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The scientist-practitioner model continues to and is essential for the ever changing discipline of psychology. Education and training in the scientist-practitioner model provide the student broad exposure to the knowledge base in psychology and related fields that form the foundation of the discipline. The importance and need of empirically validated treatments and techniques is great and should be included in training in order for student to meet the current standards of the society. However, it has limitations, therefore a plain focus on empirically supported treatments seems inappropriate. Although a series of well-designed studies might establish the efficacy of an intervention, unless it is effective in real-life clinical settings, it will not be useful. It will therefore in this paper be argued against the proposition that `in the light of recent developments in empirically supported treatments, all training for students should only be based around techniques and treatments that are evidence based`. Efficacy and effectiveness research have attracted increasing attention in recent years. A question often asked is “does the treatment work in practice?” This is referred to as the effectiveness quest