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View the 1 minute "Choosing EBSCO Databases" video on the left to learn how to search our APA Psychology databases below simultaneously (after deselecting boxes, select the APAPsycInfo and APAPsycArticles databases). If your topic has an education focus, e.g., school shootings AND trauma, you may want to consider also adding Education Source and ERIC databases.
Reminder: Select the Scholarly (Peer Reviewed) Journals box before starting your search. Find the box in the EBSCO interface under Search Options > Limit your results.
NOTE: Scroll down page to the Methodology box to view screenshots and directions regarding the Methodology section of APA Psychology databases.
This APA resource provides abstracts of scholarly journal articles, book chapters, books, and dissertations (with library links to full text). Journal coverage spans from the 1800s to the present. More than 2,500 journals are currently indexed in APA PsycInfo.
This link enables the simultaneous searching of all EBSCO databases. This can be helpful when a topic is not related to just one discipline. An example could be a topic on classroom behavior in which some articles may be published in Education databases and others in Psychology databases.
Use this link to have Google Scholar recognize you as a George Fox user, and link you to our full text subscriptions. Google Scholar indexes a broad array of scholarly literature and can be useful for citation counts (article importance/impact) and is helpful in learning what terminology is being used in the published literature.
When looking for specific types of research studies, such as qualitative or quantitative research studies, first run your search in the APA databases, then use the Methodology section on the left sidebar (click the small grey arrow to show the area). Click Show More to see all methodologies and to choose more than one.
Once you've selected your boxes click the Update button.
Abstract: Effective models of clinical training have been and continue to be a primary topic of discussion in the field of family therapy, particularly given the needs of evidence-based practice. This article outlines the major historical and contemporary struggles of one such model of clinical training and practice: the scientist-practitioner model. Throughout the article, the principles of the scientist-practitioner model and evidence-based practices are compared and contrasted. Suggestions for overcoming the contemporary challenges faced by the scientist-practitioner in a family therapy practice or in an educational environment are discussed. [ABSTRACT FROM AUTHOR]
Abstract: We discuss the status of the scientist—practitioner model in marriage and family therapy (MFT) doctoral programs. Issues discussed include a lack of faculty research role models in doctoral programs, “farming out” the majority of research courses to other disciplines, problems with curriculum, and how the culture of MFT does not support research. We also present suggestions for improving doctoral research training. The goal is to improve the quality of research training in doctoral programs. We hope that this will help change the culture of MFT to include research as one of its primary goals and greatest assets. Reprinted by permission of the publisher.