We partner with colleges and universities to ensure we have the workforce of tomorrow to meet the growing demands for mental health and addiction care. Through the year, we have students, residents and fellows observing, learning and caring alongside Rogers’ clinical staff in these areas:

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Cuong Tieu, MD Medical Director, OCD and Anxiety Center Children's Residential Care. Cuong Tieu, MD, is the medical director of the OCD and Anxiety Center Children's Residential Care on the Rogers Behavioral Health campus in Oconomowoc. Cuong Tieu, MD Medical Director, OCD and Anxiety Center Children's Residential Care. Cuong Tieu, MD, is the medical director of the OCD and Anxiety Center Children's Residential Care on the Rogers Behavioral Health campus in Oconomowoc.

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• Psychiatry
• Psychology
• Nursing
• Social work
• Experiential therapy

Rogers serves as a site for both required and elective rotations, internships and practicums with institutions such as University of Wisconsin-Madison and Medical College of Wisconsin.

Through these programs, students get the opportunity to be part of the specialized care offered by a private, independent, national leader in specialty behavioral healthcare while gaining additional knowledge and skills.

Your first step in exploring options is likely to connect with the school or professional program at your local college or university to see what connections it may have with Rogers.

If interested in internship opportunities at Rogers, please contact: Jennifer Hoffman, Campus Relations Recruiter at jennifer.hoffman@rogersbh.org.

Psychiatry

Child and adolescent psychiatry fellowships

Rogers Behavioral Health locations in Wisconsin have served as training sites for fellows in child and adolescent psychiatry, in conjunction with the Medical College of Wisconsin. A current fellowship is in place at our Brown Deer location in conjunction with Medical College of Wisconsin. Fellows learn about inpatient and partial hospitalization care of children and adolescents, with the opportunity for elective rotation in eating disorders, specialized treatment of traumatized children, ADHD, etc., in a private psychiatric hospital setting. The program is also structured to create opportunities for fellows who develop an interest in research. As a fellow, you are expected to teach courses and take part in training of medical students. Qualified fellows from other programs are welcome to join Rogers for an elective placement.

Psychiatry residency training

Rogers Behavioral Health locations have served as training sites for psychiatry residency training in conjunction with school of medicine partners. Current rotations include eating disorders, in conjunction with Medical College of Wisconsin and University of Wisconsin-Madison. Residents usually teach and supervise medical students.

Medical student training

In conjunction with area medical schools, medical students at Rogers Behavioral Health training sites get exposure to inpatient and specialized outpatient settings in Wisconsin. Students have the rare opportunity to spend half of their time in child and adolescent care and the other half engaged with adult patients. Elective experiences may be available as well. Medical students are supervised by residents, fellows and Rogers psychiatrists within a range of psychiatric subspecialties. On-site lectures and case conferences are part of the training. By the end of rotation, students are expected to write or present a paper about the linkage between psychiatry and the medical specialty they wish to pursue.

Psychology

Psychology programs

The psychology staff throughout Rogers Behavioral Health is well respected within the mental health and addiction field for its understanding and application of evidence-based therapeutic interventions, with in-depth cognitive behavioral therapy the foundation of care. Through practicums, internships and fellowships, you have the opportunity to work and learn alongside leading clinical psychologists who are part of one of the leading behavioral health systems in the country.

Post-doctoral fellowships

Rogers Behavioral Health will offer two post-doctoral fellowship positions for the 2020-2021 year: one focusing on obsessive-compulsive disorder and anxiety and two focusing on child/adolescent treatment within intensive outpatient and partial hospitalization treatment programs. Fellowship positions will start on approximately August 16, 2021 and will last for one year. To be considered for the positions, Rogers must receive your application materials by January 22, 2021. Read more in the program brochure.

Please direct any questions to:

• OCD and anxiety fellowship – Brenda Bailey, PhD at Brenda.Bailey@rogersbh.org
• Child/adolescent IOP/PHP fellowship – Kristine Kim, PsyD at Kristine.Kim@rogersbh.org

Clinical psychology doctoral internship program

This program includes two tracks:

• Child and Adolescent Day Treatment (CADT) Track – #215111
• OCD and Anxiety Disorders Track – #215112

Applications for the 2020-2021 clinical psychology doctoral internship program at Rogers Behavioral Health are now open.

The internship program is scheduled to begin August 9, 2021. Interns will work with Rogers Behavioral Health staff in providing treatment services to child, adolescent and adult patients in a variety of clinical settings. The goal of these experiences will be for interns to develop the skills and confidence needed to begin their career as a practicing clinical psychologist. Potential interns are encouraged to review the brochure and handbook to learn more about the program.

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

1. Cover letter indicating your professional goals and interests
2. Curriculum vitae
3. Three letters of recommendation
4. Writing sample (psychological report or treatment summary)
5. All graduate school transcripts

This information can be submitted through the AAPI online portal. Applications are due by November 15 and notification of interviews will occur by December 15. Questions can be directed to Nancy Goranson, PsyD, director of clinical training, at Nancy.Goranson@rogersbh.org. Rogers is an APPIC member.

Accreditation

The internship is a member in good standing of the Association of Psychology Post-doctoral and Internship Centers (APPIC). The internship is accredited by the American Psychological Association (APA) as of 2014 with the next site visit scheduled for 2021.

Commission on Accreditation Contact information:

750 First St. NE
Washington DC 20002
Phone: 202-336-5979
Email: mailto: apaaccred@apa.org
Fax: 202-336-5978
accreditation.apa.org

Graduate-level psychology practicum training

The strong psychology staff at Rogers has provided clinical training for well-qualified, graduate-level psychology students from many in-state and out-of-state schools of psychology. These placements give you exposure to the treatment of children, adolescents and adults in inpatient, partial hospitalization and residential care settings, all part of Rogers, and are structured to deal with a wide spectrum of disorders. Cognitive behavioral therapy and dynamic/developmental psychology form the theoretical backbone of Rogers’ approach to training. Exposure to biological aspects of mental illness and the opportunity for research are also available. For more information, please contact Nancy Goranson, PsyD, at Nancy.Goranson@rogersbh.org, 414-327-3000, ext. 4480, or Brenda Bailey, PhD, at Brenda.Bailey@rogersbh.org, 262-646-4411, ext. 1769.

Other Training Programs

Nursing

Registered nurse training

Rogers Behavioral Health locations in Wisconsin serve as the training site for more than 200 nursing students drawn from some of the most prominent nursing schools in the Midwest. In addition to guidance from on-site supervisors appointed by the nursing programs, you benefit from interaction with the expert psychiatric nurses at Rogers who are part of a multidisciplinary team with a singular focus on mental health and addiction. For more information, contact your nursing program.

Psychiatric nurse practitioner program

Master’s-level students in nurse practitioner programs receive a wide range of experiences in both individual and family therapy, in multidisciplinary treatment and psychopharmacological intervention with a wide range of patients. You will gain exposure to both inpatient and partial hospital settings. While exposure to a full spectrum of ages and diagnoses is a hallmark of this training, the internship experience is tailored to your individual needs and interests. Students from University of Wisconsin-Milwaukee and Alverno College are currently participating; check with your university or nursing program regarding options.

Social work

Social work internship

This program provides intense clinical immersion into the world of social services within a behavioral healthcare environment. Our social services department has a limited number of training positions available to work in multiple settings across Rogers Behavioral Health. In Wisconsin, current contracts are with George Williams College of Aurora University, University of Wisconsin-Milwaukee Helen Bader School of Social Work, University of Wisconsin-Madison School of Social Work, University of Wisconsin-Whitewater, Concordia University, Alverno College and Carthage College. Interested students should contact these contracted universities regarding placement.

Experiential therapy

Experiential therapy internships

Experiential therapists across Rogers Behavioral Health are dedicated, qualified and knowledgeable in training interns. At our Oconomowoc, Madison, West Allis and Brown Deer locations in Wisconsin, we participate in internships in recreation and art therapy, but provide exposure to a variety of expressive therapies. Interns benefit from a diverse, meaningful and individual experience within a behavioral health environment. To apply: Check with school, college or university to see if your school has a current contract with Rogers. If not, the university or college needs to start the process. We recommend applying six to nine months before an actual start date. For more information, contact: Oconomowoc–Deana Grall at deana.grall@rogersbh.org; Brown Deer–Heather Hodorowski, Heather.Hodorowski@rogersbh.org; West Allis-Lisa Noble, Lisa.Noble@rogersbh.org.

Outside of Wisconsin

We offer students the opportunity to learn in a specialized outpatient environment in our Rogers Behavioral Health national network. Working with area universities and colleges, current placements include:

Rogers Behavioral Health in Nashville

Music therapy, counseling, nurse practitioner practicums and internships
Training agreements with: Belmont University, Lipscomb University, Western Kentucky University, and Vanderbilt University
Contact: Monica Robertson, Monica.Robertson@rogersbh.org

Rogers Behavioral Health in Chicago

Master’s level internships for psychology/counseling or social work
Training agreements with:
Contact: Brock Maxwell, Clinton.Maxwell@rogersbh.org

Rogers Behavioral Health in Tampa Bay

Master’s level internships for psychology/counseling
Medical students (pediatrics)
Training agreements with: University of South Florida, University of Central Florida, Florida State University, Argosy University, and Walden University.

Applications of Psychological Theories to the Life of a Student

How we learn and incorporate information is directly influenced by psychology and is a key subject of interest for educational psychologists.

Learning Objectives

Describe the major theories of learning in the field of education

Key Takeaways

Key Points

• Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations.
• Knowing your learning style and the various theories can help you better understand information, which will help you develop positive study habits.
• Several learning theories—such as behaviorism, cognitivism, and constructivism —exist to explain the ways in which a person can learn and understand various concepts.
• People learn in a variety of ways, and tend to have a particular strength in one of three areas: visual, auditory, and kinesthetic.

Key Terms

• constructivism: A psychological epistemology that argues that humans generate knowledge and meaning from their experiences.
• kinesthesia: Also known as proprioception or static position sense; the perception of the position, posture, and movement of the body.
• cognitivism: The view that mental function can be understood as the internal manipulation of symbols according to a set of rules.
• behaviorism: An approach to psychology that focuses strictly on observable behavior; this theory assumes that behavior is determined by a person’s environment.

Psychology plays an important role in what we do on a day-to-day basis, and this is especially true for students. How we learn and incorporate information is directly influenced by psychology, whether we know it or not. Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. It is concerned with how students learn and develop, often focusing on subgroups such as gifted children and those subject to specific disabilities. Understanding the various theories of learning as well as your personal learning style can help you better understand information and develop positive study habits.

Psychology in the life of a student: How we learn and incorporate information is directly influenced by psychology.

Education and Theories of Learning

Within the realm of psychology, there are several theories that help explain the ways in which people learn. By understanding these concepts, students are better able to understand and capitalize on how they acquire knowledge in school. Behaviorism is based on both classical conditioning (in which a stimulus is conditioned to create a response) and operant conditioning (in which behavior is reinforced through a particular reward or punishment). For example, if you study for your psychology test and receive a grade of A, you are rewarded; in theory, this makes it more likely that you will study in the future for your next test.

Cognitivism is the idea that people develop knowledge and meaning through the sequential development of several cognitive processes, including recognition, reflection, application, and evaluation. For example, you read your psychology textbook (recognition), you ponder what the ideas mean (reflection), you use the ideas in your everyday life (application) and then you are tested on your knowledge (evaluation). All of these processes work together to help you develop prior knowledge and integrate new concepts.

Constructivism is the concept of constructing new ideas based on previous knowledge. For example, our prior experiences with a situation help us to understand new experiences and information. Piaget is most famous for his work in constructivism, and many Montessori schools are based on the constructivist school of thought.

Types of Learners

People also learn in a variety of ways. Styles of learning are generally grouped into three primary categories: visual, auditory, and kinesthetic. Although most people are a combination of these three types, we tend to have a particular strength in one area. Knowing your strongest learning type can help you learn in the most effective way; depending on your learning style, you’ll want to tweak your study skills to get the most of your education.

• Visual learners usually use objects such as flashcards or take and reread lecture notes. Visual learners will highlight important passages in books or draw pictures/diagrams of ideas to help better understand the concepts.
• Auditory learners understand concepts best by listening; many will record a lecture and play it back to further understand the lesson. Many auditory learners will read aloud and tend to do well on oral, rather than written, exams.
• Kinesthetic learners (related to kinesthesia) do best when they act out or repeat something several times. Role-plays, experiments, and hands-on activities are great ways for kinesthetic learners to understand and remember concepts.

Learning Disabilities and Special Education

Special-education programs are designed to help children with disabilities obtain an education equivalent to their non-disabled peers.

Learning Objectives

Discuss ways special education can meet the needs of students with different types of learning disabilities

Key Takeaways

Key Points

• Special education is the practice of educating students with disabilities or special needs in an effective way that addresses their individual differences and needs.
• Some forms of support include specialized classrooms; adapted equipment and materials; accessible settings; teacher’s aides; and speech, occupational, or physical therapists.
• Common types of learning disabilities include intellectual disabilities, autism, ADHD, dyslexia, deaf-blindness, developmental delay, orthopedic impairment, speech or language impairment, and traumatic brain injury.
• Two laws, the Individuals with Disabilities Education Act (IDEA) and Section 504, provide guidance to educators in order to provide appropriate and equal education to students with disabilities.
• The Individuals with Disabilities Education Act provides federal funding to states to be put towards the educational needs of disabled children. Its two main components include Free and Appropriate Public Education (FAPE) and the Individual Education Program (IEP).
• Section 504 is a civil-rights law that protects students with disabilities from discrimination, even if they are not provided for by the IDEA. Section 504 states that schools must ensure that a student with a disability is educated among peers without disabilities.

Key Terms

• intelligence quotient: A score derived from one of several different standardized tests attempting to measure intelligence.
• phonological: Of or relating to the study of the way sounds function in languages, including syllable structure, stress, accent, intonation, and which sounds are distinctive units within a language.
• impairment: A deterioration or weakening; a disability or handicap; an inefficient part or factor.

There are a variety of learning disabilities that require special assistance in order to help children learn effectively. Special education is the practice of educating students with disabilities or special needs in an effective way that addresses their individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. Some forms of support include specialized classrooms; teacher’s aides; and speech, occupational, or physical therapists.

Special-education interventions are designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and their community than may be available if they were only given access to a typical classroom education. Certain laws and policies are designed to help children with learning disabilities obtain an education equivalent to their non-disabled peers.

Types of Learning Disabilities

Intellectual Disabilities

An intellectual disability, or general learning disability, is a generalized disorder appearing before adulthood, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors (such as self-help, communication, or interpersonal skills). Intellectual disabilities were previously referred to as mental retardation (MR)—though this older term is being used less frequently—which was historically defined as an intelligence quotient (IQ) score under 70. There are different levels of intellectual disability, from mild to moderate to severe.

ADHD

Attention -deficit hyperactivity disorder (ADHD) is considered a type of learning disability. This disability is characterized by difficulty with focusing, paying attention, and controlling impulses. Children with ADHD may have trouble sitting in their seat and focusing on the material presented, or their distractions may keep them from fully learning and understanding the lessons. To be diagnosed according to the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), symptoms must be observed in multiple settings for six months or more and to a degree that is much greater than others of the same age. They must also cause problems in the person’s social, academic, or work life.

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by limitations in language and social skills. While previously divided into different disorders, the DSM-5 now uses the term ASD to include autism, Asperger syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS). Language difficulties related to ASD will sometimes make it hard for the child to interact with teachers and peers or themselves in the classroom. Deficits in social skills can interfere with the development of appropriate peer relationships, and repetitive behaviors can be obsessive and interfere with a child’s daily activities. Although many children with ASD display normal intelligence, they may require special support due to other symptoms of the disorder.

A child with autism stacking cans: Although many children with ASD display normal intelligence, they often require special support due to other symptoms of the disorder.

Dyslexia

Dyslexia is characterized by difficulty with learning to read or write fluently and with accurate comprehension, despite normal intelligence. This includes difficulty with phonological awareness, phonological decoding, processing speed, auditory short-term memory, and/or language skills or verbal comprehension. Dyslexia is the most recognized of reading disorders; however not all reading disorders are linked to dyslexia.

Laws for Children with Disabilities

Two laws exist to help ensure that children with learning disabilities receive the same level of education as children without disabilities: IDEA and Section 504.

The Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) provides federal funding to states to be put toward the educational needs of children with disabilities. IDEA, which covers 13 categories of disability, has two main components: Free and Appropriate Public Education (FAPE) and an Individual Education Program (IEP). In addition to the disabilities listed above, IDEA covers deaf-blindness, deafness, developmental delays, hearing impairments, emotional disturbance, orthopedic or other health impairment, speech or language impairment, traumatic brain injury, and visual impairment (including blindness).

The Free and Appropriate Public Education (FAPE) component of IDEA makes it mandatory for schools to provide free and appropriate education to all students, regardless of intellectual level and disability. FAPE is defined as an educational program that is individualized for a specific child, designed to meet that child’s unique needs, and from which the child receives educational benefit. An Individual Education Program (IEP) is developed for each child who receives special education; each plan consists of individualized goals for the child to work toward, and these plans are re-evaluated annually.

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IDEA also advocates for the Least Restrictive Environment (LRE), which means that—to the greatest extent possible—a student who has a disability should have the opportunity to be educated with non-disabled peers, have access to the general-education curriculum, and be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers.

Section 504

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Section 504 is a civil-rights law that protects people with disabilities from discrimination. All students with disabilities are protected by Section 504, even if they are not provided for by IDEA. Section 504 states that schools must ensure that a student with a disability is educated among peers without disabilities. A re-evaluation is required prior to any significant changes in a child’s placement, and a grievance procedure is in place for parents who may not agree with their child’s educational placement.