scholar-practitioner goal

“The scholar-practitioner goal is to bridge research, theory, and practice.” ( Suss, 2015)  The term “scholar-practitioner” appears to have numerous definitions based on the excellent fields that attempt to describe it. As a result, the single meaning of what a scholar-practitioner should be able to do at a practical level remains unresolved. A scholar-practitioner should have a wide range of knowledge, including a strong understanding of diversity, teamwork across disciplines, a global perspective, and a commitment to ethical behavior. Scholar practitioners in their respective fields have and gain “a deep understanding of subject matter and practice knowledge, as well as, in comparison to novices, demonstrate effective, efficient, and creative problem-solving.” (Rudestam and Silverman, 2007)

However, a scholar-practitioner, in my opinion, is someone who can create and expand knowledge to enlighten others. They are concerned about the well-being of their clients and colleagues. They take the initiative to learn in various ways so that they can be more effective in their community and organization. As a result, being a multicultural practitioner-scholar entails committing to helping people of various nationalities, sexual orientations, religions, etc. without prejudice.  Yet, committing to helping people from a variety of backgrounds is easier said than done.  Multicultural competence is way more than good intentions and emotional connection. (Hansen et al., 2000). As a multicultural scholar-practitioner, I would have to gain a deep understanding of the assets that a multicultural scholar-practitioner needs to be successful. Firstly, I need to acknowledge how age, gender, race, and so on are significant in understanding human behavior. (Hansen et al., 2000). Secondly, having and using the clinical skills necessary to help my clients effectively and ethically with diverse backgrounds. (Hansen et al, 2000) Using one’s new knowledge to educate people from various backgrounds while remaining open to learning new ways to be more effective. According to the editors of the Encyclopedia of Distributed Learning, there is a growing interest in improving and broadening the practice of graduate education across a wide range of disciplines in the helping professions (Rudestam and Silverman, 2007).  According to Hansen, it was reported that the percentage of respondents serving diverse backgrounds, for only three of the cultures listed did the respondents feel competent enough to serve them. (Hansen et al, 2000) It’s studies like this that motivate the desire for multicultural competency to be taught in graduate programs.  The desire for education and lifelong learning that “allows flexibility of time, place, format, individual definition of goals, and social grouping” (Rudestam and Silverman, 2007) is one of the factors driving such an increase. We are all unique individuals.  And having help that fits one’s personal needs, shares one’s goals, and respects one’s beliefs will be more effective than attempting to control or isolate what the expert considers to be confounding factors, such as “the background characteristics of clients who seek treatment from the pure effects of the treatment.” (Rudestam and Silverman, 2007). When working with clients, a scholar-practitioner must learn to be more flexible and accommodating when it comes to a wide range of background characteristics. (Rudestam and Silverman, 2007). As a result, “control and accommodation, as well as research and practice knowledge, provide a more complete understanding and basis for action.” (Rudestam and Silverman 2007)

In my own words, the McClintock Scholar-practitioner model is intended to demonstrate the professionalism that is informed by theory and research, guided by experiential knowledge, and motivated by personal values and morals. The model assists the learner in asking significant and current questions to investigate issues within their field. The model would be extremely beneficial to me because the scholar-practitioner is, in a broader sense, embedded in the model. The model directs me to use my skills, knowledge, and disposition to solve or improve a problem in my environment. (Loman, 2013) It first identifies the problem, whether it is negative or positive, such as curiosity. Identifying the problem may also result in a variety of dispositions, such as: whose perspective is being used or omitted? (Loman, 2013) Furthermore, conducting research allows you to think critically and thoughtfully about the problem. All of these steps lead to a methodical approach to improving my practice. The model is useful for putting “theory to practice” as a multicultural scholar-practitioner. (Kupo, 2014) I’d like to expand on the knowledge and skills I’ve gained from peers, mentors, and/or faculty to learn how to accommodate and/or compromise with people of different nationalities.

I want to work with children in the hospital setting. I’ve had the opportunity to work with children in the teaching setting for several years. This experience has taught me that an adult can make a huge impact on a child’s life. As adults, we just need to pay more attention to a child’s bad behavior. While in a classroom, a child comes as they are: runny nose, sad, angry, etc. They depend heavenly upon an adult to meet their needs. The same goes for a hospital. It’s not home nor is it a familiar place for some. They want a friend, a trustworthy adult to tell them they are stronger than they look. As a child life Specialist, putting a lasting smile on a child’s face long after I left the room is what I strive to do. To do this I will advocate for the unique needs of the child and their families. I will help them develop coping mechanisms that will help the hospital process go a bit smoother. I will collaborate with the healthcare team to provide information and improve care for the families. Nevertheless, if I want to give the child and their families my best efforts I need to first understand myself, my culture, and the biases that come with it. (Galanti, 2014) That way I could be better equipped to understand other cultures and appreciate their differences because “culturally competent care is essentially patient center care. (Galanti, 2014)