1. The Boulder Manifesto: Report of the Committee on Training (1948)

2. Why 1948? Thirty years of mental testing and diagnosis Thirty years of treatment (if you can call it that) of feeblemindedness and delinquency Half century of medical training at the post-graduate level at major univeristies. Half century of psychological research in major universities. Thirty years since Freud’s visit to Clark University (1909) WWII and the VA Hospitals

3. Training of Clinical Psychologists according the Committee on Training In that wise volume, "Medical Education," (5, p. 176), Abraham Flexner says "... the medical school cannot expect to produce fully trained doctors; it can at most hope to equip students with a limited amount of knowledge, to train them in the method and spirit of scientific medicine and to launch them with a momentum that will make them active learners—observers, readers, thinkers, and experimenters— for years to come.... The general arrangement of the curriculum, if sound, can make this task a bit easier, or if unsound, a bit harder; but in general much more—very much more—depends on teacher and student than on curricular mechanics or teaching devices.”

4. The “right kind of person” It is generally agreed, however, that especially important are the personality qualifications represented by a reasonably well-adjusted and attractive personality. Intelligent, resourcesful, regard for others, self-aware, sensitive, tolerant, warm and receptive, industrious, responsible, tactful, stable, ethical, liberally educated, deep interest in psychology in general and clinical aspects in particular.

5. What should they take as an undergraduate? Psychology Biology and natural science – genetics, chemistry and physics Mathematics and statistics Educational philosophy Social sciences History of culture Literary psychology Languages

6. What should they take in graduate school? General psychology Psychodynamics of behavior Diagnostic methods Research methods Therapy Related disciplines

7. How to establish the “balance” between the “academy” and the “practicum”? …direct and indirect contact with clinical material… …theoretical courses with illustrative case material… …opportunities for actual contact with human material in naturalistic, test, and experimental situations …

8. Is Clinical Psychology graduate school like four years of Research Methods? The general atmosphere of the course of training should be such as to encourage the increase of maturity, the continued growth of the desirable personality characteristics earlier considered. The environment should be "exciting" to the degree that the assumed "insatiable" interest in psychological problems is kept alive, the cooperative attitude strengthened, and the passivity usually associated with so much of traditional teaching kept at a minimum. The faculty must recognize its obligation to implant in students the attitude that graduate work is only the beginning of professional education.

9. Clinical clerkships and the Internship Year With this in mind the university should have available many neighboring clinical centers for clerkships, such as schools, child guidance units, schools for the feebleminded, psychopathic and other psychiatric hospitals, mental hygiene clinics, general medical and surgical hospitals, educational and sensory-motor disability clinics, prisons, industrial units and vocational guidance centers. Each student should rotate among at least four of these. During the internship or externship it is inevitable,and in fact desirable, that a certain amount of the activity of the previous years is duplicated.

10. Therapy training Because of the greater complexity and inexactness of the therapeutic process it would seem reasonable that study in this area begin not before the second year. The work might be introduced by lecture and discussion courses on theory and methods, followed by practicums on simpler therapeutic techniques and on problems such as those which are involved in remedial work and guidance. Therapeutic activity of a more advanced (though still simple) kind should perhaps be left for the internship and fourth years of the program. During the internship, the student should be in an institution where detailed and close supervision is available. In the fourth year he has gained sufficiently in background, maturity, and appreciation of his responsibilities to the client, and to his own and other professions. Really advanced training in therapy is, with few exceptions, a problem of the post-doctoral period which requires considerable thought devoted to it.

11. The fourth year and completing the dissertation …The major contribution of the internship is the provision of extended practical experience of gradually increasing complexity under close and competent supervision. The building up of an apperceptive mass of experience which gives concrete meaning to general principles can be attained only by volume and variety of contact with actual clinical problems in association with other disciplines. …The return of graduate students with internship background to the university should have some influence in integrating the kind of training provided by the university and the internship center.

12. Service vs. research in clinical practice The direct contact with subjects just discussed lends itself to two different types of approach, each with a different end in view. The first is the service approach, that is, the study of the patient with the aim of solving his particular problem without regard for the general implications involved. Most of the work which is done by the intern is at this level. The second is the research approach, that is, the study of the patient not only for himself but for the general implications which his particular problem presents to psychology and psychopathology.