Meaning-making and the matrix model: does one size really fit all?
Despite the multifocal complexity of the matrix model (C.R. Snyder & T.R. Elliott, this issue, pp. 1033-1054), its close correspondence with the theoretical dialectics and philosophy of clinical constructivism auger well for its capacity to articulate with existing approaches to graduate education in psychology. In this article points of contact are documented between the two approaches, and a caveat is included about the limits of the matrix model in ensuring greater relevance of clinical training to the settings in which contemporary professionals will work.
Neimeyer
Robert A
RA
Department of Psuchology, The University of Memphis, Memphis, TN 38152, USA. neimeyer@memphis.edu
D003479:Curriculum / Q000639:trends; D004500:Education, Graduate / Q000639:trends*; D004517:Education, Professional / Q000639:trends*; D005544:Forecasting; D006801:Humans; D017145:Models, Educational; D010684:Philosophy; D011364:Professional Practice / Q000639:trends; D011586:Psychology, Clinical / Q000193:education*; D014481:United States