In this article, the author examines some historical perspectives that may help psychologists who have recently been reading more about manualized treatments decide how to incorporate such information into contemporary practice. Even before the "age of manualization," each of the major schools of psychotherapy-psychodynamic, cognitive-behavioral, and family systems therapy-suffered from their own respective limitations in being unable to be exhaustive or definitive about the complexities that routinely take place in clinical practice. Perspectives on the role of manualized psychotherapy, the role of nonspecific factors and the therapeutic alliance, and the respective roles of professionalism and behavioral technology are discussed.In recent years, there has been a movement toward what has been termed the manualization (e.g., Garfield, 1992b) and the textbook practice (Scaturo & McPeak, 1998) of psychotherapy. The development of treatment manuals has emerged from a number of multistudy projects on psychotherapy from various academic research centers across the country. Excellent examples include the behaviorally oriented work on anxiety disorders (e.g., Craske & Barlow, 1989) from Barlow's (1992) Anxiety Research Clinic, time-limited psychodynamically oriented psychotherapy (e.g., Strupp & Binder, 1984) from the Vanderbilt Center for Psychotherapy Research (Henry & Strupp, 1992), and interpersonally oriented psychotherapy (e.g., Klerman, Weissman, Rounsaville, & Chevron, 1984) from the New Haven-Boston Collaborative Depression Research Project. Therapy manuals differ not only in their theoretical orientation but also in their degree of specificity and step-by-step, session-by-session procedural guidelines. DOUGLAS J. SCATURO received his PhD from Claremont Graduate University. He is team leader of the outpatient Behavioral Health Clinic of the Department of Veterans Affairs (VA), VA Healthcare Network, Upstate New York at Syracuse. He is also a clinical faculty member in the