My Vision as a Multicultural Practitioner Scholar

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Practitioner scholars are linked with professional competence based on research and theory-informed by experiential knowledge and driven by political experiences, personal beliefs, and ethical behavior. As a practitioner-scholar, having a clear vision is essential for accomplishing genuine social change via my efforts as a school counselor for adolescents coping with behavioral issues as they mature into adults. This article will concentrate on the scholar-practitioner paradigm and its application in delivering culturally sensitive treatment to address my client’s particular requirements, the kids battling behavioral issues and suicide ideation as a consequence of their mental challenges.


The first step in becoming a practitioner-scholar in psychology is to learn how to communicate with and help a client. The scholar-practitioner paradigm proposed by McClintock is an excellent place to start. Understanding this concept is critical because it explains how academic information may be utilized to help clients. I’ve always had a deep interest in psychology and helping others cope with socially constructed psychological problems. Because I was exposed to a wide range of personalities in high school, I aspired to a psychology profession to utilize my talents to make a big difference in the lives of those I contact within society and my line of work as a psychologist.’ A traumatic event in my life essentially sparked my interest in psychology. My high school best buddy committed suicide without warning, and no one knew that he was suffering from depression or another mental illness that prompted him to take his own life. Since then, I’ve acquired an interest in psychology because I want to know how and why individuals behave the way they do. Having a degree in counseling psychology is why I went to college. I like reading books and viewing documentaries on mental health problems to further my understanding of psychology.

Role as a Multicultural Practitioner-Scholar

Researchers and practitioners may utilize McClintock’s scholar-practitioner paradigm to help them attain professional greatness by using research results in their work and theories (McClintock, 2004). People who work in this field study come up with innovative ideas for tackling social issues due to their findings. What it means to be a multicultural practitioner-scholar for me is that I can conduct research to gather the information that is lacking and then apply it to my professional practice as an educator’s counselor, all while keeping an eye on the various needs of the students I hope to assist through my research in the school setting. I must place diversity at the heart of my scholarship to make an impact. Working in various healthcare settings, I will use the practitioner-scholar approach to help me become more culturally sensitive and aware (Jongen et al., 2018). I must have access to resources that can assist me in developing the necessary cultural sensitivity skills to put my vision and objectives into action.

Knowledge and Skills as a Multicultural Practitioner-Scholar

McClintock’s Scholar-Practitioner model is about achieving professional excellence based on psychological theory and research. The argument is based on empirical evidence reinforced by ethical and personal beliefs. As a result, it is a cutting-edge educational and operational approach for training clinical psychologists. Compared to previous practitioner-scholar models, training under this paradigm is more closely associated with clinical practice (Granello, 2001). The approach, therefore, enables psychologists to discover new methods of being productive and enhancing their job in the context of the whole business, cultural, political, and even community environment. Most knowledge and experience are gained via interactions with other community members.

This implies that I may use my academic expertise to communicate with and solve issues for customers. My training as a practitioner-scholar has given me the skills to identify and solve my clients’ mental, behavioral, and mental issues. An expert practitioner-scholar will have the ability to observe and interview customers, as well as conduct tests to discover the issues they are encountering (Granello, 2001). I’ll be able to serve patients in real-time by using approaches like cognitive-behavioral therapy and psychoanalytic therapy, among other things. I can attain my aspirations and objectives with these skills and knowledge.


My future career vision as a multicultural psychology practitioner-scholar in my profession as a counselor is to utilize the information I obtain through research to make a difference in my clients’ lives and positively assist patients battling depression and suicidal thoughts. I want to concentrate further on becoming a school counselor to assist in identifying treatments that will lower the risk of suicide ideation among school-aged children. I shall safeguard the therapeutic connection by collaborating with my clients to comprehend the issues they are facing from the standpoint of their culture (Ridley et al., 2021). This will enable the development of mutual trust, allowing customers to feel comfortable sharing their difficulties with me and working with me to discover optimal solutions. The specific fields for study and scholarship in psychology include new strategies for problem-solving in connection to new problems and possibilities in psychology brought about by technology breakthroughs that influence changes in counseling practice.


The scholar-practitioner model of McClintock explains how academic information may be utilized to comprehend individuals’ emotions, behavior, and mental responses. Being a practitioner-scholar for me is assisting individuals in overcoming psychological difficulties using cognitive and behavioral strategies. Achieving my future professional goals and becoming a multicultural practitioner-scholar in the area of psychology will assist me in making a significant impact in the lives of adolescents by addressing the mental health difficulties they may face as they grow older. As a multicultural practitioner-scholar, I will be able to give cross-cultural counseling to successfully address the unique needs of my clients by catering to their cultural requirements. Achieving my own goals of assisting young people with emotional challenges and suicidal thoughts will be crucial for enhancing their quality of life and reducing the behavioral issues that often accompany mental illness. I am confident and determined to reach my multicultural psychology practitioner-scholar goal by using the guide to expand my grasp of psychology and behavior analysis to comprehend better the behavioral challenges my clients are facing. In my attempts to offer patient-centered treatment in counseling, I am devoted to gaining knowledge of my client’s unique cultures.


Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s taxonomy as a pedagogical tool to improve literature reviews. Counselor Education and Supervision, 40(4), 292–307.

Jongen, C., McCalman, J., & Bainbridge, R. (2018). Health workforce cultural competency interventions: a systematic scoping review. BMC health services research18(1), 1-15.

McClintock, C. (2004). Scholar practitioner model. In A. DistefanoK. E. Rudestam & R. J. Silverman (Eds.), Encyclopedia of distributed learning (pp. 440-396). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412950596.n134

Ridley, C. R., Sahu, A., Console, K., Surya, S., Tran, V., Xie, S., & Yin, C. (2021). The process model of multicultural counseling competence. The Counseling Psychologist49(4), 534-567.