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Following the money: economic inhibitors of change affecting graduate education in clinical psychology.

C.R. Snyder and T.R. Elliott (this issue, pp. 1033-1054) offer a thoughtful and elaborate model for future training in graduate clinical psychology, couched in visionary optimism. However, they interpret history and present trends in a manner that seems to ignore the realistic demands of economic forces. They propose thoughtful, constructive, pro-social directions, but seem at least partially oblivious to underlying economic forces destined to impede meaningful implementation of their model.