sary, therefore, to expand their training in mental health concepts and techniques. Support will also be continued for stipends to general practitioners who wish to undertake full residency training in psychiatry, and to specialists in other fields of medicine for short-term training in psychiatry.

Pilot and experimental projects, encouraging and facilitating innovative thinking in service and treatment functions, are sorely needed if wide effect is to be given to our rapidly increasing knowledge of mental illness and human behavior. These projects have provided the means for developing new kinds of mental health workers, as well as the means for mental health training for persons from allied disciplines. Programs have been initiated in occupational areas previously either unknown or undeveloped: community mental health educators, public information specialists, specialists in aftercare work, general mental health workers trained at the community college level, community mental health workers in the field of addiction, clergymen trained in the problems of urban society, juvenile court judges trained in mental health, and youth workers trained in problems of addiction.

Undergraduate training.-The undergraduate psychiatry program has had a significant impact on mental health training. By 1965, all schools of medicine and osteopathy in the United States participated in the training program. Full-time faculties have been made possible in numerous departments of psychiatry, permitting vastly superior teaching. Grants made to medical schools in their developmental stages have placed psychiatric faculty at the core of the planning operation, allowing them a role in setting the philosophy of entire schools, and not alone psychiatric training programs. The undergraduate human behavior program in psychiatry, supporting increased teaching of the behavioral sciences, has fostered the integration of behavioral sciences into the preclinical and clinical training of the modern physician.

The undergraduate program in psychiatry will sustain the increases initiated in 1964 in the level of teaching grants and in the number of part-time stipends for extracurricular research or clinical training in psychiatry.

Support for undergraduate training in psychiatric nursing was broadened in 1965 to provide trainee stipends for the final 2 years of prebaccalaureate training in preparation for graduate study in psychiatric nursing. These programs benefit mental health manpower in that increasing numbers of graduates either elect a career in mental health nursing or enroll in graduate education in mental health. In 1966 the number of graduate nurses trained in the psychiatric mental health field will be increased and some 140 collegiate schools will now be in the program.

In-service training. In the 2 years of this program's operation, 226 grants have been awarded at a cost of approximately $5,067,000. These grants to publie mental hospitals and institutions for the mentally retarded provided in-service training to over 33,000 attendants, aids, and house parents.

The focus of the programs has been varied. Several are designed to enable staff to participate in community-centered patterns of care. Others prepare staff to work in specialized programs for specific patient groups such as children, adolescents, the long-term chronically ill, and the so-called criminally insane. The mental health aspects of mental retardation are the primary focus of some programs. And, some institutions are developing new training methods and materials, or evaluating the comparative effectiveness of varying training techniques. In 1966 about 75 institutions will be newly supported.

Program plans in 1967

In 1967 increased attention will be given to trainnig programs which can best serve the development of a national community mental health program. Training modifications and innovations in the light of new knowledge will be encouraged. For example, residency training will now include a growing emphasis on problems of community mental health, with residents working in the community itself.

Graduate training. It is proposed that the total graduate program, including clinical training in the regular program, research training, and the general praetitioner program, be increased from a level of $70,811,000 in 1966 to $73.948,000 in 1967. The general practitioner program will be maintained at a level of $11 million. Research training would increase from $8,400,000 to $8,645,000 simply to maintain the level of training attained in 1966. The balance of the increase would be for expansion in the core mental health disciplines of psychiatry, psychology, social work and nursing and would provide support for increased numbers of trainee stipends in these areas.

Pilot projects will continue to play an important role in improving methods of training and initiating new departures in training, as well as in stimulating the dissemination of innovative procedures. The 1967 level will be $5,200,000, an increase of $200,000.

Undergraduate training.-The undergraduate program would increase from $8.300,000 in 1966 to $8,500,000 in 1967. One of the increases would be in the further development of the undergraduate psychiatric nursing program. The 1966 level of $3,420,000 would be increased in 1967 to $3,470,000.

The program of teaching grants in human behavior in medical schools would increase to $1,100,000 from the 1966 level of $1 million.

In the undergraduate psychiatry program, an increase of $50,000, mainly for teaching costs and additional part-time stipends for medical students, would result in a total of $3,900,000.

The program of undergraduate research training in psychology would continue at a level of $30,000.

In-service training.—In 1967 the development of psychiatric aid programs in State institutions for the mentally ill and the mentally retarded will be continued at the 1966 level. As of January 1966 over 330 applications had been received for grants for in-service training of sub-professional personnel.