Abstract
There is a need to apply scientific studies to real-world situations for the immediate benefit of society. Charles McClintock’s model of a practitioner-scholar ushers professionals to combine theoretical research and practical application of the accumulated knowledge through a holistic, grounded approach (Dlouhy-Nelson et al., 2023). Numerous fields of study, especially education and therapy, can benefit from this method due to their capabilities of knowledge generation. This paper explores how my future career path can be aligned with this model.
Introduction
Charles McClintock provided a unique vision of a combination of practice and theory-guided by a person’s beliefs and the needs of their community. The inclusivity and applicability of such an approach require one to consider a path outlined by McClintock as a career choice. This paper defines multicultural practitioner-scholar (MPS) and their role in society and their respective scientific field, as well as explores how one can exhibit its traits in real life.
Definition of the Multicultural Practitioner-Scholar Model
Charles McClintock outlined an MPS model to assist people with promoting valuable input in knowledge generation and sharing activities. This theory defined an MPS as a person who uses theory and practice ethically, accommodating their and others’ experiences to improve collaborative processes (Dlouhy-Nelson et al., 2023). This model can guide me toward a greater understanding of the positive impact that my academic advancements can have on the communities around me. I can perceive what professional and cultural knowledge and personal experiences can contribute to the outcomes of my interactions with people of varied backgrounds.
An MPS is a person who strives to excel at delivering knowledge through professional and personal ideals that align with their community needs. The role of an MPS is to provide people with a bridge that links theoretical data with its practical application (Figueroa & Vaught, 2019). Educators often become MPS since they can apply this model by sharing their research with students.
For an example of an MPS, one can take an early childhood educator who serves a multicultural community. This professional can study the population they interact with and apply the newly acquired knowledge immediately within the environment in which they obtained it (Watt, 2023). Thus, a combination of a person’s experiences and data from a study field is created to serve a particular group of individuals. Such a researcher understands that their objective is to affect others positively.
Personal Application
As a future MPS, I strive to become a lifelong learner and explore my therapeutic relationships with clients for sources of evidence that help improve my practice. I would like to make a lasting impact on the youth with mental health issues as I comprehend their struggles and believe that my ethics and knowledge will enable me to help this community. By mixing practice with research, I can update my knowledge base continuously, which will help me integrate cutting-edge approaches into my professional activities.
Conclusion
In conclusion, McClintock’s MPS model enables professionals to combine practice with research in a way that is positive to humanity through holistic views on knowledge sharing and accumulation. Professionals can noticeably impact society and the scientific field by adhering to McClinntock’s proposed method. The benefit of this approach is that I can find new ways to assist others while advancing as a therapist. In my career, this approach can help me connect with my clients, constantly update my knowledge, and apply it in practice. Moreover, as an MPS, I intend to rely upon the experiences shared by the communities I serve while adhering to my ethics code.
References
Dlouhy-Nelson, J., Hamilton, K., Loland, D., Shayer, L. P., Broom, C., Cherkowski, S., Macintyre Latta, M., & Ragoonaden, K. (2023). Reorienting toward complexity in teacher education. Asia-Pacific Journal of Teacher Education, 51(3), 283-296. Web.
Figueroa, N. L., & Vaught, S. (2019). Talk is cheap: The prospects and problems with campus conversations on race. Diversity in Higher Education, 7-23. Web.
Watt, S. K. (2023). Designing transformative multicultural initiatives: Theoretical foundations, practical applications, and facilitator considerations. Taylor & Francis.