Electives

Students select at least two elective courses from a range of offerings in their third year. They may pick courses focusing on a particular population, or augment learning in a specific theoretical approach as indicated in the Intervention Series electives. Elective course offerings have included the following:

Elective Concentrations in Assessment

Advanced Child & Adolescent Assessment I & II

In this two-trimester sequence, students survey the psychodiagnostic assessment of latency-age children and adolescents, with an emphasis on exploring social, emotional, and cognitive functioning within a developmental framework. Students also learn about working with families and schools in the assessment process. Studies include administering, scoring, and interpreting several instruments typically used in test batteries with children and teenagers, and diagnostic interviewing. Students learn how to select tests that can answer specific questions, and how and when to refer clients.

Advanced Neuropsychological Assessment I, II & III

In this three-trimester sequence, students deepen their knowledge from the Assessment series. They learn more about behavioral neuro-anatomy and neuropathology, developmental neuropsychology, and terminology. They also study approaches to rehabilitation, and descriptions of common clinical syndromes, such as Parkinson's disease, Alzheimer's disease, and seizure disorders. In the latter part of the sequence, students use case examples to learn how to administer, score, and interpret prominent neuropsychological assessment instruments such as the Halstead-Reitan and Luria-Nebraska. They also become familiar with the assessment of clinical syndromes, such as dementia and Broca's aphasia, domains of behavior pertinent to neuropsychology, and how to prepare neuropsychological test reports. Emphasis is on approaches used in neuropsychological settings such as hospitals, rehabilitation facilities, and private practice.

Elective Concentration in Intervention

Evidence-Based CBT Treatments I, II & III

Students learn treatments for anxiety (simple phobias, panic disorder, obsessive-compulsive disorder, and generalized anxiety disorder), depression, PTSD, and borderline personality disorder. The course focuses on diagnostic and assessment issues, and includes practical strategies for each phase of treatment. Students learn techniques for increasing emotion regulation for multi-affect and comorbid disorders. The course also examines schema-focused therapy, integrating psychodynamic with cognitive behavioral work. Schema-focused therapy offers techniques to treat negative relationship patterns, and crippling defenses. The class also covers the protocol for Acceptance and Commitment Therapy, a new integrative approach with impressive outcome research that shows strong potential to bridge psychodynamic, behavioral, and mindfulness therapies.

Elective Concentrations in Psychodynamic Intervention

Advanced Concepts in Psychoanalytic Theory I, II & III

This class reviews the major analytic theories, tracing their evolution into contemporary thinking. Of particular importance is the development of analytic thinking from the perspective of theory, and its effect on the practice of analytic therapy, in addition to how one develops and what it means to develop an analytic mind. Readings highlight current controversies regarding different views of psychopathology, trauma and the role of the therapeutic relationship through transference and countertransference. Case material is used to illustrate the application of theory to practice, and help embody and generate an analytic voice.

Comparative Analytic Theories

The class exposes students to contemporary thinking about psychoanalytic theory. Of particular importance is the development of analytic thinking from the perspective of theory and its effect upon the practice of analytic therapy, in addition to how one develops and what it means to develop an analytic mind and sensibility. Readings highlight current issues and topics regarding different views of psychopathology, trauma, and the role of the therapeutic relationship through transference and countertransference. Case material is used to illustrate the application of theory to practice, and to help embody and generate an analytic voice.

Health Psychology

This class supports the development of clinical skills to integrate biopsychosocial treatment in health, community and private practice settings. Students learn the fundamentals of health psychology, treatment team development, behavioral health interventions, the impact of culture on care, and the biopsychosocial treatment model. Students learn to effectively navigate multiple healthcare settings.

Through interactive discussions and course materials, students understand the metaskills of how to integrate evidenced-based practices into their own theoretical perspective. The class focuses on recognizing and treating the intrapsychic, developmental neurobiology, social, cultural and biological impacts on client health. Students recognize the effects of their own health beliefs and cultural backgrounds.

Intervention: Child Treatment

This course focuses on practical issues in child and adolescent therapy, from the first meeting with the child and family, through the course of treatment. Students learn how to assess and intervene in the home, school, clinic, and other settings. The course covers individual, family, and group therapy with normal and difficult children/adolescents.

Intervention: Group Therapy

This course examines group theory, intervention, therapy, and research, as well as social psychology, leadership, social defenses, and inter-personal relations. Students also learn to engage a group in dialogue, and develop an awareness of their clinical style in groups. Students become more aware of how group process is ubiquitous, as they learn to be more informed members of groups to which they belong. Students are encouraged to reflect on their personal and professional experiences of groups as related to the course material.

Narrative Therapy

This course addresses Narrative Therapy developed from, and an expression of, the postmodern critique. The guiding metaphors for this work are narrative and social construction; that is, people's lives are organized by narrative and social construction through life narratives that are socially constructed within particular sociocultural contexts. The therapist's work is to understand how the meaning of one's narrative has been constructed, and to help clients by coauthoring life stories in more preferred directions.

Object Relations I, II & III

Using clinical case material, students explore the basic concepts in object relations theory, examining the work of Klein, Fairbairn, Bion, and Winnicott. They also study American derivations of object relations theory that reflect the influence of ego psychology, including the work of Mahler, Leowald, and Kernberg. Clinical discussions emphasize the role of therapeutic processes central to object relations theory, namely: projective and introjective processes, including projective identification; interactional phenomena in the therapeutic setup with an emphasis on the pervasive role played by transference and countertransference; and the holding and containing functions of the therapeutic setting.

Elective Concentrations in Sociocultural Issues

Clinicians to Society

This course provides a fundamental understanding of social and community psychology. Students examine major topics, questions, and approaches related to the influence of society and groups on individual thoughts, emotions, and behaviors. The relevance of psychology to mental health in the community, and the function and mission of public mental health are also explored.

Other Electives

Advanced Forensic Assessment

This course builds on the foundational knowledge of psycholegal issues provided in the introductory class by deepening students' understanding of forensic evaluation, a core competency for forensic practitioners. The focus will be on providing applied, practical knowledge about forensic assessment. Topics covered will include assessment factors unique to forensic practice, the scope of one’s forensic opinions, assessment instruments used to provide information about various psycholegal questions, and ethical issues in forensic assessment.

Centering Experiences for Clinicians and Clients of Color

This course focuses on experiences, knowledge, theories, and writing of Clinicians of Color. To address the problem of an explicit and implicit focus on whiteness, white therapists, and people of color as the “other” in our training, this space is being cultivated to focus on Clinicians of Color serving People of Color. A combination of in-class reading, discussion, and clinical consultation will be the methods of learning. Students will be expected to read one required article per week, lead one discussion/consultation related to one of the articles during the trimester, and actively engage in class discussions.

Chemical Dependency Seminar

This course satisfies the state requirement for licensure and introduces students to the field of addiction treatment. Students gain an understanding of the process of addiction, relapse, and recovery, as well as the impact of racism on substance abuse in communities of color. Students learn to identify points of intervention in the treatment process, and explore the effect of addiction on mental and physical illness. Students also analyze the impact of substance abuse on family functioning, approaches to treating the family, and discuss how to utilize community resources in treatment. Other topics include understanding the role of public policy in promoting substance abuse treatment, becoming familiar with recent research on addiction and its implications, the role of public policy in promoting substance abuse treatment, genetic components of addiction, and becoming familiar with the recent research on addiction and its implications for treatment.

Forensic Psychology

This class introduces students to contemporary issues in forensic and corectional psychology. Forensic psychologists provide opinions in civil and criminal matters, and are involved with the correctional system. Every psychologist interfaces with the legal system in their career, whether completing an internship in a correctional setting, being subpoenaed to testify about a patient, or having to discuss a patient's competency. In addition, every psychologist must have a basic understanding of forensic and correctional practice. For example, many patients suffering from serious mental illness have spent time behind bars. This class provides an overview of forensic mental health topics, including competency, not guilty by reason of insanity, diminished capacity, class action litigation, civil commitment, and related issues. An overview of the crimiinal justice system and corrections, as well as basic topics in correctional mental health are also explored.

Independent Study

Students may enroll in independent study under the sponsorship of a Wright Institute faculty member or approved qualified instructor. Independent study is a course of study agreed upon by the student and instructor. It usually includes readings, papers, projects and other activities, as well as student/instructor evaluation. The Dean must approve all independent study projects in advance.

Motivational Interviewing

Motivational Interviewing (MI) is a globally recognized, evidence-based, humanistic approach used to support behavior change. Grounded in the belief that individuals possess an innate drive toward growth and well-being, MI helps clients explore and resolve ambivalence while strengthening intrinsic motivation in a collaborative, autonomy-supportive manner. MI is among the most extensively studied behavioral approaches in healthcare. This course introduces the spirit of MI-partnership, acceptance, compassion, and evocation--along with core communication skills including reflective listening, open-ended questions, affirmations, summaries, and the strategic elicitation of change talk. Emphasis is placed on culturally responsive and trauma-informed practice, examining how sociocultural context, structural stressors, stigma, and experiences of self-in-context shape readiness for change. Applications across addiction, health behavior change, chronic illness, and life transitions will be explored through structured skills practice and clinical integration.

Neuro-Based Psychotherapy

This seminar format course explores the burgeoning field of neuropsychoanalysis which links psychoanalytic theory with neuroscience models of the brain, mind, and emotions. Students discuss clinical cases, theory, and the writings of Solms, Schore, Turnbull, Pally, Siegel, and others. The goal is to foster an understanding of a unifying theory of the mind that is clinically useful, and avoids the pitfalls of neurosciences' reductionism of mental life and psychoanalysis' preference for theory over scientific study. The course is clinically oriented, with neuroscience and psychoanalytic theory accessible to all participants.

Psychopharmacology

Increasingly, clinicians are collaborating with psychiatrists and clients expect them to be knowledgeable about psychiatric medications. They must learn to integrate medication treatment with psychotherapy treatment. Psychopharmacology examines the major classes of psychiatric drugs and topics related to ethical concerns, determining when to refer clients for medication evaluation and how to follow clients, as well as how to work most effectively with psychiatrists and other medical professionals. Also reviewed are clinical considerations regarding ways medical disorders and drugs of abuse can mimic psychiatric symptoms.

Psychotherapy and Spirituality

This course explores questions such as: How do we, in an age of socio/political/environmental crisis, define the role of the spiritual in the work of psychology? What do we intend by "spiritual," and how do we differentiate it from "psychological"? How can we use spiritual understandings, practices, and concepts in clinical work? This class includes readings of Jung and psychological perspectives from other theoretical orientations, including object relations, ecopsychology, and developmental psychology. Students also explore texts from a wide range of spiritual and mystical traditions. The class is conducted as a seminar, with presentations by students (and possibly special guests) and discussions as the primary modes of working together.

Trauma and Recovery (Depth Oriented)

This course explores what trauma is, how it operates, its impacts and the transformative non-linear process of healing. As clinicians, we take this healing journey alongside our patients. In bearing witness to another's suffering, inevitably, our own pain, and even perhaps past experiences of trauma, may be invoked. Hence, we are encouraged to take time and space for self-restorative practices both during the course, in our daily lives and our clinical work. Approaching trauma and healing from a depth perspective, we examine texts that address trauma through a variety of vantage points and mediums. Assignments and class discussion create opportunities where we can reflect together on ways to make meaning and affect transformation in a deeply traumatized world.

Treating Early Maladaptive Schemas

This course offers a brief introduction to Jeffery Young and Aaron Beck’s theory of Early Maladaptive Schemas, their role in psychopathology, and how to address them in treatment, including updates from the original model to emphasize working with Schema modes. Interventions taught will be primarily from a CBT and ACT framework. The course will be delivered through a combination of lecture, role play, experiential exercises, and class discussions.

 

Lee Vance spent three years in seminary before discovering the Wright Institute:

"Having spent the majority of my past working within communities that aimed to help, I was excited to find that the Wright Institute was a community unlike any I had been a part of, uniquely concerned about social justice, diversity, and relationships. The classroom was where brilliant minds helped me to think broadly and deeply about society and clients. My practica and internships advanced my clinical skills and increased my competence. Frankly, I am deeply thankful for the development I've experienced over the past four years. I showed up at the Wright Institute in a t-shirt and shorts eager to learn, though scared and uncertain. Now, I am a professional. I'm passionate about the work, feel confident in my knowledge, and comfortable with the continued uncertainties.

It's been an absolute joy and privilege to learn and grow at the Wright Institute."

Lee Vance, Graduate