This chapter describes professional issues within clinical psychology. It includes summaries of several national conferences on training, the development of the doctor of psychology (PsyD) degree, and the establishment of the clinical scientist model, the scientist-practitioner model, and the practitioner-scholar model of clinical training. It also outlines the contours of professional regulation including via certification and licensure by state clinical psychology boards, and the American Board of Professional Psychology. It also discusses the ethical standards of the American Psychological Association, and regulation of clinical psychologists’ behavior by the APA ethics committee and state licensing boards. The chapter tells the story of how clinical psychologists gained the right to practice psychotherapy independently and to receive insurance coverage for mental health services, summarizes the impact of changes in the economics of mental health service delivery, and provides the latest information on the controversy over clinicians’ right to prescribe medication. There is also a review of efforts being made to enhance clinicians’ multicultural competence and, based on historical and current forces in the field, a set of predictions about where clinical psychology is heading in the future.

We examine why science is important to applied psychology, even if one’s motivation to be a psychologist is primarily practical. Helping others takes knowledge and skill, and often applied psychologists face situations that do not produce immediate or clear outcomes. In such situations experiential learning can only do so much, and science is needed to be effective long term. When the history of training models in applied psychology is reviewed from the inception of the field to the present day, it is clear that students of applied psychology need to learn how to do research that will inform practice, how to assimilate the research evidence as it emerges, and how to incorporate empiricism into practice itself. We argue that the kind of knowledge needed by practitioners requires a focus on the needs of those served by psychologists, a more personalized and process-based research approach, and a laser-like focus on issues of broad importance. A scientist-practitioner is a consumer of research, but is also able to identify, acquire, develop, and apply empirically supported treatments and assessments to those in need, and to think about their own work with an empirical mind set.