科學、人文與實務之間：析論臨床心理學的訓練和發展

Science, Humanity, and Practice: A Discursive Model of Development and Training in Clinical Psychology

本文從國內臨床心理學發展的前瞻議題出發，指出前瞻議題的突破，在於將素樸性實用主義觀點的「科學家」–「實務者」訓練模式，轉向為以「人文為體，科學為用」的「互為體用」反思性實踐主義觀點，亦即倡議一種「實務者」–「科學家」的循環訓練運用模式。這不僅是認識論典範的轉移，更是將臨床心理學訓練發展，從「人類」範疇的靜態本質論，轉化為「成人」處境的「與時俱進」方案。
之後，本文以臨床心理學的四重關鍵考驗（TEST）作為討論素材，顯示「理論的訓練」、「倫理的涵養」、「社會的關懷」與「技術的操練」養成重要性，並提出人文臨床的服務科學思考。如此思考兼具科學、人文與實務間聯繫層面，而能以系統性、可測試性和統合性的角度，進行「成人」的理解與協助。
最後，本文指出，若缺乏人文服務科學的學習工程，臨床心理工作者恐怕難以通過「自我的技藝」的關鍵考驗。無法自我修煉和社會實現的「落身之知」，距離受苦的現場益形遙遠，也就難以實踐臨床心理工作者的責任。

This article explores the scientist–practitioner dual role training model in Taiwan’s clinical psychology programs. The problem-solving approach has caused a separation crisis between science and practice. A humanistic approach to training in epistemology is needed, namely, transforming naïve pragmatism into reflective practicality and considering human becomings rather than the human beings. To accomplish the new training approach, it is required identifying new metaphors to account for human suffering, challenges the natural scientific paradigm, and underscores that it is the ethical rather than the technical that is the touchstone for human existence. We proposed four issues that need to be discussed, theory selection, ethics cultivation, social caring, and technique training (TEST). We used Foucault’s ‘technologies of self’ concept to explain a human service clinical psychology model. We argued that if the training model lacks humanities concepts, it will be difficult to apply to people’s daily lives. Furthermore, empathetically understanding others becomes more difficult if only a scientific mindset is adopted, and it will fall short of clinicians’ ethical responsibility to meet social needs. A discursive training model merged with a human element is proposed to create encourage dialogue on the dominant clinical training model.