Building Open Science Into Graduate Training in Clinical Psychology

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.