ABSTRACT
Relevant specialty material, usually psychological assessment or personality theory, is introduced at the beginning of graduate training. To have been totally concerned with support of graduate education in psychology, and especially with clinical psychology, for a combined total of nine years covering the period 1958-1964 has been a multifaceted experience for the authors. Faculty-student ratios have been reduced, to some extent as a function of pressure from the Education and Training Board to maintain accreditation, and research participation has been demanded in the first year of study or certainly no later than the second. The scientist-practitioner model, although never intended to be rigidly binding, has lately evidenced remarkable elasticity in its implementation. The actual practices of certain institutions, as distinguished from their avowed purposes, seem to suggest training paradigms for scientists or practitioners, rather than a felicitous blending of the two.
