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Accurate empathy, long argued to be important in psychotherapy, now is an object of social-cognitive research. Graduate-level psychology students viewed brief portions of a therapy session and inferred the thoughts and feelings of the client. Accuracy scores were the rated similarity of their inferences to the client's reported thoughts and feelings. Throughout the semester course in interviewing, experimental participants practiced such judgments with feedback, while controls did not. Both groups' accuracy increased from pre-to post-test on inferred feelings, in part because the post-test was easier. Nonetheless, experimental participants on the post-test had greater accuracy of inferred feelings than controls. Women were more accurate than men in inferences for thoughts at post-test. Implications for training and future research are discussed.Empathy is a factor common to most theoretical orientations in clinical/counseling psychology as a means of increasing practitioners' effectiveness (Truax & Carkhuff, 1967). Empathy usually is conceptualized as a skill that can be developed and learned if properly instructed. The

Instructions: Indicate the extent to which each item applies to you using the following scale: 1 = strongly disagree 2 = disagree 3 = neither disagree nor agree 4 = agree 5 = strongly agree _____ 1. I know when to speak about my personal problems to others. _____ 2. When I am faced with obstacles, I remember times I faced similar obstacles and overcame them. _____ 3. I expect that I will do well on most things I try. _____ 4. Other people find it easy to confide in me. _____ 5. I find it hard to understand the nonverbal messages of other people. _____ 6. Some of the major events of my life have led me to re-evaluate what is important and not important. _____ 7. When my mood changes, I see new possibilities. _____ 8. Emotions are some of the things that make my life worth living. _____ 9. I am aware of my emotions as I experience them. _____ 10. I expect good things to happen. _____ 11. I like to share my emotions with others. _____ 12. When I experience a positive emotion, I know how to make it last. _____ 13. I arrange events others enjoy. _____ 14. I seek out activities that make me happy. _____ 15. I am aware of the nonverbal messages I send to others. _____ 16. I present myself in a way that makes a good impression on others. _____ 17. When I am in a positive mood, solving problems is easy for me. _____ 18. By looking at their facial expressions, I recognize the emotions people are experiencing. _____ 19. I know why my emotions change. _____ 20. When I am in a positive mood, I am able to come up with new ideas. _____ 21. I have control over my emotions. _____ 22. I easily recognize my emotions as I experience them. _____ 23. I motivate myself by imagining a good outcome to tasks I take on. _____ 24. I compliment others when they have done something well. _____ 25. I am aware of the nonverbal messages other people send. _____ 26. When another person tells me about an important event in his or her life, I almost feel as though I have experienced this event myself. _____ 27. When I feel a change in emotions, I tend to come up with new ideas. _____ 28. When I am faced with a challenge, I give up because I believe I will fail. _____ 29. I know what other people are feeling just by looking at them. _____ 30. I help other people feel better when they are down. _____ 31. I use good moods to help myself keep trying in the face of obstacles. _____ 32. I can tell how people are feeling by listening to the tone of their voice. _____ 33. It is difficult for me to understand why people feel the way they do.

Criteria used in the evaluation and selection of applicants for clinical neuropsychology internships were identified by a survey of the programs listed in The Clinical Neuropsychologist. Neuropsychologists from 40 programs replied to the survey, yielding an 80% response rate. Clinical experience in neuropsychological assessment, specialization in clinical neuropsychology during graduate training, personal interview, and letters of recommendation were reported to be the most salient selection criteria. Practica that provide experience with flexible batteries at university-affiliated medical centers and doctoral curricula that follow INS/APA Division 40 guidelines, with teaching and supervision provided by neuropsychologists were preferred prerequisites to internship. Selection criteria reflect a vertically integrated model of education and training in accordance with the Houston Conference model.