Since the inception of the Boulder model, psychology training programs have attempted to create professionals devoted to using their interlocking skills of scientific investigation and professional practice. To achieve this end, programs have incorporated many components into their training paradigms. A key component for the training of future scientist-practitioners appears to be a steady stream of information, practical examples, and direct experiences pertaining to the integration of science and practice in all aspects of a training framework. This article outlines some of the components considered necessary to effectively train students who are committed to integrating research with practice.
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