Vinici and Farah (2001) clarify that, currently, the clinic-school surpassed these two initial purposes and acts today also as a space so that the pupils develop research and participate of extension projects, beyond giving attendance to community. Then, the clinic-school became a source where they are collected given referring to the atendimentos, to the characteristics of the taken care of people, to the average time of the atendimentos, to the factors that favor, or not, the psicoteraputico success and others. These data are used as base for the elaboration of new projects and research, in a continuous process of inquiry that only has to favor the teach-learning of the graduation pupils and its future insertion in the professional market. Of this form, with support in Perfeito and Melo (2004), it can be said that in its more recent configuration, the clinic-school consists as a tripod of the superior education, uniting in one alone space education, the research and the extension. By means of the period of training, the pupil has conditions to place, in practical, what he learned in the theory, acquiring clinical experience. The activities of research among others allow that it verifies, inquiries, the effectiveness and the result of its interventions, being this practical one forms to articulate the theoretical knowledge with the period of training. Ademais, in the clinic-school, is possible to visualize and to understand, of clearer form, the changes that occur with the individuals.
The extension, in turn, of to the pupil the possibility to work directly with the community. Poelman and others (2009) stand out this aspect of the extension, affirming that the clinic-school of Psychology is one of the doors that the university opens for the community, in such way that this can receive the benefits from the academic activity, materialized in the form of the atendimentos offered for the trainees. It is verified, in the present time, a movement of expansion of the services given in the scope of the clinic-school.