From the Director of Training:
Dear Prospective Intern Applicant,
Welcome to the University of Wisconsin- Whitewater's University Health & Counseling Services' (UHCS) Doctoral Internship Services website.
We are pleased to announce tht we have two Psychology Doctoral Internship positions to fill in the 2023-24 National Matching Services Phase 1 Match process! We are accepting appliations immediately to fill the APA accredited positions.
Our accreditqation with the American Psychological Association will be in place until our next scheduled site visit in 2028.
Should you have any quesitons, please do not hesitate to contact me at (262) 472-1305 or email@example.com.
I wish you all the best as you embark on your internship selection process!
Stacy Weber, PhD, LP
Director of Training
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(Following the October 2013 recommendation of the American Psychological Association Office of Program Consultation and Accreditation, the title of the internship program was changed from "Predoctoral Internship" to "Doctoral Internship".)
The University of Wisconsin- Whitewater's University Health and Counseling Services (UHCS) served as a training site for masters internship and doctoral practicum students in counseling, psychology and social work students for several decades prior to becoming accredited as a doctoral internship program. Beginning in 2014, UHCS expanded our training program to include a Doctoral Internship in Health Service Psychology. Since that time, UHCS has offered an internship placement to a cohort of two doctoral interns.
The Doctoral Internship training program at UHCS provides supervised experience in an integrated university Counseling, Health and Wellness Center where intern training is woven into every aspect of the center's functioning. Direct service activities include individual, group, and couples counseling, assessment, consultation, crisis intervention, co-supervision of masters level interns, and outreach activities. Supervision and training are geared to the intern's level of professional development. Training activities include weekly Individual Supervision, Group Supervision, Crisis Intervention Supervision, Diversity Seminars, formal and informal Case Consultation, and weekly Didactic Training Seminars.
A multidisciplinary professional staff provides interns exposure to varied clinical perspectives and theoretical orientations. Most staff members are involved with supervising and mentoring our interns either by providing individual supervision, seminars, or crisis intervention supervision. Interns are integrated into our staff and participate, with supervision, as professional members of our Center.
Traditionally, this program did not use any form of distance education technologies for training and supervision. However, since the onset of COVID-19, UHCS follows the safety recommendations of the CDC and the Wisconsin Department of Health Services and provides didactic seminars and some supervision activities via video conferencing.
The University of Wisconsin- Whitewater's doctoral internship program in Health Service Psychology is fully accredited by the American Psychological Association (APA). The program, located within University Health and Counseling Services (UHCS), was initially accredited on April 7th 2019 and will be due for a re-accreditation site visit in 2028. Questions related to the program's APA accreditation status should be directed to the:
Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, NE
Washington, DC 20002-4242
University Health and Counseling Services is also accredited by the Accreditation Association for Ambulatory Health Care.
The UHCS doctoral internship program was approved for membership in the Association of Psychology Postdoctoral Internship Centers (APPIC) by the APPIC Board on 11/12/15. Our APPIC Program Member Code is #231311. UHCS is also a participating member of the Association of University and College Counseling Center Directors and the Association of Counseling Center Training Agencies.
UHCS strives to provide high quality physical and mental health care, outreach, and consultation. Because of this mission, we hold a strong commitment to the diverse UW-Whitewater community and the promotion of equity and justice. We recognize and acknowledge that discrimination, prejudice, and inequitable systems of power and privilege impact the wellbeing of our campus community. As a healthcare organization, we work to:
UHCS demonstrates this commitment within our center through various initiatives:
and throughout the campus via UHCS staff membership on:
We value your feedback. Please share with us your thoughts and suggestions about how UHCS can be more inclusive: UHCS Feedback Form.
While we have returned to in-person services, we continue to maintain adjustments to our service delivery and training structure to best meet the needs of our clients and trainees during the COVID-19 pandemic. Some of those adjustments include:
We will continue to adjust our service model according to current CDC recommendations.
University of Wisconsin-Whitewater (UWW) has an enrollment of approximately 12,000 students, granting Bachelors and Masters degrees in 64 programs of study.
Located in Whitewater, WI, a safe and classic Main Street community of approximately 14,390 residents an hour east of Madison, an hour west of Milwaukee, and two hours northwest of Chicago, UWW provides enriching opportunities for people of all ages.
UWW was founded in 1868 and officially joined the University of Wisconsin System in 1971. UWW is committed to the development of the individual, the growth of personal and professional integrity and respect for diversity and global perspectives. These are met by providing academic and co-curricular programs that emphasize the pursuit of knowledge and understanding and a commitment to service within a safe and secure environment.
UWW is accredited by the Higher Learning Commission (North Central Association) and has earned special accreditation from professional and academic associations that set standards in their fields.
The University of Wisconsin- Whitewater faculty and staff and students excel in research and engagement with our region. Our faculty and staff from all our colleges - Arts and Communication, Letters and Sciences, Education and Professional Studies, and Business and Economics - blend research and teaching.
The University of Wisconsin-Whitewater proudly provides comprehensive services and cutting-edge programming for students with disabilities. Since 1972, the Center for Students with Disabilities (CSD) at UW-Whitewater has provided a wide array of accommodations, support services, auxiliary aids and programs for students, staff and all members of the UW-Whitewater community.
Students with disabilities are an essential part of the diversity and accessibility that defines the UW-Whitewater campus and CSD is committed to supporting a diverse and stimulating academic community. CSD actively collaborates with students, faculty, and staff to create an inclusive, accessible university experience. UWW is dedicated to promoting diversity and an equal opportunity for students to fully participate in all aspects of their education and university life.
The University of Wisconsin-Whitewater is home to one of the finest collegiate athletic programs in the nation. With each season, the Warhawks build on a tradition of academic and athletic excellence. The decade has seen the Warhawks capture National Championships in baseball, volleyball, football, gymnastics and men's basketball. In fact, on May 27, 2014, UW-Whitewater made history as the first NCAA institution in any division to win national championships in men's football, basketball, and baseball in a single academic year. The success of Warhawk sports teams parallel the accomplishments inside the classroom of UW-Whitewater student-athletes. With 39 chancellor scholar-athletes, and a grade point average over 3.0, Warhawk student-athlete success happens both in the classroom and on the field of play.
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The University Health and Counseling Services (UHCS) Training Program is committed to the university teaching mission by providing a dynamic experience in support of the professional development of graduate students from the fields of Counseling, Psychology, and Social Work. Although the training staff represent a variety of professional backgrounds and theoretical orientations, there is a shared valuing of experiential, developmental and humanistic approaches to training.
In valuing the opportunity to contribute to the growth of the counseling profession, UHCS seeks to support interns in their advancement professionally, clinically and interpersonally. We strive to meet interns at their developmental level and adapt their training to address their individual needs. Training at UHCS is based on the belief that a competent psychologist should be guided by knowledge of clinical theory and applied research, awareness of ethical/legal/professional standards of practice, sensitivity to individual differences within a diverse society, and openness to lifelong learning.
We attempt to provide an atmosphere that is conducive to learning by providing interns with an appropriate blend of support and challenge. We see interns as emerging professionals and treat them accordingly, giving them appropriate amounts of autonomy and responsibility. At the same time, we try to provide the professional and emotional support necessary to allow for growth and development. We focus on interns' "growth edges" and attempt to facilitate interns' growth throughout the course of the year.
Our training program aims to produce competent and versatile generalists who are prepared to practice as entry level professionals in College and University Counseling Centers as well as a variety of related clinical settings. As generalists, interns are expected to develop enhanced awareness, knowledge and skill in the nine profession wide areas of competency. By the completion of the training experience, interns are expected to be ready to function as autonomous, entry level, practitioners exhibiting skills appropriate for early career practitioners.
The UHCS training program utilizes a practitioner-scholar developmental model of training which emphasizes experiential learning. As a practitioner, the intern applies the knowledge gained from scholarly and scientific evidence to clinical practice. As a scholar, the intern is engaged in study of the science of psychotherapy, and is encouraged to contribute to the profession through involvement in scholarly and professional activities.
A focal point of this model entails a focus on service delivery with professional development being viewed as sequential in nature, and with the goal of helping interns move toward greater levels of autonomy and independent practice by the completion of the training year. This model also includes an emphasis on experiential learning which allows intern to learn through concrete experience, reflective observation, active experimentation, and an establishment of mentoring relationships where training is viewed as relational and reciprocal.
In order to be an effective practitioner, one's practice must be "informed by science." Interns are initially taught theory and research in their academic training programs. They continue their education throughout the training program and are taught the importance of becoming lifelong learners. The practice of psychology is an intensely demanding endeavor which requires one to continue to evolve professionally. Practitioners must be able to integrate theory and research into their clinical work in meaningful ways. This includes keeping up with the professional literature on new developments in the field and changing one's practice as indicated.
Value of Supervision and Collaboration:
UHCS recognizes that supervisors and other staff serve as important role models for interns. Staff interact with interns both formally, through supervision and other training activities, and informally, through an open door policy, which highlights the value we place upon consultation and collaboration. There is no single theoretical orientation which guides the staff, so interns are not expected to adhere to a specific orientation. Rather, we strive to provide both challenge and support for interns as they develop their own professional identities. Supervisors and other staff are in frequent contact with interns and serve not only to facilitate the development of skills and competencies but also to facilitate the development of self-efficacy and professionalism. Furthermore UHCS appreciates the cyclical nature of learning that comes from the open exchange of knowledge between interns and staff.
Appreciation for Diversity:
We value appreciation for all differences among people, including those of national origin, race, gender, gender expression, sexual orientation, ethnicity, functional ability, socio-economic status, age, and religious/ spiritual affiliation. Woven into the program is the belief that every competent practitioner in the field should be guided by appreciation for individual differences within a diverse society, and an openness to lifelong learning. We believe that valuing cultural diversity from a global perspective maximizes human growth and development, and enhances the quality of life on our campus, in our community, and throughout the world.
Value of a Multidisciplinary Team within a Merged Health Service:
We believe that training and learning is enhanced at UHCS by providing a multidisciplinary model that encompasses a merged service with health care providers. We have a multidisciplinary staff of social workers, counselors, psychologists, a psychiatrist, wellness coordinators, nurse practitioners, physicians, medical assistants and other specialized staff. The Health, Counseling and Wellness Service programs occupy the same building to further facilitate collaboration and coordination. Click here to see a listing of our Health & Counseling Staff.
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Interns will have the opportunity to enhance their individual, couples and group counseling skills, their crisis intervention abilities and their outreach and consultation skills.
During the first 3 weeks of Internship the doctoral Interns receive training through an orientation program that prepares them for their job duties. This includes an orientation to the university designed to acquaint them with Internship's major competency areas, structure and culture of UHCS. During this time, they meet many UWW staff and faculty, become familiar with agency procedures and are introduced to their supervisor. Individual learning contracts are developed with each Intern and the Fall schedule is set.
Direct Service Activities
A. Individual Counseling
Doctoral interns see an average of 14-16 individual clients per week. UHCS functions primarily within a brief psychotherapy model, with clients being allotted up to 14 sessions per academic year. Clients who are assessed to be in need of intensive or long-term therapy beyond the scope of the UHCS are referred to outside treatment programs or providers.
B. Group Counseling
UHCS offers a variety of counseling groups throughout the year. These include Wise Minds (a DBT focused group), Prism (sexual identity group), Coping with COVID (an interpersonal processing group), EnGendering (gender spectrum group), Kaleidoscope (group for students of color), It’s Complicated (a relationship group), Surviving & Thriving (skills development workshop) and the Healing Group (for survivors of sexual violence). Trainees have the opportunity to co-facilitate at least one group each semester.
C. Psychoeducational Programming, Outreach
UHCS staff and trainees provide outreach programs for other departments, present seminars or workshops for student groups, and provide other outreach services on campus. From the beginning of the internship, trainees are expected to provide consultation and outreach, under supervision. As the year progresses and they gain more experience with outreach and knowledge of campus and community resources, trainees are asked to handle general consultation requests on their own. Senior staff members frequently invite trainees to co-present workshops during the fall semester to assist the trainee in gaining experience in making presentations. Trainees also participate in outreach activities such as the Open Doors, Boxes and Walls and the Wellness Fair.
D. Psychological Assessment
Doctoral Interns are expected to complete two assessment batteries (each battery utilizing at least two assessment instruments) during their Internship year. UHCS has a variety of instruments that can be used (e.g., BDI, BAI, MMPI-2, MCMI-III, EAT, EDI, etc.) and has computer scoring and narrative reports available for some of the instruments (e.g., MMPI-2, MCMI-III, EAT, ETI, etc.). Trainees should consult with their supervisors regarding which clients would be benefit from formal assessment prior to conducting any assessments, and assessments should be interpreted in consultation with Intern's supervisors.
E. On-Call/Crisis Intervention
On-call hours are set aside each day to provide assistance to students in crisis. Students scheduled to be seen during the on-call time period are usually those who can wait a few hours to be seen, but who are fairly distressed. Doctoral Interns are expected to provide one shift of on-call coverage per week, during regular working hours, during the fall and spring semesters and as needed during the summer. A senior staff member's time is "blocked off" during the Intern's on-call hour to ensure the availability of consultation during that time. Interns are expected to consult with a senior staff member during any crisis session, but most especially when they are working with a client who is experiencing thoughts of hurting her/him/their self or others. Interns may also be asked in rare cases to accompany another staff member on a crisis call outside of UHCS regular office hours. UHCS does not provide formal after-hours emergency services.
During the spring semester Doctoral Interns provide co-supervision to a Masters Intern. This supervision will be provided in collaboration with the Master Intern's primary supervisor. The co-supervision will be focused on providing additional consultative support regarding 3-5 of the Masters Intern's caseload. The Doctoral Intern will meet with the Masters Intern during the Masters Intern's second hour of individual supervision. The Master's intern's primary supervisor will initially remain in the room during co-supervision. Based on the progress of the supervision and the severity of Master Intern's caseload, the primary supervisor may deem it appropriate to allow the Doctoral and Masters interns to meet independently after the establishment of the relationships. Any co-supervision conducted without a primary supervisor in the room will be video recorded. The primary supervisor of the Master's intern has the final authority over all of the Master Intern's clinical caseload and signs all EMR documentation.
Supervision & Training Activities
A. Individual Supervision (Year-Round: 2 hours/week)
Effective supervision is believed to be one of the most essential elements of a strong training program. Each doctoral intern receives 2 hours per week of regularly scheduled supervision from a licensed psychologist. Additional unscheduled supervision and consultation with the supervisor and other staff members are available and encouraged. Although individual supervision may focus primarily on an intern's counseling cases, ethics and other professional issues are considered to be valuable topics for discussion. Primary supervisors are rotated at mid-year so that interns will have an opportunity to experience different supervisory styles.
B. Group Supervision (Year-Round:2 hours/week)
Doctoral Interns engage in group supervision with the Training Director for two hours each week to gain additional clinical support, to provide an opportunity for intern cohort interaction, as well as to discuss developmental issues.
C. Diversity Seminars (Fall & Spring: 1 hour every other week)
Doctoral Interns attend a seminar, training or lecture series every other week specifically focused on a diversity related topic. These topics include ethnic and racial diversity, differing physical and cognitive abilities, sexual orientation, gender identity, and socio-economic status variables.
D. Case Consultation (1.5 hours/week)
All UHCS Senior Staff & Doctoral Interns meet weekly to provide and receive consultation on cases. Doctoral Interns attend case consultation are expected to present client cases and give/ receive feedback about client cases as needed and appropriate.
E. Didactic Training Seminars (2 hours/week)
Interns participate in a two-hour per week didactic training seminar. These seminars are focused on a variety of advanced training topics geared for trainees who have several semesters of graduate training and clinical experience. Training seminars assume a foundational level of knowledge on the topic. Topics include suicide and risk assessment, ethics & boundaries, eating disorders, AODA assessment & treatment, cognitive-behavioral therapy, Dialectical Behavior Therapy, sexual violence, etc.
F. Crisis Intervention Supervision (Fall & Spring: 1 hour/week, Summer: as needed)
During the fall and spring semesters Doctoral Interns receive 1 hour per week of crisis intervention supervision with a UHCS senior staff member. This supervision is focused on ensuring the Interns are prepared to conduct a thorough suicide & risk assessment and allows for the review and revision of written documentation of crisis sessions. In addition, during this supervision doctoral Interns receive additional information and support regarding conducting crisis intervention with clients. Due to low incidence of crisis intervention appointments during the summer months, supervision and/ or consultation is available as needed during the summer.
G. Supervision of Supervision (Spring: 1 hour/week)
During the spring semester when the Doctoral Interns are providing peer supervision to the Masters Interns they will receive group Supervision of Supervision from a licensed mental health provider experienced in providing clinical supervision. Supervision of Supervision will focus on the process and development of skills in providing clinical supervision. it will not be focused on the clinical needs of the cases being supervised. Articles, books and video recordings of the peer supervision sessions will be used to augment training.
A. Release Time (up to 2 hours/week)
Doctoral Interns receive up to two hours of release time per week each semester to work on their dissertations, licensing exam or other research/professional development activities and are required to keep a log of their activities for this time.
B. Summer Projects (5 hours/week during Summer)
During the months of Mid-May- July, Interns are provided 5 hours per week to pursue a "scholarly project" to include identification of a problem/ question / need, followed by some sort of data review and/or data collection. The Intern must use the data to inform some sort of contribution to our center, in the form of a continuing education presentation, web-based hand-outs and/or programs for clients, or training / resource materials for practicum students, subsequent Interns, or staff. Goals and objectives for the summer project are developed in partnership with the Training Director and Individual Supervisors. Examples of summer projects include developing PowerPoint presentations for use in outreach/consultation, developing videos for training, conducting agency research, creating and updating resource and referral directories, compiling bibliographies or lists of websites for specific typical client issues, and creating manuals for work with specific underserved populations.
AIMS AND COMPETENCIES OF THE TRAINING PROGRAM
The Aims of the internship program are as follows:
Aim 1: To promote the development of clinical skills and professional identity of a generalist psychologist that includes the provision of individual and group counseling, crisis intervention, and supervision within a framework of evidence based practice and professional ethics.
Aim 2: To cultivate a life-long interest in developing the ability to understand, appreciate, and competently interact with individuals from diverse cultures and belief systems.
Aim 3: To competently engage in consultation and outreach to outside providers and the campus community within the context of an integrated counseling, health, and wellness center.
The Nine Profession Wide Competencies (PACs) that interns are expected to obtain during their internship year are as follows:
I. Research: Interns will demonstrate the integration of science and practice by demonstrating the knowledge, skills and competence sufficient to produce new knowledge, to critically evaluate and use existing knowledge to solve problems and to disseminate research.
II. Ethical and legal standards: Interns will demonstrate knowledge and application of professional ethical principles, laws, standards and regulations related to the professional practice of psychology.
III. Individual and cultural diversity: Interns will demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities who embody a variety of cultural and personal background and characteristics.
IV. Professional values, attitudes, and behaviors: Interns will conduct themselves professionally during all activities, including clinical practice, interactions with peers, supervisors and other professionals and during all consultation and outreach activities.
V. Communication and interpersonal skills: Interns will demonstrate strong oral and written communication skills and will effectively function interpersonally .
VI. Assessment: Interns demonstrate competence in conducting evidence-based assessment consistent with the scope of Health Service Psychology.
VII. Intervention: Interns will demonstrate appropriate knowledge, skills, and attitudes in the selection, implementation, and evaluation of interventions that are based on the best scientific research evidence; respectful of clients' values/preferences; and relevant expert guidance.
VIII. Supervision: Interns will provide competent, culturally sensitive and collaborative clinical supervision of interns in the field of psychology.
IX. Consultation: Interns will demonstrate appropriate knowledge, skills, and attitudes regarding inter-professional and interdisciplinary collaboration in relevant professional roles.
Date Program Tables are updated: 6/22/2022
As articulated in Standard I.B.2, programs may have “admission and employment policies that directly relate to affiliation or purpose” that may be faith-based or secular in nature. However, such policies and practices must be disclosed to the public. Therefore, programs are asked to respond to the following question.
|Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution’s affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values.||
|If yes, provide website link (or content from brochure) where this specific information is presented:|
Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program's policies on intern selection and practicum and academic preparation requirements:
The UHCS doctoral internship training program provides supervised experience in an Integrated University Counseling Center comprised of a Counseling, Health and Wellness Center. Interns participate in a wide range of activities including individual, group, and couples counseling, crisis intervention, assessment, health interventions and consultation and outreach activities. Supervision and training are geared to the intern's level of professional development. The Doctoral Intern training activities include weekly Individual Supervision, Group Supervision, Crisis Intervention Supervision, Diversity Seminars, formal and informal Case Consultation, and weekly Didactic Seminars.
A multidisciplinary professional staff provides interns exposure to varied clinical perspectives and theoretical orientations. We attempt to provide an atmosphere that is conducive to learning by providing interns with an appropriate blend of support and challenge. We see interns as emerging professionals and treat them accordingly, giving them appropriate amounts of autonomy and responsibility.
Does the program require that applicants have received a minimum number of hours of the following at time of application? If Yes, indicate how many:
|Total Direct Contact Intervention Hours||Yes||250|
|Total Direct Contact Assessment Hours||No||NA|
Describe any other required minimum criteria used to screen applicants: Minimum number of years of grad training required: 3; Masters degree required, successful passing of comprehensive exams by start of internship, dissertation proposal approved by the start of internship.
Financial and other Benefit Support for Upcoming Training Year
|Annual Stipend/Salary for Full-time Interns||$25,000|
|Annual Stipend/Salary for Part-Time Interns||N/A|
|Program provides access to medical insurance for intern?||Yes|
|If access to medical insurance is provided|
|Trainee contribution to cost required?||Yes|
|Coverage of family member(s) available?||Yes|
|Coverage of legally married partner available?||Yes|
|Coverage of domestic partner available?||No|
Hours of Annual Paid Personal Time off (PTO and/or Vacation): Professional Development: 16 hours/ 2 days; Vacation: 80 hours/ 10 days; Legal Holidays: 72 hours/ 9 days
Hours of Annual Paid Sick Leave: 48 hours/ 5 days
In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave? Yes
Other Benefits (please describe):
Each intern has her/his own office, equipped with a computer, internet access and digital recording technology. Interns have UWW e-mail accounts, access to library resources, and athletic facilities.
Initial Post-Internship Positions (Aggregated Tally for Preceding 3 cohorts)
Date Range (e.g.2012-2015): 2019-2022
|Total #of interns who were in the 3 cohorts:||6|
|Total #of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree||0|
|Community mental health center||0||0|
|University counseling center||4||0|
|Veterans Affairs health care system||0||0|
|Health maintenance organization||0||0|
|Independent practice setting||0||2|
Note: “PD” = Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be counted only one time. For former trainees working in more than one setting, select the setting that represents their primary position.
Please click here to see our Due Process, Intern Grievance and Intern Complaint Procedures
Additional internship program, policies are available in the Training Manual (see the link below) and will be provided to any interested parties directly by the Training Director, Terri DeWalt, when contacted at firstname.lastname@example.org.
Please click here to access the Doctoral Internship Training Manual
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We recognize that selecting an internship for the final phase of your doctoral training is a big decision. We want you to hear directly from past interns what their experiences of being an intern at UHCS was like. These videos are available so that prospective applicants may hear about our program strengths, learning atmosphere, and other aspects of the internship. We offer links to the videos here so that visitors may have quick access to various informational pieces in that format, but invite everyone to explore our website in more detail to gain a deeper knowledge of what our training site has to offer.
Video 1: What Have You Liked About Being an Intern at UHCS?
Video 2: How Have You Grown as an Intern?
Video 3: Value of Self Care at UHCS
Each internship position is a full-time (40 hours per week) university employee position. Consequently, interns are provided with certain employee benefits and are given opportunities to take advantage of others. These benefits are listed below.
Interns in the 2020-2021 cohort will receive a stipend of $25,000. The salary will be received in monthly direct deposit installments on or around the first day of the month.
Vacation & Sick Time
Interns are provided with 10 days of paid vacation and 5 days of sick time. Accommodations may be made for extenuating circumstances as appropriate.
The State of Wisconsin grants nine days of paid legal holidays per calendar year to eligible employees. UWW holidays follow the official University holiday schedule. See link for the specifically recognized holidays: https://uwservice.wisc.edu/calendars-schedules/legal-holidays.php
Interns are provided with Health/ Dental/ Vision Insurance.
Each intern has her/his/their own office, equipped with a computer, internet access and digital recording technology. Interns have UWW e-mail accounts, access to library resources, and athletic facilities.
We have an essentially paperless office and interns will learn to use Point N/ Click, our electronic note-taking and appointment system.
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Minimum Requirements for Applicants
By the time of application
We utilize the uniform psychology internship application (AAPI Online) developed by The Association of Postdoctoral and Psychology Internship Centers (APPIC). To locate the AAPI Online, and to complete our application process, visit the APPIC website at www.appic.org and click on the AAPI Online icon.
The AAPI Online includes a cover letter, the summary of personal and educational information, the summary of your doctoral experience, 4 essays, a CV, letters of recommendation, and graduate transcripts.
1. A copy of your AAPI
2. A current curriculum vita (CV)
3. Letters of recommendation from:
* At least two licensed psychologists who have supervised your clinical work
* 1 major academic advisor or another supervisor of your clinical work
4. Candidates should address the question "Why are you interested in this internship site?" in their cover letters.
This internship site follows all guidelines established by the Association of Psychology and Postdoctoral Internship Centers (APPIC). We fully endorse the APPIC policy summarized in the following statement:
"This internship site agrees to abide by the APPIC Policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant."
Applicants will use the APPIC application for psychology internship (AAPI). Information on the APPIC National Matching Process and the details regarding registration procedures can be found at www.natmatch.com/psychint.
Our AAPIC Program Member Code is: 231311
The internship selection process involves two steps. The first step is a review of application materials, including the AAPI completed online, cover letter, current curriculum vitae, three letters of recommendation, with at least two from clinical supervisors who will speak directly about the quality of your clinical work and your engagement in clinical supervision, and official graduate transcripts.
Following the review of applications, our selection committee selects a list of finalists who are assessed as having experiences and goals that are identified as being a "good fit" with the training expectations at our site. We will then notify applicants about selection as finalists. The second phase of the selection process involves participation in interviews with members of the staff. In consideration of the COVID-19 pandemic, interviews will only be held via video conferencing (WebEx) for the 2021-2022 cohort application process.
We wish you the best in your internship application process. Please feel free to contact me with any questions about our program. You may reach me by telephone (262) 472-1305 or preferably by email at email@example.com
Terri DeWalt, PhD, LP
Director of Training
University of Wisconsin- Whitewater
University Health and Counseling Services