Although the current philosophy of education in clinical psychology allows for the existence oj a program of training clinical psychologists who primarily want to be practitioners in conjunction with the more traditional scientist-practitioner (Boulder Model) program, departments of psychology have been reticent to adopt two-track programs. Indeed, the controversy as to the heuristic value of the scientist-practitioner program versus the practitioner program continues. The criticism of the Boulder Model is that the rationale for requiring clinical psychology students to learn to do research as well as train to be clinicians was spurious; the Boulder Model trains students as researchers, a role that is incompatible with their interests and abilities. The history of the development of the Boulder Model was reviewed as were the data regarding the personality traits, interests, and abilities of people interested in research versus service work. These data indicate that the objections of the critics are well-founded.Most of us would agree that the scientist-practitioner model has not only served us well but has been enormously successful. (Strickland, 1983, p. 25) This assessment was made by the current president of the Division of Clinical Psychology. Strickland is not alone in her praise of the Boulder Model. Indeed, ever since the Boulder Conference (Raimy, 1950), when psychology gave public support for the scientist-practitioner model of training in clinical psychology, there have been many others who have expressed a similar positive sentiment-for example, the par-

Psychologists generally make the assumption that the experiences to which the individual is exposed over a period of time lead to the development of learned patterns of behavior. From this, psychologists have reasoned that the experiences the individual has in his early life at home, with his family, in general, and his mother, in particular, are major determinants in the learning of the constellation of behaviors subsumed under the rubric, personality, and in particular, the development of psychopathology. A review of the research of the past 40 yr. failed to support this assumption. No factors were found in the parent-child interaction of schizophrenics, neurotics, or those with behavior disorders which could be identified as unique to them or which could distinguish one group from the other, or any of the groups from the families of the controls.

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In worldwide medical practice panic attacks are treated mainly by psychological methods and medication. Cognitive-behavioral therapy combined with selective serotonin reuptake inhibitors is considered to be the most effective method of their treatment. However, it has been proven that about a third of patients with panic attacks are treatment resistant. Such people continue experiencing panic attacks and various other symptoms of panic disorder even after receiving the aforementioned treatment. It is this group of patients who are being targeted by the proposed research – manual therapy as an alternative treatment for panic attacks.

The past S years of research with the adult Wechsler scales is critically reviewed. Most investigators used the most recently developed scale, the Wechsler Adult Intelligence Scale. Topical coverage includes: comparative validity; short forms; special populations and applications; refinements and critiques; personality correlates; investigations of diagnostic value; special diagnostic groups; and scatter, patterns, and diagnosis. The 197 articles reviewed show that there is no diminution in the number of researches in the area. While the quality of the research has improved, too many investigators repeat the errors contained in earlier studies, despite the periodic publication of these critical reviews.