Program and Regional Accreditation
For a doctoral psychology program to be eligible for accreditation by the American Psychological Association (APA), the program must be part of an institution of higher education that is regionally accredited by a nationally recognized body. Wright State University is regionally accredited by the Higher Learning Commission (HLC). One of six regional accrediting agencies in the United States, NCA accredits post-secondary educational institutions in the central part of the country. To be an eligible internship program, a program must be organized with “adequate experiential exposure” to help prepare students for practice in psychology.
At the Wright State School of Professional Psychology, our Doctor of Psychology (PsyD) and Doctoral Internship programs have enjoyed the highest levels of accreditation bestowed by APA since 1982, the year of our first graduating class. In 2012, the PsyD program was reaccredited for seven years. The Doctoral Internship program received seven years’ reaccreditation in 2009.
The School of Professional Psychology (SOPP) is a separate School within the University structure. SOPP was among the nation’s first doctoral programs to develop a practitioner model program and to confer the Doctor of Psychology (PsyD) degree. The SOPP believes that generalist education and training at the doctoral level best prepares psychologists to meet the current and future challenges posed by changes in health care delivery. As a university-based program, SOPP students benefit from campus resources.
With the most diverse faculty and student body of any psychology program in the region, the SOPP embraces its mission of serving the underserved and promoting cultural sensitivity and diversity appreciation. The SOPP remains committed to diversity in all its forms, an emphasis on social responsibility, the preparation of students for applying research and practicing in a broad array of settings, and an emphasis on lifelong learning and the welfare of others.
The SOPP educates students for excellence and innovation in the practice of psychology. We aspire to ensure training that is oriented to both personal and professional development within a challenging and respectful environment which values diversity among faculty, staff, students, clients, and community.
Valuing and celebrating diversity, in all its forms, is a central theme of the SOPP mission statement. The SOPP continues to devote itself to diffusing diversity throughout the program and is currently pioneering an innovative multiple-identities approach to teaching diversity content and theory. In recent years, approximately half of the SOPP student body has been comprised of ethnic-minority and international students. This diversity is reflected among faculty and staff as well. In addition, the school has been able to accommodate a number of students and faculty who have physical disabilities. It is open and affirming to GLBTQ persons and those of minority religious backgrounds. Many of our students become the first in their families to achieve post-secondary education.
Preparing Tomorrow's Psychologists for a Diverse World
The program follows a practitioner model of training. The curriculum of the SOPP is organized around the core competencies of the National Council of Schools and Programs in Professional Psychology (NCSPP). These competency areas are considered fundamental to the practice of psychology: diversity, relationship, assessment, intervention, basic science/research and evaluation, consultation/ education, and management/supervision.
To provide doctoral students with the scientific knowledge foundation needed for the practice of clinical psychology.
Objectives for Goal #1: To develop student knowledge in the science underlying the practice of clinical psychology.
Competencies Expected for these Objectives: Understanding of the knowledge base in the Basic Sciences/Research/Evaluation competency sequence, specifically:
- Understanding of the current body of knowledge of scientific psychology in biological, cognitive, affective, and social aspects of behavior; the history and systems of psychology; research methods and techniques of data analysis; and human development and individual differences.
- Appreciation of the interplay between the scholarly and scientific base of psychology and professional practice.
- Development of attitudes for life-long learning.
To train culturally competent clinical psychologists.
Objectives for Goal #2: Acquisition of knowledge, skills and attitudes necessary for culturally competent practice as a clinical psychologist.
Competencies Expected for these Objectives: Demonstrate effective, knowledge, skills, and attitudes in the Diversity competency, specifically:
- Understanding issues of power, privilege and oppression from self and other perspectives.
- Understanding of the management of multiple identities.
- Integration of theory and knowledge about multiculturalism within clinical practice.
To provide doctoral students with the skills and attitudes that will prepare them for the effective practice of clinical psychology.
Objectives for Goal #3: To develop student knowledge, skill, and attitudes in the Relationship, Assessment, Intervention, Consultation/Education, and Management/Supervision competencies.
Competencies Expected for these Objectives: Demonstrate effective knowledge, skills and attitudes in the Relationship, Assessment, Intervention, Consultation/Education, and Management/Supervision competency areas, specifically:
- Demonstrate knowledge, skill and attitudes necessary for the development and maintenance of effective professional relationships.
- Demonstrate knowledge, skill and attitudes necessary for effective assessment and diagnosis, intervention, consultation/education, and management/supervision in clinical psychology practice.