The training program is coordinated by the NICPP Board of Supervisors. The Board comprises a Director, and two Associate Directors, Training Directors and non-voting Training Coordinators from the cooperating agencies, non-voting representatives from the Clinical, Counseling, and School Psychology programs of the University of Nebraska–Lincoln Department of Educational Psychology, and one or more intern representatives. The Board meets regularly to discuss training issues, set policies, and coordinate the training experience for interns. The University of Nebraska–Lincoln Department of Educational Psychology serves as the central administrative unit for the Consortium. The broad array of professional interests and experiences of the members of the board of supervisors and the support faculty at the various consortium sites provide a wealth of resources for interns.
Board of Supervisors
Beth Doll (firstname.lastname@example.org)
Director, UNL Educational Psychology Program
Michael Scheel (email@example.com)
UNL Counseling Psychology Program
Susan M. Swearer (firstname.lastname@example.org)
UNL School Psychology Program
Tessa Svoboda (email@example.com)
Department of Health and Human Sevices
Suzanne Milnes (firstname.lastname@example.org)
Courtney Miller (email@example.com)
Catholic Social Services
Peter Martin (firstname.lastname@example.org)
Catholic Social Services
Soowhan Choi (email@example.com)
Counseling Psychological Services
Rebecka Tompkins (firstname.lastname@example.org)
Center for Health and Counseling – Creighton
Kathy Dervin (email@example.com)
Amanda Zangrillo (firstname.lastname@example.org)
Munroe-Meyer Institute – UNMC CASD (non-voting)
Allison Grennan (email@example.com)
Munroe-Meyer Institute – UNMC
Cecilia Poon (firstname.lastname@example.org)
Nebraska Medicine Psychology Department
Kathy Chiou (email@example.com)
UNL Clinical Psychology Program
The mission of the Nebraska Internship Consortium in Professional Psychology is to provide psychology interns with intensive professional training experiences within the context of a scientist-practitioner model. Each consortium site is committed to helping interns refine and deepen their commitment to lifelong doctoral-level scholarship, empirically validated practices (including assessment, treatment, consultation, and counseling), and accountability.
The unifying perspective of psychological practice in the consortium sites is ecological developmental theory. People are continually developing in the context of reciprocal interactions with the environment. Change is possible from multiple sources, including environmental, psychological, and biological factors. Psychological and behavioral interventions can occur at all levels and through diverse activities. Sites provide opportunities for interns to develop knowledge and skills in providing services within primary care settings and to collaborate across settings and care-providers.
Although the specific missions and goals of each agency differ to some extent, all are committed to a training philosophy that emphasizes:
- empirically supported intervention procedures,
- experiential learning,
- extensive supervision,
- intern development,
- diverse populations, and
- research activities.
Unique to the NICPP is the geographic locale within which it is situated. Through the inclusion of agencies in urban (Omaha), regional (Lincoln), and rural settings, interns gain exposure to differences in psychological and mental health services within broad community contexts. Further, the availability of sites such as schools, hospitals, out-patient clinics, and residential agencies adds to the breadth of treatment facilities to which interns are introduced.
Consortium sites serve populations across the lifespan. These include:
- children and adolescents
- college students
- care-providers who regularly interact with children and families (parents, teachers, others)
- adults struggling with various psychological or medical conditions
The Consortium is committed to ongoing improvement of training through the continuing education of faculty, refinement of oversight systems, and utilization of intern feedback in program development.