Welcome	Admission Procedures
Faculty	Application Step-by-Step
Profession of School Psychology	Application FAQ
Program Description	Course of Study
Training Model	Field Experience
Program Philosophy	Financial Assistance Opportunities
Knowledge Base	Links
Program Objectives	Psychology Program At-A-Glance*
Our Voices

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Welcome

The students and faculty of the UW-Whitewater School Psychology Program welcome you to our home page. We are very pleased that you have chosen to visit us and hope that you will find the information contained here useful. UW-Whitewater is about to enter its third decade of educating School Psychologists. We are proud of our NASP-accredited program, our students, our cooperating field supervisors, and proud of our many graduates who are serving children, schools, and families across the state and across the nation. We are a program dedicated to training professional practitioners who will be able to function at the highest level of competency in the many roles school psychologists are called upon to play.

Here at UW-Whitewater, our emphasis is on helping our students learn to be strong, competent advocates who are always able to work for the best interest of the child - and we start preparing students right away! We place great value in providing our students with "real world" experiences through our "Straight Talk" mentor program, job shadowing, collaborative training with special education teachers, and a very wide selection of field practicum sites from which to choose. Some of the features of our program about which we are particularly proud include:

• Close student-faculty relationships, allowing abundant opportunities for individualized, competency-based training, assistance, and support. Our classes are kept small for this reason.

• Close, mutually-supportive student body. The program makes a special point to encourage and support collaboration among its students and as a result, life-long professional and personal friendships emerge.

• Strong support of the program by our many alumni and network of affiliated local practitioners.

• Program-wide portfolio evaluation at each semester so students and faculty can exchange feedback on progress.

• Strong commitment to diversity in our student body.

• Accreditation by the National Association of School Psychologists (NASP).

• Active scholarship of our faculty with abundant opportunities for student collaboration.

• Excellent program facilities in modern surroundings, situated in picturesque south central Wisconsin only a short drive from Madison, Milwaukee, and northern Illinois suburbs.

• A 100% placement rate of students into School Psychology positions.

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About Our School Psychology Faculty 

Program Coordinator - Dr. Jim Larson, NCSP

Dr. Larson came to the UW-Whitewater School Psychology Program in 1990 after a 14 year career as a School Psychologist with the Milwaukee Public Schools. He is a graduate of the College of William and Mary, the University of Wisconsin-Milwaukee, and Marquette University. Dr. Larson teaches school psychology course work in intervention and behavior assessment. His areas of research interest include school violence and the prevention of childhood aggression. Email: larsonj@mail.uww.edu

Although she is originally a native of Wisconsin, Dr. Scherr earned her doctoral degree in School Psychology at the University of Northern Colorado. Her areas of research interests include the needs of children in foster home placements and evidence-based interventions for academic underachievement. Dr. Scherr teaches school psychology course work in both academic and intellectual assessment, and she also supervises practicum students. Email: scherrt@uww.edu

Dr. Neddenriep came to UW-Whitewater after practicing as a school psychologist in the Omaha (NB) Public Schools, where she specialized in the needs of children with autism. Dr. Neddenriep earned her doctoral degree in School Psychology at the University of Tennessee. Her areas of research interests include the measurement of reading fluency and academic interventions. Dr. Neddenriep teaches course work in the assessment of behavior and personality and in school-based consultation. Email: neddenrc@uww.edu

Dr. Beaver came to UW-Whitewater in 1992 after receiving her doctoral degree from Northern Illinois University. Dr. Beaver teaches school psychology course work in childhood psychopathology and her research interests include childhood depression and coping. Email: beaverb@mail.uww.edu

Dr. Cook came to UW-Whitewater in 1991. He received his doctoral degree in Developmental Psychology from Vanderbilt University. Dr. Cook teaches school psychology course work in the areas of child development and research methods and pursues his own research in the area of child development. Email: cookg@uww.edu

Dr. Cook came to UW-Whitewater in 1999. She received her degree at the Peabody College of Vanderbilt University. Dr. Cook teaches school psychology course work in child development and human learning and also pursues research interests in the area of child development. Email: cookj@mail.uww.edu

Dr. Kraemer is a graduate of the doctoral program in School Psychology at the University of Wisconsin-Madison and is also a practicing School Psychologist in Verona, WI. Dr. Kraemer lectures, advises on thesis projects, and is also one of our practicum field supervisors. Email:kraemere@mail.uww.edu

Dr. Morgan came to UW-Whitewater in 1996 after receiving her doctoral degree from the University of Utah. Dr. Morgan teaches school psychology course work in the social bases of behavior and her area of research interest includes examining gender differences in students' motivation within educational contexts.
Email: morganc@mail.uww.edu

What is the Profession of School Psychology?

Historically, School Psychologists have been associated with children's schooling for most of this century, though the past 25 years has seen phenomenal growth in their numbers. Today, there is barely a school district in the country that does not have access to a School Psychologist.

Wisconsin boasts one of the most progressive school psychology services delivery systems in the country, with eight high quality university training programs and hundreds of licensed School Psychologists serving our schools and families. Graduates of the UW-Whitewater School Psychology Program are eligible for the Wisconsin Department of Public Instruction license as a School Psychologist as well as the prestigious Nationally Certified School Psychologist (NCSP) designation.

The day-to-day role of a School Psychologist differs dramatically from district to district and person to person, but some commonalities exist:

Consultation
One of the most important (and growing) roles of the School Psychologist is that of consultant to teachers, professional staff, and parents. In this role, the School Psychologist works individually or in collaborative teams to help address the learning and behavioral needs of all students in the school. Using consultation strategies and techniques, the School Psychologist helps other staff members gain insight and skill so as to work more effectively with the children. As an example, a fourth grade teacher may be having difficulty with the behavior of one of her students and, after all of her own efforts do not seem to help, she may turn to the School Psychologist. The School Psychologist brings a new set of eyes to the problem as well as training in behavior theory and management, child development, and instructional design. Together, the teacher and the School Psychologist map out an intervention for the teacher to implement with the child. The School Psychologist stays involved the whole time, monitoring the intervention and providing support for the teacher. Students in the UW-Whitewater School Psychology Program take course work in consultation methods and have opportunities to work on their skills with practicing teachers.

Assessment
School Psychologists are responsible for providing data-based, non-biased psychological assessment for children referred for this service. Assessment for School Psychologists takes many forms, including: Individual, standardized assessment of intellectual functioning, personality and behavior, academic achievement, sensory-motor development, and adaptive functioning. In addition, School Psychologists are also skilled at assessing how the child is achieving relative to his or her own curriculum (called "curriculum-based assessment") and at observing and interpreting behavior in the natural setting. One of the most important skills School Psychologists need to have is the ability to communicate the results of their assessment efforts so that the data are useful to the adults who will work with the child. Consequently, writing and interpersonal communication skills are very important. Students in the UW-Whitewater School Psychology Program take course work in all of these skill areas and have abundant one-on-one instruction and guidance from program faculty.

Therapy/Counseling
School Psychologists are skilled in providing therapy/counseling services to all ages of children and youth, in both individual and small group formats. Teachers and parents will often refer students for concerns such as attention problems, aggression, mild depression, anxiety, social skills difficulties, and numerous other concerns, particularly as they are exhibited in the school setting. After assessing the particular needs of the child, the School Psychologist may elect to provide services following any number of established therapy models. At UW-Whitewater, we train our students in the "cognitive-behavioral" model, a system of therapy that helps the child use his or her own thinking patterns to address the difficulty. Students first practice on one another and then later with actual students in the school setting.

Program Evaluation
An important and growing role for School Psychologists is that of program evaluation. Using skills learned in such classes as UW-Whitewater's Research Design, School Psychologists help administrators and teachers assess the effectiveness and usefulness of in-school efforts such as drug and alcohol prevention programs, school violence prevention programs, protective behaviors programs, academic improvement programs, and many others.

Education
This is one of the most favored roles for many School Psychologists. Teachers, parents, administrators, and community members have ongoing needs to be informed about the latest research, insights, and skills for working with children. School Psychologists are skilled at providing inservice education and skill development workshops in areas of their own expertise.

As you can see, the role of the School Psychologist is quite varied, and the above only scratches the surface! At UW-Whitewater, our goal is to prepare students to embark upon the "career that you want." This means providing students with a broad array of skills and competencies that can be further refined as the student moves ahead in the profession, defining and creating his or her own service delivery model over time.

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Program Description

The graduate program in School Psychology at UW-Whitewater is a three-year, full time course of classroom study and field practica and internship leading to certification by the Wisconsin Department of Public Instruction as a School Psychologist. Students first complete 30 graduate credits in psychology and education, then either pass a comprehensive examination or defend a thesis to complete the requirements for the master's degree (M.S.E. - School Psychology). This degree is necessary but not sufficient to become certified as a school psychologist.

Upon attainment of the Masters degree, students enter into the Educational Specialist Degree (Ed.S) sequence, consisting of additional credits of advanced course work, a 600- hour field practicum, and a 1200-hour paid internship. Successful completion of the internship allows the student to apply for certification as a fully licensed school psychologist

The UW-Whitewater program has full accreditation by the National Association of School Psychologists (NASP) and has additional accreditation by the Wisconsin Department of Public Instruction (DPI) and the National Council for Accreditation of Teacher Education (NCATE). Upon completion of the internship, students may apply for the Nationally Certified School Psychologist (NCSP) credential. This certificate is achieving growing recognition among state school psychology licensing boards and allows for reciprocal certification in selected states outside of Wisconsin.

Consistent with policies of the University of Wisconsin System, the UW-Whitewater School Psychology Program is committed to equal educational opportunity in its training program and encourages application from all persons regardless of race, color, creed, religion, age, ancestry, national origin, disability, sexual orientation, political affiliation, marital status, Vietnam-era veteran status, parental status, and pregnancy.

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Training Model

The School Psychology Program at the University of Wisconsin - Whitewater has a distinguished history and current dedication to the professional preparation of school psychologists. The program conforms to the scientist-practitioner training model, with a strong emphasis placed on the maintenance of scientific rigor in the applied setting. Students are trained to see themselves as applying both the principles of empirical science and the skills of clinical sensitivity and insight to the problem-solving process in the school setting. While the training essentially represents a "delivery of service" model, students are provided with the curricular background to produce as well as effectively consume research in the field.

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Program Philosophy

The philosophical foundation of the Program is grounded solidly in the viewpoint that the school psychologist is an educated mental health professional able to bring critical reflection, data-based decision-making, and applied skills to address complex problems which confront them as school practitioners. The Program stresses the need for school psychologists to understand the psychological, socio/cultural, environmental, political, and economic influences that shape the behavior and potentials of children, families, and school personnel. With this understanding, school psychologists can apply their training as an activist problem-solver within the school setting, taking a proactive stance in the best interests of children. The future school psychologist also needs to understand the vital influence that the teacher, the classroom milieu, and the educational philosophy of the school have on the child. Foundational courses in psychology and education, and their associated field practica and internship combine to provide the student with the opportunity to examine and understand this ecological perspective on human development and functioning.

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Knowledge Base

Consistent with this orientation, the knowledge base reflects both foundational and applied course work and experiences in psychology and education. Students are provided with both theoretical and practical training in a broad range of professional competencies. Core course work in the legal, ethical, and professional foundations of school psychology, human learning, child and adolescent psychopathology, and measurement theory provide the student with the foundation necessary to advance to the more applied assessment and intervention curricula and field work. The Program places high emphasis upon training school psychologists to be active participants in the resolution of problems. Consequently, the knowledge base contains both direct and indirect intervention, including individual and group therapy, behavioral consultation, and primary prevention procedures. In addition, Program students are provided with core professional education requirements in the areas of cultural diversity, pupil exceptionalities, curriculum methods, and reading instruction methods.

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Program Objectives

The School Psychology Program at the University of Wisconsin - Whitewater is designed for those persons who plan to devote their professional careers to one of the many aspects of school psychological services and desire to achieve a proficiency which will enable them to assume a role of leadership based on a considerable depth of understanding in their work. The Program recognizes that a contemporary training program must prepare its students for the complex challenges of today's schools and school children, as well as provide them with the intellectual curiosity and professional enthusiasm to meet the demands of the future. Consistent with the above philosophy, training model, and knowledge base, the School Psychology Program has the following training objectives:

• To train individuals who intend to be practicing school psychologists and who will promote school psychology as a profession in the highest representative fashion;
• To teach the basic skills and content areas of psychology and education in order to meet the requirements of School Psychology as defined by the National Association of School Psychologists, the American Psychological Association, and the Wisconsin State Department of Public Instruction Certification for Provisional and (Full) School Psychologists;
• To teach students to have respect for the scientific rigor and principles that are the hallmark of the field of psychology at large and the integration of science and professional practice;
• To train students skilled in non-biased assessment of school-aged children and youth and to see that assessment as integrated with well-researched, measurable treatment procedures.
• To train students to become competent in serving as consultants to teachers, parents and other personnel in their work setting and prepared to carry out programs of primary, secondary, and tertiary prevention;
• To train students to become professionals who will act as child advocates and facilitate the optimal best interest of the child in the environments of school, home and community;
• To train students to become professional school psychologists who are sensitive to and accepting of human diversity and who are academically prepared for the challenges presented in a pluralistic society;
• To train students to become professionals who will not only be effective consumers of others' research, but as a function of their practice, be able to conduct applied research to benefit the children and families whom they serve;
• To provide students with exposure to and understanding of the ethics and values of the school psychology profession;
• To promote in students a need and respect for continuing professional development and to address those needs through advanced continuing professional development course work and workshops.

Admission Procedures

All prospective students desiring admission into the School Psychology Program must simultaneously apply for admission into the School of Graduate Studies. This combined application form may be completed on-line (http://www.uww.edu/gradstudies/) or obtained or by calling the School of Graduate Studies (262) 472-1006. Those individuals requesting information directly from the School Psychology Program will find it included in the mailed packet. The completed form, along with all necessary fees, should be delivered or mailed to the School of Graduate Studies located in Roseman Hall.

Grade Point Average
An overall undergraduate grade point average of at least a 3.00 (on a 4.00 scale) is required. Applicants who do not meet this requirement may appeal for an exception on the basis of other factors (e.g., relevant work experience, outstanding job performance, recommendations, and/or evidence of appropriate personal qualifications.) Prospective applicants should be aware that the School Psychology Program receives far more applications for admission that it can possibly admit. A strong undergraduate GPA is a characteristic of most students admitted to the program.

Prerequisite Course Work
Students must demonstrate, at a minimum, undergraduate or graduate course work in the three areas of 1) child/adolescent psychology or development, 2) abnormal psychology, and 3) basic statistics as prerequisite to all graduate course work. Additional preparation in the areas of physiological psychology, advanced child development, personality theory, theories of counseling, and regular or exceptional education are highly desirable.

Personal Characteristics
Individuals wishing to be admitted to this program must be of high personal character. Some districts and practicum sites require a criminal background check. In addition, exceptional levels of maturity and professional demeanor are expected. Otherwise qualified candidates who lack these characteristics will be denied admission.

Non-Candidate for Degree
In accordance with Graduate School policy, students may take selected graduate courses as an Non-Candidate For Degree (NCFD) prior to admission. Up to 12 credits may be transferred into the student's School Psychology Program upon subsequent admission to the Program. Some students have found this to be a way to help demonstrate academic qualifications and/or get a head start on their program. Please consult the Coordinator prior to registering for NCFD classes. Successful completion of NCFD course work does not guarantee subsequent admission.

Applicants with Previously Earned Master's Degrees
Individuals desiring to apply directly to the Educational Specialist Degree (Ed.S.) with a previously earned Master's degree in school psychology or a related area may do so in consultation with the Coordinator. Additional course work to address deficiencies may be required.

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Application Step-by-Step

1. Complete the UW-Whitewater Graduate School Application form and send it along with the fee to the address provided for the School of Graduate Studies. Have your undergraduate transcripts also sent to the School of Graduate Studies, NOT to the School Psychology Program.
2. Complete the one page UW-Whitewater School Psychology Program "Student Application" form.  You can download a "Student Application" form now!  You must have Adobe Acrobat Reader  to download this application.
3. Complete an "Autobiographical Statement." This will contain a discussion of relevant personal background and describe in depth why you have chosen to pursue study in the field of school psychology. This should be neatly typed/word processed and should give the Admissions Committee a good sample of how well you express yourself in writing.
4. Attach the Student Application to the face of your Autobiographical Statement and mail both to: Dr. Jim Larson, Coordinator, School Psychology Program, Department of Psychology, UW-Whitewater, Whitewater, WI 53190
5. Solicit three letters of recommendation from appropriate persons (such as former professors or work supervisors) who are familiar with your academic and personal qualifications for graduate study in school psychology. Have them write on their own letterhead, and send the letter directly to Dr. Jim Larson, Coordinator, School Psychology Program, Department of Psychology, UW-Whitewater, Whitewater, WI 53190. You may call 262-473-5413 to inquire about whether your letters have arrived.
6. Take either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) and have the results sent to the Department of Psychology.

The MAT takes approximately one hour and applicants may arrange to take it at the UW-Whitewater Testing Center (262-472-5613) or at a similar testing facility at another university.

Early planning is essential. Failure to arrange for this testing in a timely manner may result in an incomplete application packet on the deadline date. Have results sent to the Department of Psychology. Once you have obtained your copy of the results, call 262-472-5413 to inquire if the university has also received a copy. Missing results are not unusual; copier reproductions may be acceptable to complete your packet if necessary.
 

7. If your application packet is subsequently passed forward by the Admissions Committee, you will be called in for a personal interview near the deadline date. Please do not call the program to inquire if you will be asked for an interview; we will contact you. A very few individuals, because of extreme travel distance or other factors, may be admitted without an interview.

The School Psychology Admissions Committee will meet during the week following the March 1st deadline. Applicants will be informed by mail as to their status. Those who have requested early admission consideration will also be informed in a timely manner appropriate to their deadline.

The School Psychology Program admits students only in the spring of the year for classes beginning the following fall term. Admitted students are also free to take summer term classes.

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Application FAQ

Should I take the MAT or the GRE?
If you are applying with a psychology undergraduate degree from a major university within the state of Wisconsin and have a strong 3.00 plus GPA (on 4.00 scale), the answer is probably "either will do." We use the information from these instruments to help guide our judgements and understanding particularly with students from programs with which we are unfamiliar. We know and respect the various psychology departments from our state, and see the undergraduate grade point average as a better predictor of success. In such cases, the MAT will do nicely. If you are from out of state, or you have been out of school for a lengthy period, or you believe that a strong GRE score might help a less than outstanding grade point average, then we recommend the GRE. In either case, we do not have firm cut-off scores.

Whom should I get to write me a letter of recommendation and what should they say?
The letter of recommendation is essentially an endorsement of you as someone who has the intellectual, motivational, academic, moral-ethical, and social attributes to be a mental health professional in the schools. Choose people who can address a variety of these. College professors who really know your ability -- who have worked closely with you on a major project, who know you as a person as well as a student -- make excellent writers. Avoid professors who don't really remember you well or know you only as a "face" who turned in good work. Try to be certain to have at least one college professor. In addition, your work supervisors (particularly any work that involved children or youth) can write about your maturity level, how well you work with others, ability to be independent, and/or other work-related characteristics. As a general rule, select writers who have recent knowledge of you -- that your high school English teacher still remembers you is nice, but...

Is there a form for the letters?
No. Have your writers use their business letterhead or personal stationary, and send the letter to: Dr. Jim Larson, Coordinator, School Psychology Program, Department of Psychology, UW-Whitewater, Whitewater, WI 53190. Do NOT send it to the Graduate School.

What do you want me say in my Autobiographical Statement?
Address any experiential background that you think is relevant to your choice to pursue school psychology. How and why did you come to this decision? Who or what were your influences? Why do you think you will be happy as a school psychologist? Additionally, remember that this may be the only sample of your writing that the Admissions Committee will see, so write it with that in mind.

Do most people go full time?
Yes. Most of our students choose to finish their course work, practica, and internship in three years. Some, however, choose to complete their master's degree in two years, then switch to full-time. Either is quite acceptable.

Is the third year Internship paid?
In the vast majority of cases, it is fully reimbursed at the rate of a starting school psychologist.

Do many people apply, and what are my chances?
We keep our enrollments low so as to allow for a close faculty-student relationship. We have many more applicants than we have spaces available. Your chances are enhanced by the following (not in any order): Strong grade point average; experience with children in a work setting or as an undergraduate intern; evidence that school psychology is not a last minute choice; excellent writing skills on your autobiographical statement; professional and mature appearance at your interview.

What if I have additional questions?
Many people do. You may reach the Graduate Assistant assigned to the School Psychology Program by calling 262-472-5413. If this person cannot help you, he or she will pass your name and number along to one of the faculty members who will be happy to call you back.

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Course of Study

Applicants should consult relevant sections of the Graduate Catalog for a comprehensive description of degree requirements and course descriptions.

Graduate Course Sequence

Students in the School Psychology Program complete a total of 69 graduate credits in psychology and education. The following courses are listed in the sequence in which they must be taken by all students. These courses are offered on a semester basis. Two summers of course work are necessary. All students are expected to earn both degrees.

Master's Degree Sequence
 

Summer I

Optional College of Education course in consultation with the Program Coordinator

Fall

Psych. 620   Foundations of Professional School Psychology     3 cr

Psych. 724   Learning in Educational Contexts      3 cr

Psych. 740   Assessment I - Achievement and Progress Monitoring    3 cr

Psych. 746   Psychopathology of Childhood and Adolescence      3 cr

Psych. 792  Field Placement in School Psychology      1 cr

Spring

Psych. 715   Research Design & Program Assessment     3 cr

Psych. 745   Assessment III - Intelligence and Adaptive Behavior    3 cr

Psych. 770   Assessment II - Personality and Behavior  3 cr

Psych. 785   Advanced Child Development    3 cr

Psych. 792  Field Placement in School Psychology    1 cr

***Alternative directed elective:

Psych. 799 Thesis Research      1 - 6
 

Summer II

Psych 768   Behavior Therapy in the School     3 cr

Psych 680   School Violence and Crisis Management     3 cr

College of Education required course* 3 cr.

Note: Master's degree awarded upon successful thesis defense or successful completion of a comprehensive examination.
 
 

Education Specialist Degree Sequence
 

Fall

Psych. 793 Practicum in School Psychology including
                               Seminar   6 cr

Psych. 769  Consultation and Prevention    3 cr

Psych  797  Specialist Project Research     1 cr

College of Education Required Course 3 cr

Spring

Psych. 793  Practicum in School Psychology including
                             Seminar: Cultural Issues in the School    6 cr

Psych. 766  Cognitive Behavioral Therapy with Children and Adolescents 3 cr

Psych. 787   Social Context and Diversity in the School Setting   3 cr

Summer

College of Education Required Course 3 cr

College of Education Required Course 3 cr

*College of Education Required Courses

CIGENRL 725 Curriculum Development and Integration 3 cr
READING 764 Developmental Reading in the Elem. School 3 cr
SPECED 700 Theoretical Foundations…in Special Ed. 3 cr
EDFOUND 710 Education in a Pluralistic Society 3 cr

Internship

Fall
 

Psych. 795  Internship in School Psychology    3 cr

Psych. 795  Internship in School Psychology   3 cr

Note: Upon completion of all Program requirements, including internship, portfolio review, Specialist Project, and the successful completion of the NTS Praxis-II in School Psychology, students receive the Education Specialist Degree and may apply for the Nationally Certified School Psychologist credential.

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Field Experiences

In the School Psychology Program, students are provided with field experiences throughout the course of study. In the first semester, all students complete Foundations of Professional School Psychology (Psych 620) in which they are provided an opportunity to shadow a practicing school psychologist from the local area and engage in supportive relationships with high risk children in the local public school system through our Straight Talk Mentoring Program. These experiences and accompanying course work provide students with a beginning understanding of school psychological role and function as well as school operation and organizational issues. Additionally in the first semester, in accordance with the requirements of Assessment I - Achievement and Progress Monitoring, students cooperate with local school psychologists so that they may be provided with supervised opportunities to practice the use of both nomothetic and curriculum-based assessment procedures with children in the school setting. This school-based cooperative arrangement follows through into the second semester of the first year as students complete required assessments for Intelligence and Adaptive Behavior (Psych745) and Personality and Behavior (Psych 770).

Practicum

Upon admission into the Education Specialist Degree (Ed.S.) sequence, students are assigned a practicum site. Arrangements are made with the supervising school psychologist and the Pupil Services Director for the student to make a pre-practicum site visitation. During this visitation, students are introduced to administrators and other appropriate personnel, provided with a tour of the facilities, and given an opportunity for informal conversation with the supervising school psychologist. Opportunities for observation and/or participation in end of the year activities are offered where possible or desirable. The new practicum assignee will also spend time "shadowing" the current practicum student.

The Practicum in School Psychology (793) is a local school district placement with an accompanying two and one-half hour seminar and on-campus supervision. This practicum occurs only following the attainment of the masters degree and the recommendation of the Coordinator, in consultation with the School Psychology Committee of the general psychology faculty. This experience is run in strict accordance with the standards outlined in the Standards for Training and Field Placement Programs in School Psychology (NASP, 2000). The Practicum (793) is a 600-hour, two semester, supervised field experience in the public schools which has the following objectives:
 

1. Provide students with supervised training opportunities that reflect a logical extension of their university course work in the areas of assessment, direct intervention, consultation, prevention, and professional school psychology within the context of a close, mentor relationship with field and university supervisors;

2. Provide students with an immersion into the organization and structural components of public school functioning, including administrative and faculty organization, pupil service design, and associated legal and legislative issues;

3. Provide students with an understanding of and experience with the team assessment process associated with the Individuals with Disabilities in Education Act (IDEA) and Wis. PI-11, including prereferral consultation, case management assessment, IEP team decision-making, parent and teacher feedback, and individualized program development;

4. Provide experience for students with a wide diversity of pupil needs and characteristics, including those children with low incidence handicapping conditions and those pupils and families of diverse cultural, ethnic, and racial backgrounds.

The Practicum (793) is held for each student in any one of several local, cooperating school districts. Students complete the "Practicum Application Form" in the spring semester prior to their practicum year. Students are assigned to one school district only. This placement decision is arrived at in consideration of student preference, faculty assessment of student needs, and field supervisor availability. UW-Whitewater is especially proud of the diversity of practicum placement opportunities available for students. Students may select from the urban experience of Milwaukee or Madison, the working class communities such as Janesville and Beloit, the "bedroom" communities such as Oconomowoc and Kettle Moraine, to the very rural, farming communities such as Milton, and many others in between. This variety of training sites allows program faculty to match the practicum with the expressed needs and experiences of the practicum student.

Supervision is both field and university based. Students work particularly close with both supervisors during the Practicum. Field supervisors model procedures and monitor student training experiences. University faculty make frequent visitations to school sites for observation and consultation. A "Practicum Planning Form" is completed jointly by the student and both field and university supervisors to insure a broadly-based experience. Students maintain Practicum Activity Logs which are monitored by university supervisors on a weekly basis. Structured evaluation using the "Practicum Evaluation Form" is conducted twice during both Practicum semesters.

The Practicum in School Psychology is supported by a regular two and one-half hour seminar for all practicum students which meets at the university (Milwaukee Public Schools students also participate in an additional seminar in Milwaukee). This seminar is designed to address specific needs of the students. In the first semester, essential foundational skills, such as report writing, special education procedures and program criteria, and school organization are discussed. The second semester is dedicated to furthering understanding of diverse learners and cultures in the school setting.

Internship

The internship experience occurs following the completion of all course work and practica requirements for DPI certification as an Initial Educator - School Psychologist. Students enroll in Internship in School Psychology (Psych 795), a full-time, 6-credit, 1200-hour, paid field experience. This experience is run in strict accordance with the standards outlined in the Standards for Training and Field Placement Programs in School Psychology (NASP, 2000).

Internship sites are obtained through an application process. Each site is pre-approved by program faculty. The "Internship Planning Form" insures a wide-ranging experience for each intern. Interns are required to maintain up to date logs of their activities and submit them to university supervisors on a monthly basis. A structured evaluation component is required. The interns themselves are supported on-campus by a monthly Internship Seminar in which case consultation occurs and current topics relative to the practice of school psychology are discussed. Further information may be found in the Internship Handbook.

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Financial Assistance Opportunities

Graduate students enrolled at Whitewater can seek financial assistance in the form of assistantships, employment, grants, and loans.

Graduate assistantships are offered to a limited number of full-time graduate students.  Full assistantships require 20 hours of service per week and have paid, most recently, approximately $8,613 for an academic year.  In addition, when funds are available, out-of-state students may be eligible for a remission of the nonresident portion of the tuition costs. Please contact the Graduate Studies Office for further information, or click here.  The UW-Whitewater School Psychology Program is able to offer a limited number of full and part-time graduate assistantships to full-time first and second year students. A separate application form available either from the Office of Graduate Studies or from the School Psychology Program is necessary. Please note that this application also has a March 1st deadline.  Graduate students can also seek other employment assistance by applying for Federal Work-Study Employment, Regular Student Payroll, or other opportunities as advertised on campus.

Advanced Opportunity Program Awards are available to members of under-represented minority groups or nonminority/disadvantaged students.  Nonresident Grants are available to out-of-state students who are enrolled fulltime and exhibit both scholastic excellence and financial need.  Contact the Academic Support Services Office for more information.

Federal Perkins Loans are available to graduate students who are citizens or permanent residents of the United States and demonstrate financial need.  Federal Stafford Loans (subsidized and unsubsidized) enable graduates to borrow directly from participating lenders.  Contact the Financial Aid Office,  (262) 472-1130, for further information.

The UW-Whitewater School Psychology Program has two partial scholarships available for both first and second year students, The Barbara Ann Hersko Scholarship and the Song Family Scholarship. Information about these opportunities are explained once a student has entered the program. Accepted students are also eligible for a variety of Wisconsin School Psychologists Association (WSPA) scholarships in the same monetary range.

Out of state students may be eligible for significant tuition reductions, based on available funds. Inquiries should be made to School of Graduate Studies, (262) 472-1006.

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Links

 Online application
 NASP
 WSPA
 Graduate Catalog 2000-2002
 Graduate Policies & Information
 University of Wisconsin - Whitewater Homepage

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