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should serve graduates from other programs as well. Indeed, informal conversations with psychologists from a wide variety of subdisciplines indicate that the job market is quite adequate (not to mention lucrative) for the graduate who is flexible about the kinds of opportunities he or she will consider (see also Stapp & Fulcher, 1982). It is not necessarily the case that graduate programs must change dramatically or must provide nonacademic experiences for students. (For a more complex view, see Hilton, 1982; Rosenwein, 1983; Rosenwein & Blank, 1983.) Students with PhDs in psychology have excellent skills. However, they do have to be able to demonstrate to a potential employer that they can apply them, and just as importantly, they must be willing to seek the challenge of a nonacademic career.In summary, I have argued that Korn's probability estimates were inaccurate because they were based on the assumption that psychologists were willing to accept ill-prepared students into their programs. I have summa-rized the content of a series of meetings among directors of personality/ social psychology programs. Three themes that have emerged are: (a) Students will seek the PhD in psychology if they believe that it will lead to a satisfying career; (b) faculty can use a variety of strategies to attract outstanding undergraduate students into psychology; and (c) the directors strongly discourage admitting marginal or ill-suited students into graduate programs. As long as we are able to attract and educate outstanding students, we will be able to place them.

The findings from a 1982 national survey on several questions regarding patterns of psychological services are presented for the five-setting composite and for the individual settings. Ten percent random samples numbering 458 respondents were drawn from psychologists in psychiatric hospitals, community mental health centers and clinics, centers for developmental disabilities and mental retardation, counseling centers, and Veterans Administration medical centers. Overall response rate was 48%. Changes between 1969 and 1982 in the professional practice of the psychologists who offer these assessment services in the five settings are described.

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