop meaningful answers. It is neither feasible nor desirable to become an expert in all domains. This means that psychologists need to routinely surround themselves with people who make them question or expand their expertise.

Here is the conclusion:

Lifelong learning should, like doctoral programs in clinical psychology, concentrate much more on thinking than training. Lifelong learning must encourage critical and independent thinking in the process of mastering relevant bodies of knowledge and the development of specific skills. Specifically, lifelong learning must reinforce the need for clinical psychologists to reflect carefully and critically on what they read, hear, and say and to think abstractly. Such abstract thinking is as relevant after one’s graduate career as before.

The article is paywalled here.

Promoting competent and flourishing life-long practice for psychologists: A communitarian perspective

Wise, E. H., & Reuman, L. (2019).
Professional Psychology: Research and Practice, 50(2), 129-135.

Abstract

Based on awareness of the challenges inherent in the practice of psychology there is a burgeoning interest in ensuring that psychologists who serve the public remain competent. These challenges include remaining current in our technical skills and maintaining sufficient personal wellness over the course of our careers. However, beyond merely maintaining competence, we encourage psychologists to envision flourishing lifelong practice that incorporates positive relationships, enhancement of meaning, and positive engagement. In this article we provide an overview of the foundational competencies related to professionalism including ethics, reflective practice, self-assessment, and self-care that underlie our ability to effectively apply technical skills in often complex and emotionally challenging relational contexts. Building on these foundational competencies that were initially defined and promulgated for academic training in health service psychology, we provide an initial framework for conceptualizing psychologist well-being and flourishing lifelong practice that incorporates tenets of applied positive psychology, values-based practice, and a communitarian-oriented approach into the following categories: fostering relationships, meaning making and value-based practice, and enhancing engagement. Finally, we propose broad strategies and specific examples intended to leverage current continuing education mandates into a broadly conceived vision of continuing professional development to support enhanced psychologist functioning for lifelong practice.

The info is here.

Many Academics Are Eager to Publish in Worthless Journals

Gina Kolata
The New York Times
Originally published October 30, 2017

Here is an excerpt:

Yet “every university requires some level of publication,” said Lawrence DiPaolo, vice president of academic affairs at Neumann University in Aston, Pa.

Recently a group of researchers invented a fake academic: Anna O. Szust. The name in Polish means fraudster. Dr. Szust applied to legitimate and predatory journals asking to be an editor. She supplied a résumé in which her publications and degrees were total fabrications, as were the names of the publishers of the books she said she had contributed to.

The legitimate journals rejected her application immediately. But 48 out of 360 questionable journals made her an editor. Four made her editor in chief. One journal sent her an email saying, “It’s our pleasure to add your name as our editor in chief for the journal with no responsibilities.”

The lead author of the Dr. Szust sting operation, Katarzyna Pisanski, a psychologist at the University of Sussex in England, said the question of what motivates people to publish in such journals “is a touchy subject.”

“If you were tricked by spam email you might not want to admit it, and if you did it wittingly to increase your publication counts you might also not want to admit it,” she said in an email.

The consequences of participating can be more than just a résumé freckled with poor-quality papers and meeting abstracts.

Publications become part of the body of scientific literature.

There are indications that some academic institutions are beginning to wise up to the dangers.

Dewayne Fox, an associate professor of fisheries at Delaware State University, sits on a committee at his school that reviews job applicants. One recent applicant, he recalled, listed 50 publications in such journals and is on the editorial boards of some of them.

A few years ago, he said, no one would have noticed. But now he and others on search committees at his university have begun scrutinizing the publications closely to see if the journals are legitimate.

The article is here.

Social media: A network boost

Monya Baker
Nature 518 ,263-265(2015)
doi:10.1038/nj7538-263a
Published online11 February 2015

Information scientist Cassidy Sugimoto was initially sceptical that Twitter was anything more than a self-promotional time-sink. But when she noticed that her graduate students were receiving conference and co-authoring invitations through connections made on Twitter, she decided to give the social-media platform a try. An exchange that began last year as short posts, or 'tweets', relating to conference sessions led to a new contact offering to help her negotiate access to an internal data set from a large scientific society. “Because we started the conversation on Twitter, it allowed me to move the conversation into the physical world,” says Sugimoto, who studies how ideas are disseminated among scientists at Indiana University in Bloomington. “It's allowed me to open up new communities for discussions and increase the interdisciplinarity of my research.”

The entire article is here.