Building Open Science Into Graduate Training in Clinical Psychology

Abstract

Open science promises greater transparency and rigor, yet clinical psychology has lagged in integrating it into graduate training. In this commentary, I build on recent evidence that open-science instruction in U.S. programs remains uneven and largely conceptual. I argue that progress requires more than awareness: It depends on pedagogical scaffolding, computational infrastructure, and cultural alignment. Embedding reproducible, code-based workflows; literate programming; and ethical transparency throughout training can make openness both feasible and normative. By treating transparency as a professional competency, supported by open educational resources and institutional incentives, clinical psychology can model how to cultivate a sustainable culture of open science.