We have articulated the program's mission, educational model, and philosophy of education and training in our educational goals. These Goals lead to our Student Objectives which set forth the competencies expected of our students at graduation. The Objectives reflect the premises embedded in our model: The scientific knowledge base of psychology forms the basis of clinical practice and therefore the education of practitioners; this knowledge base is best learned and practiced in the context of actual clinical situations, with an explicit awareness of the sociocultural context in which psychologists practice; the application of this knowledge base requires skill in critical thinking and problem solving; and both educational learning and clinical practice rest on human relationships, therefore learning occurs best in the context of supportive relationships with faculty, mentors and colleagues. These premises underlie our academic and practical training, as described by the curriculum.

Upon graduation from the Wright Institute, our students should have:

1. An understanding and conception of human functioning that integrates knowledge from intrapsychic, interpersonal, biological, cultural, and systems domains, within a lifespan developmental perspective.

2. The ability to apply critical thinking and problem solving abilities to a range of professional situations.

3. The ability to make sense of situations that arise in professional practice, formulate and communicate goals and directions for action, and determine what constitutes appropriate professional conduct, including:

• Effective understanding of relevant approaches to assessment and intervention.
• Proficiency in relationship skills that permit joining with and working with others effectively.
• Proficiency in making diagnoses and evaluations.
  
• Proficiency in making treatment and consultation plans as well as proficiency in modifying them in light of case progress.
  
• Competence in working with a range of clinical situations and levels of client functioning.
  
• Ability to follow and apply ethical and legal standards in ongoing work with clients, colleagues and agencies.
  

4. Respect for and competence in utilizing a variety of treatment modalities and intervention strategies in addressing human problems.

5. Awareness of, and ability to use, the professional self in the context of professional roles, including the ability to be aware of and use personal experience in the clinical relationship.

6. Ability to accept and use supervision, peer review, and consultation to improve clinical skills as well as basic understanding of functioning in the role of educator and supervisor.

7. Competence and sensitivity in working with diverse clients.

8. Commitment to and competence in using the literature of science and practice so as to remain current with new developments and maintain a reference-based practice.

9. Proficiency in communication skills, both oral and written, particularly with regard to diagnoses and evaluations and plans for treatment and consultation.