Providing a Continuum of Professional Training: The Nebraska Psychology of Schooling Project and the Nebraska Internship Consortium in Professional Psychology

Abstract

Two projects undertaken by the School Psychology Program at the University of Nebraska-Lincoln are described. Both projects evolved from the desire to improve the quality and quantity of training opportunities available to school psychology students. The Nebraska Psychology of Schooling Project is a cooperative public school/university program targeted at improving practicum sites and experiences. The project is designed to provide exposure to the process of changing psychological services in schools; experience with a problem-solving oriented, consultation-based model of psychological services; and involvement in research targeted at evaluating project outcomes. The Nebraska Internship Consortium in Professional Psychology was developed to ensure the availability of high quality internships for students in our training program. The consortium is now APA-approved and consists of 13 cooperating agencies offering broad-based supervised experiences for doctoral clinical, counseling, and school psychology interns from across the nation.

Additional information

Notes on contributors

Jack J. Kramer

Jack J. Kramer, PhD, received his doctorate from the University of South Carolina in 1979. He is Associate Professor of Educational Psychology and Director of the School Psychology Program, and the Nebraska Psychology of Schooling Project at the University of Nebraska-Lincoln. His professional interests include the training of school psychologists, evaluation of school psychological services, and the dynamics of social interaction during problem solving sessions.

Jane Close Conoley

Jane Close Conoley, PhD, received her doctorate from the University of Texas in 1976. She is Professor and Chair of the Department of Educational Psychology at the University of Nebraska-Lincoln and Director of the Nebraska Internship Consortium in Professional Psychology. Her research interests include intervention effectiveness with behaviorally disordered students and strategies to increase the acceptability of interventions generated during consultation interactions.

Lisa G. Bischoff

Lisa G. Bischoff, PhD, received her doctorate from the University of Southern Mississippi in 1990. She is Assistant Professor of Educational Psychology and Coordinator of the Nebraska Psychology of Schooling Project at the University of Nebraska-Lincoln. Her research interests include the effects of having a disabled child on family functioning and increasing reading achievement in elementary special education students.

Kathryn M. Benes

Kathryn M. Benes, PhD, received her doctorate from the University of Nebraska-Lincoln in 1990 and formerly served as Coordinator of the Nebraska Psychology of Schooling Project. She is currently Assistant Professor of Psychology at Iowa State University. Her professional interests include the analysis of verbal and nonverbal behavior in therapeutic settings as well as examining the effectiveness of behavioral interventions across child-oriented ecosystems.