du Qutbec (3 M d r t a l Evaluated the relative efficacy of three approaches to teaching mental health professionals how to do social skill trainin (SST). All three conditions received a minimal of a common reading pacfage and videotaped modeling of competent SST. Ss in a structured learning format (SLF) as well receive instructions, rehearsal and feedback for a total of 20 hours (N = 39). Therapists in a seminar format (SF) condition discussed to ics associated with SST raised b the readings and films for 20 hours. In asdition to modeling and the reaings, Ss in the workshop format (WF) condition received concise instructions on how to carry out SST during 6 hours of training. All three conditions showed equivalent and significant pret.0 osttraining improvement on a uestionnaire measure of familiarity with SSJ; however, only the SLF and C b conditions improved significantly on a test of the therapists' evaluative skills. Finally, on a measure of thera ist behavior during a simulated SST session, the three groups showed roughy equivalent improvement. The results were interpreted in terms of the particular ingredients present in each condition, and directions for future research were discuased. 'This study was supported in art by a research grant to Dr. Wright and Dr. Mathieu from the Minister of Education (FCAC) 8 uebec while the first author was at McGill University. Gratitude is expressed to Dr. Marc-Andr6 Bouchard, Universit.6 de Montrkd and Dr. Camil Bouchard, Universith du Qu6bec for their invaluable input during various hases of thi8 research. Requests for reprints should be sent to John Wright, De artement de gsychologie, TJniversit.6 de Montr6al.