Perspectives on education and training in clinical psychology: Integrating reactions

Abstract

Reacting to the conceptual matrix of C.R. Snyder and T.R. Elliott as described in their article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue, pp. 1033-1054), a perspective is provided through the roles of a clinical training director and a clinical child and pediatric psychologist. Changing the direction of clinical psychology is complicated but the subfield of pediatric psychology demonstrates how such changes can be integrated with a focus on healthy development and promotion of strengths, on policy and public health concerns, and on program evaluation.