Regardless of the level of the learning event being offered or the focus on specific psychological perspectives and practices, twelve learning outcomes are fundamental to the school and its mission:
An understanding of the full range of normal developmental processes of humans and how these influence behavior and functioning across the life span.
The capacity to influence community life through multiple roles and functions, including those of teacher, learner, scholar, researcher, leader and advocate.
An understanding of both traditional and nontraditional research methods that illuminate the human condition and the ability to comprehend and appreciate literature coming from many different disciplinary perspectives.
An ability to work with other leaders and professionals from different disciplinary backgrounds and an appreciation of the methods and scope of other disciplines.
An understanding of the ethical issues in leadership and psychological practice and of the principles of effective and ethical performance in a professional role.
An ability to relate psychological knowledge to the social and cultural context of those individuals and organizations that are being served.
An attitude of ongoing and critical self-evaluation, including the ability to know when and where to ask for assistance and supervision.
A broad familiarity with the disciplinary foundations of human knowledge: biological, social, cognitive, and affective, and the capacity to appreciate, integrate and apply psychological perspectives and practices in a wide variety of social and cultural settings.
Understanding of the critical/reflective process, based on personal experience, and an understanding of the relationship between scholarship, research and application.
Critical thinking skills, including skills associated with clarification, analysis, creativity, credibility, rationality and appreciation.
An understanding of an array of intervention models and the strengths and limitations of each, as well as an integration of other models and empirical information into a personal model that provides a basis for informed practice.
Flexibility, tolerance of ambiguity, and commitment to ongoing professional development and learning.