ABSTRACT
This chapter presents an arguments in favor of continued integration of scientific and practitioner graduate education in psychology. A basic assumption of this position is that there must be some reliability to the product of graduate education in psychology, although this need not stifle innovation nor produce a completely homogeneous product. Indeed there is a basic unity in psychology that provides this reliability. This unity is derived from a basic corpus of knowledge that is the fundamental core of graduate education and training in psychology. This includes integration of knowledge, skills, and attitudes in: scientific and professional ethics and standards, research design and methodology, statistics and psychological measurement, history and systems of psychology, biological bases of behavior, cognitive-affective bases of behavior, social bases of behavior, and individual bases of behaviour. Every major training conference in the history of psychology has affirmed the utility of the scientist-practitioner model of graduate education.
