SOME OF THE PROBLEMS IN ARRIVING AT A TRAINING PROGRAM FOR BEHAVIOR THERAPISTS STEM FROM THE DIFFICULTY IN DEFINING BEHAVIOR THERAPY. BASICALLY, HOWEVER, A PERSON'S DIFFICULTY IS UNDERSTOOD AS HIS BEHAVIOR IN REACTION TO SITUATIONS. THIS BEHAVIOR RESULTS FROM A CURRENT OR PREVIOUS REINFORCER. NORMAL AND ABNORMAL BEHAVIOR DIFFER ONLY IN THE TERMS OF THE EVALUATIVE CRITERIA USED. THE BEHAVIOR THERAPY TRAINEE MUST LEARN A NEW VIEW OF PEOPLE. HE MUST VIEW THE TARGET BEHAVIOR AS A NORMAL, APPROPRIATE, AND REASONABLE OUTCOME OF PAST AND CONTINUING EXPERIENCE. THE TRAINEE MUST EXAMINE PEOPLE AND THEIR ACTIONS, THE CONDITIONS ELICITING THEIR BEHAVIORS, AND ALTERNATIVE BEHAVIORS. SINCE THE TARGET BEHAVIOR IS CONSIDERED A RESULT OF LEARNING, IT MUST BE DEALT WITH IN A SITUATION AS CLOSE AS POSSIBLE TO THE TARGET. THIS MAY REQUIRE PARENTS, TEACHERS, OR PEERS AS REINFORCERS. THE WIDE VARIETY OF PEOPLE INVOLVED IN BEHAVIOR THERAPY HAS TWO MAJOR IMPLICATIONS FOR THE PSYCHOLOGIST. HE MUST TEACH PRINCIPLES AND PROGRAM AN ENVIRONMENT. NO INVARIANT SET OF BEHAVIORS CAN BE USED. THE BEHAVIOR THERAPIST MUST BE TRAINED TO TAKE AN ACTIVE ROLE, TO MAKE VALUE JUDGMENTS, AND TO EXAMINE HIMSELF. THIS PAPER WAS PRESENTED AT THE AMERICAN PSYCHOLOGICAL ASSOCIATION CONVENTION, WASHINGTON, D.C., SEPTEMBER 1, 1967. (SK)