Some critical observations on Twenty-First Century Graduate Education in Clinical Psychology

Abstract

A number of issues raised in the C.R. Snyder and T.R. Elliott article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue, pp. 1033-1054), are critically examined: the role of interpersonal and societal factors in understanding the human condition, the desirability of breadth in both undergraduate and graduate education, political and scientific issues in prevention research and application, problems in the use of randomized clinical trials for evaluating psychotherapy, and the efficacy-effectiveness debate in therapy research. © 2005 Wiley Periodicals, Inc.