Pyschology Doctoral Internship

WELCOME

From the Director of Training:

We regret to inform you that the UWW UHCS Doctoral Internship program will not be recruiting doctoral residents for the 2025-26 internship cycle due to recent staffing changes. We are actively collaborating with the University of Wisconsin Whitewater administration to recruit and retain an additional on-site psychologist to support the training program. Our goal is to participate in the Match for the 2026-27 recruitment cycle. We apologize for any inconvenience this may cause for potential applicants.

Dear Prospective Intern Applicant,

Welcome to the University of Wisconsin- Whitewater's University Health & Counseling Services' (UHCS) Psychology Doctoral Internship  website.

We are pleased to announce that we have two Psychology Doctoral Internship positions to fill in the 2024-25 National Matching Services Phase 1 Match process! We are accepting applications immediately to fill the APA - accredited positions. 

Our accreditation with the American Psychological Association will be in place until our next scheduled site visit in 2028. 

Should you have any questions, please do not hesitate to contact me at (262) 472-1305 or webers@minyu1218.com. 

I wish you all the best as you embark on your internship selection process!

Stacy Weber, PhD 
Director of Training

UNIVERSITY OF WISCOSNSIN-WHITEWATER 

The 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 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 proudly provides comprehensive services and cutting-edge programming for students with disabilities through the Center for Students with Disabilities. Students with disabilities are an essential part of the diversity and accessibility that defines the 足彩平台 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. 

The University of Wisconsin-Whitewater is home to one of the finest collegiate athletic programs in the nation.   Warhawks capture National Championships in baseball, volleyball, football, gymnastics and men's basketball. In 2014 足彩平台 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 足彩平台 student-athletes.  

UNIVERSITY OF WISCONSIN-WHITEWATER UNIVERSITY HEALTH & COUNSELING SERVICES (UHCS)

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 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.

ACCREDITATION & MEMBERSHIP

Accreditation
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 7^th 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
202-336-5979
Email: apaaccred@apa.org

University Health and Counseling Services is also accredited by the Accreditation Association for Ambulatory Health Care.  

Membership
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.

DIVERSITY AND INCLUSION STATEMENT

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 足彩平台 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.

Read more about our diversity commitment and the actions and initiatives we undertake to support inclusion.

We value your feedback. Please share with us your thoughts and suggestions about how UHCS can be more inclusive: UHCS Feedback Form.

PROFILE OF UNIVERSITY OF WISCONSIN - WHITEWATER

TRAINING PHILOSOPHY AND VALUES OF UNIVERSITY HEALTH AND COUNSELING SERVICES

Training Philosophy:

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.  

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 see interns as emerging professionals and attempt to provide an atmosphere that is conducive to learning by providing interns with an appropriate blend of support and challenge, autonomy and responsibility. We aim to provide the professional and emotional support necessary to allow for growth and development into competent and versatile generalists who are prepared to practice as early career practitioners in University and College Counseling Centers and a variety of clinical settings.

Practitioner-Scholar Model:
The UHCS training program utilizes a practitioner-scholar developmental model of training which emphasizes sequential, 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.

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. 

UHCS Values

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.   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.   

OUTLINE OF TRAINING EXPERIENCE

Interns will have the opportunity to enhance their individual, couples and group counseling skills, their crisis intervention abilities and their outreach and consultation skills. 

Training Experiences:

1. Doctoral interns complete a 2,000 hour, 40 hours per week, calendar year experience.
2. Interns have the opportunity to provide individual, couples (as appropriate) and group counseling as well as crisis appointments, supervision and outreach activities. 
3. During the academic year Doctoral Residents receive 2 hours of weekly Individual Supervision, 2 hours a week of Group Supervision, 1 hour every other week of Supervision of Supervision, 1 hours a week Didactic Seminars, 1 hour per week of Assessment Seminar, 1 hours of weekly case consultation, and an average of 1 hour every other week of Diversity Outreach Seminar.
4. During the summer months Doctoral interns receive 2 hours of weekly Individual Supervision, 2 hours a week of Group Supervision, 2 hours a week of Didactic Seminars, and 1 hour a week of case consultation.
5. Individual and Group Supervision are provided by licensed psychologists.
6. Supervision of Supervision, seminars, and consultation are provided by a multidisciplinary team of masters and doctoral level licensed professionals.

Doctoral Orientation

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.

PROGRAM COMPONENTS

Direct Service Activities

1. Individual Counseling
   Doctoral residents see an average of 15-17 individual clients per week.  UHCS functions primarily within a brief psychotherapy model, with clients being allotted a maximum of 14 sessions per academic year. The decision to exceed the 14 session limit needs to be discussed in the Clinical Case Consultation seminar and approved by the Clinic Director. Clients assessed to need intensive or long-term therapy beyond the scope of the UHCS are referred to outside treatment programs or providers.
2. Groups and Experiental Workshop Classes
   

   Residents are strongly encouraged to co-lead at least one group with a staff member. UHCS offers various counseling groups throughout the year, ranging from skills-based groups to process groups.  Group offerings change periodically based on feedback from student surveys and staff experience and expertise. Examples of groups offered by UHCS include Understanding Self and Others; Prism EnGendering Support Group; Mindful Journaling; Tame your Inner Critic; First Generation College Student Support Group; and DBT-focused skills groups. UHCS also offers group programming for specific student populations, such as Resident Advisor Wellness group and a Student Athlete group

3. Intakes
   Residents will conduct individual counseling intake sessions during their regularly scheduled direct care slots. Intakes may be conducted virtually or in-person and require the same paperwork and survey completion regardless of modality. Residents will be scheduled to conduct a maximum of 5 intakes per week, with a cap at no more than two intakes in a single clinical day. Detailed intake procedures and forms/surveys are available for reference in the “UHCS How-To Guidebook.”
   
4. Crisis Intervention Crisis shifts are set aside each day in both morning and afternoon “shifts” to assist students in crisis.  If there is an acute crisis, any available staff member(s) will see a student at any time during clinic hours (8:00- 4:30).  Students scheduled to be seen during the crisis shifts are usually those who can wait a few hours but are distressed. Doctoral residents 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. Residents may rotate additional crisis coverage shifts as needed. Residents 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/himself or others.  Residents always have licensed UHCS clinical staff back-up while they are providing these services. UHCS does not provide formal after-hours emergency services; students who call the UHCS number will be forwarded to an after-hours crisis line.
5. Assessment
   

   Residents conduct assessments including clinical interviews and ADHD screening assessments. Residents can also utilize selected standardized measures of ability, personality, and achievement with individual clients. Residents receive training and supervision on the ADHD assessment battery conducted at UHCS and are expected to complete two ADHD screening assessment cases per month, which includes generating an integrated report with recommendations.

   UHCS has a variety of instruments that can be used (e.g., TOVA, CAARS, BDI, BAI, MMPI-2, MCMI-III, EAT, ETI, etc.) and has computer scoring and narrative reports available for some of the instruments (e.g., TOVA, CAARS, MMPI-2, MCMI-III, EAT, ETI, etc.). Residents should consult with their supervisors regarding which clients would benefit from formal assessment prior to conducting any assessments, and assessments should be interpreted in consultation with resident’s supervisors. ADHD assessments are conducted through a formal referral process; residents should consult with their supervisor prior to referring a student for ADHD testing.
   Residents participate in an Assessment Seminar, a module within the Didactic Seminar, where principles of assessment in clinical practice are discussed and test reports are reviewed, with particular attention to social justice issues in assessment.

Consultation and Outreach Activities

1. Outreach Events/Presentations
   From the beginning of residency, residents 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, residents are asked to handle general consultation requests on their own.  Senior staff members frequently invite residents to co-present workshops during the fall semester to assist the Resident in gaining experience in making presentations.  Residents also participate in outreach activities such as the Open Doors, Boxes and Walls and the Wellness Fair. Outreach may include synchronous or asynchronous presentations for classes, student organizations, or staff/faculty groups, as well as participation in campus-wide events (e.g., the yearly Wellness Fair), and content creation for UHCS’ social media platforms

2. Diversity Outreach Project
   An important application of consultation and outreach for UHCS residents is the design and implementation of a Diversity Outreach Project. Residents are encouraged to work collaboratively on a project that has either been identified as a UHCS or campus need, or to identify a service need for a population which may be societally or structurally marginalized and/or traditionally underserved. Residents are expected to develop and implement a novel project using their theoretical and experiential knowledge and relevant empirical literature.  This project should center the voices of underserved populations and/or the embodied wisdom of those who live with different issues in order to better serve our campus community.
   
   In the fall semester, residents design an intervention to meet the needs of an underserved population on campus; this initiative is then typically implemented in spring and the results are presented in summer. These initiatives may involve collaboration with other Student Affairs agencies or student groups on campus. Some examples of projects completed at other Institutions include:
   1. A workshop series on academic success for students diagnosed with ADHD
   2. A 3-part training for all UHCS mental health providers on working effectively with South Asian clients
   3. A collaboration with Academic Advising to train advisors in trauma-informed approaches when working with students
   4. A campus-wide "community read" centering Indigenous writings about the experiences of Indigenous students
   5. "Feeling Your Feed: A Panel Discussion about Social Media and Mental Health"
   6. A survey of BIPOC clients about their experiences at the UHCS, and an analysis and training to UHCS staff about the results
3. Drop-Ins, LIFE, and Let's Talk Consultations
   

   Residents have the opportunity to facilitate drop-in consultation appointments around campus. Consultation visits are brief, non-clinical contacts to help students gain support, insight, and information regarding their concerns. Drop in consultations are conducted in several spaces on campus, and services are specifically tailored to these spaces, including the UWW LIFE program for students with developmental disabilities, UWW Student Athletes, and the UWW Warhawk Connect Center. These drops ins are not a substitution for formal counseling. Drop in providers may share resources, recommendations, provide skill interventions, and refer when appropriate. If a student is found to be in crisis or at risk to themselves or others, they will be referred to a UHCS emergency session. Drop in sessions are documented separately from the electronic health record, do not count toward counseling session limits, and are coded as outreach services.

4. Co-Supervision
   

   Residents provide individual clinical supervision to master’s intern counselors who are 3rd-year students in the UWW's Counselor Education Master’s program.  UHCS counseling interns have two individual supervisors with whom they meet each week: a Resident supervisor, and a licensed clinical staff member.  Residents participate in a weekly Supervision of Supervision Seminar which includes small-group supervision of supervision, discussions of models of clinical supervision, case presentations of supervision, and discussions of supervision issues.  This supervision model allows excellent training for Resident supervisors and extensive oversight of master’s interns’ counselor development.

Training and Supervision Activities

1. Didactic Series
   Residents participate in a weekly training seminar focused on a variety of advanced training topics geared for residents 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, Acceptance & Commitment Therapy, Dialectical Behavior Therapy, sexual violence, etc. The residents are expected to provide one diversity related seminar for all of the trainees and staff during the spring semester. Seminars are provided by a multidisciplinary team of licensed mental health, medical and psychiatric professionals as well as wellness staff.
2. Case Consultation Series
   

   All residents meet weekly to present intake assessments, manage disposition of clients, and acquire their case loads. They observe permanent staff presenting cases, giving and receiving feedback, and providing recommendations. They learn to collaborate with colleagues to provide the best disposition and treatment planning for each client. This is also a clinical space to discuss difficult or complex cases, share clinical and research literature, and provide space for self reflection and support of colleagues.

3. Assessment Seminar
   Residents will meet weekly with the training director to review ADHD assessment cases. Residents will be expected to present the case, including relevant developmental history, review of symptoms, review of survey and assessment data, and provide rationale for differential diagnoses. Residents are encouraged to discuss relevant lived experience and identity and cultural factors as they impact diagnostic impression. Residents can utilize the assessment seminar space to role-play feedback sessions and collaborate on resources and recommendations.
4. Diversity Outreach Project Seminar
   Residents will meet every other week with other trainees, the postdoctoral fellow, the training director, and other relevant stakeholders to collaboratively work on a diversity outreach initiative on campus. The seminar space will allow practical workspace and collaborative self-reflection, learning, and problem solving as trainees delve into diversity topics
5. Individual Supervision

   Effective supervision is believed to be one of the most essential elements of a strong training program.  Doctoral residents receive 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 mainly on a resident’s counseling cases, ethics and other professional issues are considered valuable topics for discussion.  Primary supervisors will be rotated at mid-year so that residents can experience different supervisory styles.

   The primary supervisor is responsible for ensuring that all the resident’s cases are being supervised and that the Resident receives comprehensive experience in terms of types of cases and activities.  The primary supervisor will monitor all written and verbal communications regarding cases and will co-sign all documentation notes and reports. The primary supervisor will also monitor the resident’s adherence to legal and ethical guidelines, Wisconsin State, Student Affairs, UWW and UHCS policies and procedures.  Additionally, the primary supervisor is responsible for evaluating the resident’s performance at UHCS and providing formal and informal feedback to the Resident.  

   Supervisors may vary in style and approach to supervision, but there are some requirements that apply to all residents/supervisors.  Residents should keep progress notes and records up to date and bring information about clients to be discussed for supervision.  The primary supervisor must co-sign all types of clinical documents including progress notes, initial consultation notes and any other notes documented in Point N’ Click.  Residents are also required to maintain and update the client caseload log on Point N’ Click and print out a copy of it for each supervision session. Residents must be prepared to review all cases in their current caseload with their supervisor during each supervision session.

   The Resident is responsible for keeping his/her/their supervisor apprised of any potentially dangerous or troublesome cases.  If a supervisor is unavailable for one or more days (e.g., is attending a conference, on vacation, sick, etc.), the supervisor should consult with another senior staff member to ensure supervision coverage.

6. Group Supervision

   Doctoral residents engage in group supervision with the Training Director or licensed psychologist for two hours each week to gain additional clinical support, to provide an opportunity for Resident cohort interaction, as well as to discuss developmental issues.

7. Supervison of Supervision
   Theoretical and experiential supervision issues are discussed, and small group supervision-of-supervision is provided every other week. Trainees present their supervision work with master’s Resident counselors via electronic recordings and discussion. They give and receive feedback on their supervisory skills. This training group meets every other week for one hour throughout the academic year and is facilitated by the Training Director
8. Special Workshops & Trainings
   From time to time, special workshops and trainings are made available to UHCS clinical staff. For example, all staff and trainees receive yearly, mandated training on workplace harassment. Other examples include ACCTA, WPA, and CCMH workshops and presentations.  Residents are encouraged to present at the Wisconsin Area College Counseling Centers Conference, and their attendance fee is paid by UHCS.  There are also various staff development-oriented webinars and inservice workshops offered throughout the year.

Professional Development

1. 1. 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.
   2. 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. 

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:   

1. 1. 1. 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.
      2. 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. 
      3. 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.
      4. 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. 
      5. Communication and interpersonal skills: Interns will demonstrate strong oral and written communication skills and will effectively function interpersonally .
      6. Assessment: Interns demonstrate competence in conducting evidence-based assessment consistent with the scope of Health Service Psychology. 
      7. 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.
      8. Supervision: Interns will provide competent, culturally sensitive and collaborative clinical supervision of interns in the field of psychology.
      9. Consultation: Interns will demonstrate appropriate knowledge, skills, and attitudes regarding inter-professional and interdisciplinary collaboration in relevant professional roles.

INTERNSHIP ADMISSIONS, SUPPORT AND INITIAL PLACEMENT DATA

Date Program Tables are updated: 7/20/24

Program Disclosures: 

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.

University of Wisconsin-Whitewater does not offer H-1B or other work authorization visa sponsorship for this position. Candidates must be legally authorized to work in the United States at the time of hire and maintain work authorization throughout the employment term. If you have questions regarding this, please contact Human Resources. 足彩平台 is not an e-verify employer, therefore STEM extensions are not options for work authorization.

Existing work authorization through a student visa does not qualify a candidate for employment at 足彩平台.

A criminal background check will be conducted prior to an offer of employment. All final candidates must be asked, prior to hire, whether they have been found to have engaged in, are currently under investigation for, or left employment during an active investigation in which they were accused of sexual violence or sexual harassment.  

Factors considered to pass the background check include the nature of the crime, the timeframe of the conviction, and how that conviction relates to their job duties of a doctoral counseling intern.

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:

Program	Minimum Hours Required?	Hours Required
Total Direct Contact Intervention Hours	Yes	300
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

Item	Benefit
Annual Stipend/Salary for Full-time Interns	$30,000
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 

Statistic	2021-2024
Total #of interns who were in the 3 cohorts:	4
Total #of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree	0

Number of Post-doctoral residency positions and Employed positions

Program	PD	EP
Academic Teaching	0	0
Community mental health center	0	0
Consortium	0	0
University counseling center	1	0
Hospital/Medical Center	0	0
Veterans Affairs health care system	0	0
Psychiatric facility	0	0
Correctional facility	0	0
Health maintenance organization	0	0
School district/system	0	0
Independent practice setting	1	2
Other	0	0

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.

DUE PROCESS IN EVALUATION AND REMEDIATION and INTERN GRIEVANCE PROCEDURES

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, Stacy Weber, when contacted at webers@minyu1218.com. 

INTERNSHIP TRAINING MANUAL

Please click here to access the Doctoral Internship Training Manual

SALARY AND BENEFITS

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.

Salary
Interns in the 2024-25 cohort will receive a stipend of $30,000. 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.

Holidays
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 here for the specifically recognized holidays.

Health Insurance
Interns are provided with Health/ Dental/ Vision Insurance.

Facilities
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 medical record and appointment system.

APPLICATION PROCESS

Our APPIC Program Member Code is: 231311

We welcome applications from all interested and qualified psychology intern candidates! Applicants will apply to the internship by forwarding all materials via the AAPI Online.
Details about the AAPI Online can be found at the APPIC website.

The AAPI Online includes:

1. Cover letter (please answer the question: why are you interested in this internship site?)
2. Summary of personal and educational information
3. Summary of your doctoral experience
4. 4 essays
5. CV
6. Letters of recommendation
7. Graduate transcripts

Additional Minimal Requirements for Application include:

1. A minimum of 300 Intervention hours.
2. Master's degree required at the start of internship.
3. Comprehensive exams passed by the start of the internship
4. Dissertation Proposal approved by start of internship

Preference in the selection of psychology interns will be given to applicants whose prior clinical and professional experience demonstrate strong goodness of fit with the above counseling center internship description. Completion of one's comprehensive examinations and dissertation proposal is required for application, and students are encouraged to complete most or all of their dissertation requirements prior to beginning the internship. Criteria for selection include clinical experience, letters of recommendation, alignment with the values and mission of the UHCS, academic performance, and performance in a video call interview. 

Interviews 

In an effort to avoid undue financial burden for any intern applicant, and to standardize our interview process, we do not conduct in-person interviews. Top candidates are all interviewed by videoconferencing platform. We invite you to talk to current interns to find out more about how our site could be a potentially good fit for your training aspirations.

APPIC Match Statement

UHCS follows the APPIC Match Policies and agrees to abide by the APPIC Policy that no person at UHCS will communicate, solicit, accept, or use any ranking-related information prior to the release of the Match results.

UHCS Policy Regarding Academic Programs Requesting Additional Contracts and/or Evaluations

UWW UHCS endorses the APPIC Match process as binding. UHCS therefore does not enter into additional training contracts or written training agreements beyond what is required to participate in the APPIC Match. If your academic program requires such a contract, you are strongly encouraged to consult with your Director of Clinical Training (DCT) about this requirement now.

Similarly, as detailed above, interns at UHCS receive ongoing formative and summative evaluative feedback from supervisors throughout the training year. These evaluations are based on our program's philosophy of training, training model, and the goals, objectives, and competencies that define a UHCS internship. At mid-year and again at the end of the year the internship Training Director sends the academic program DCT a letter summarizing the intern's performance to date. If requested, the DCT may also receive a copy of the primary supervisor's evaluation of the intern. Therefore, if you are enrolled in an academic training program that requires additional departmental program evaluations, these will not be completed by UHCS training staff at the University of Wisconsin Whitewater. Your program may choose to use the data from our evaluations to complete their own forms. Again, you are strongly encouraged to consult with your DCT if you have questions about such requirements.

University Employment Requirements

Employees at the University of Wisconsin must meet certain pre-employment requirements as outlined in University Policies.  These requirements include eligibility for legal employment in the U.S. (sometimes called the I-9 requirement) as well as the ability to pass a criminal background check to verify that candidates have no criminal or other record that would preclude employment in the University's judgment.  For more information on the University's criminal background checks, please refer to HR Policies.  Background checks are conducted following the APPIC Match, but the outcome of these checks has the potential to preclude employment (see APPIC Match Policy 6.b).

Finally . . . 

We hope that you will strongly consider applying to the psychology internship training program at University Health and Counseling Services at the University of Wisconsin Whitewater.  While this can be stressful time, we wish you the best of luck with the application and match 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 webers@minyu1218.com

Stacy Weber, PhD
Director of Training
University of Wisconsin- Whitewater
University Health and Counseling Services