Course Descriptions
Students are oriented to professional, ethical and clinical issues of practice, and are taught basic professional skills, including documentation, record keeping, mental status examinations, suicide assessment, initial intake procedures, treatment planning, and case presentation. Students must demonstrate competency in documentation and treatment planning.
Students are introduced to the major cognitive assessment instruments commonly used in clinical practice. Key issues in assessment such as reliability, validity, and cultural factors are given strong emphasis. Students must demonstrate competency in administration and scoring of several instruments and introductory report writing.
Students are instructed in the theories of personality assessment and the characteristics of several major assessment instruments. Students must demonstrate competency in the administration and scoring of projective and non-projective instruments and introductory report writing.
An examination of systems used to classify mental disorders and research issues relevant to psychopathology. Students are introduced to the DSM and ICD systems which are used as an overview of both child and adult mental disorders.
Developmental milestones and critical periods with emphasis on early development and its bearing on psychological well-being and psychological disorder over the entire life-span. Developmental problems in maturity will also be addressed.
An overview of the history and current practice of clinical psychology with emphasis on professional issues. Students will be exposed to the composition and operation of professional organization, the relevant codes and standards of ethics for practice (e.g. APA), and the related research and theoretical literature. Particular emphasis is placed on the development of sound strategies for resolving ethical dilemmas. Considerable attention is given to cultural and gender issues in ethical decisions.
Study of the historical development of psychology with emphasis on major theoretical schools, philosophies, and systems of thought of clinical psychology. Relevance to current theoretical perspectives and systems of professional practice is stressed.
Intensive study of psychodynamic, phenomenological, social, cognitive, and behavioral theories. Emphasis on individual differences and systematic application of personality theory to professional practice. Cultural factors are addressed with respect to the various theories.
Overview of most common clinical interventions that have empirical support. The course examines the outcomes of therapeutic interventions and the conclusions drawn from this research. Students are exposed to the basics of each of the major intervention models. Cultural factors as a component in the understanding and application of the interventions are emphasized.
Research principles, including the scientific method, the bases for reporting research and critical analysis of research are covered. Students are required to prepare a research proposal. Basic issues in experimental psychology including diversity and ethics will be discussed.
This course will introduce students to the practice of clinical psychology emphasizing the acquisition and application of basic counseling and treatment skills. Students will demonstrate competency in documentation, case conceptualization, and foundational treatment skills through role play with supervisory observation.
Students will be taught to understand and value contributions from diverse groups and to recognize cultural influences on their own beliefs, values, and behavior. Socio-economic, cultural, and political marginalization of disadvantaged groups will also be discussed in relation to clinical practice.
A comprehensive course involving intensive study of the major contributions of social psychology to knowledge of the individual in social settings. Contemporary as well as classical studies will be given serious attention. The relationship of social psychology with clinical psychology will be explored.
The course examines the application of psychological theories and principles to community settings with emphasis on consultation and intervention. Includes mental health service delivery systems as well as other social systems and policies. Relevance to contemporary cultural and social factors, and economic problems is stressed.
Students will review a variety of adult and child assessment instruments. Testing correlates related to the DSM-5 diagnosis will be presented. Emphasis will be placed on analysis of test data using an integrated approach. Case studies will be discussed and students will interpret and write psychological reports from them. Ethics and cultural diversity will be discussed throughout the semester. #650 and #651 are prerequisites.
An advanced examination of disorders of adulthood stressing classification systems, theoretical perspectives, research findings, differential diagnosis and application to clinical practice. Includes emphasis on psychodynamic, behavioral, and medical model approaches. #653 is a prerequisite.
An advanced examination of disorders of childhood and adolescence stressing classification systems, theoretical perspectives, research findings, differential diagnosis and application to clinical practice. Includes emphasis on psychodynamic, behavioral, and medical model approaches. #653 is a prerequisite.
Students will review major findings in memory, attention, language, reasoning and emotion and the ways emotion and cognition interact. The application of this information to clinical practice is explored.
Students in the dissertation development process choose ideas and obtain feedback regarding their projects from peers and the instructor. Students gain experience with statistical resources and APA and WSPP writing formats. Research ideas are refined and students begin to develop a dissertation proposal. #659 is a prerequisite.
This course will present the central concepts of psychological measurement, concepts underlying the development and use of commonly employed measures of psychological functioning, such as intelligence, achievement, and personality. Reliability, validity, principles of test construction and prediction will be emphasized. Current issues in measurement theory, including ethics related to testing, diversity, test bias, clinical vs. statistical prediction, and computer interpreted testing will be discussed.
This course focuses on putting knowledge and skills obtained in previous therapy courses into practice. Hands-on clinical experience along with close supervision provided. Students must demonstrate skills in case presentation. Students will role play intervention sessions and present recordings to class. #660 is a prerequisite.
Emphasizes the role of group processes in psychotherapeutic intervention. Focus on theory, research and clinical application of interactive variables in groups and social situations. Supervised clinical training is included. Student must have access to a group treatment experience during the course. #660 is a prerequisite.
Students learn the interface between biology and clinical psychology. The course covers anatomy and brain structure in addition to major physical systems. Introduces students to the fundamentals of psychopharmacology and covers issues such as the biological impact of substance abuse and the biological substrate of mental disorders. This course is a prerequisite for all of the Health Psychology electives.
Health Psychology Elective - The course provides students with practical knowledge of psychotropic medications often used with clients in outpatient care. Major classes of medications will be addressed with application to diagnostic classifications emphasized. Cultural and ethical issues are explored. #790 is a prerequisite. One HP elective is required.
Health Psychology Elective - The course is an introduction to the integration of clinical psychology practice and medical service delivery in a primary care context. The competencies that enable a psychologist to perform in this environment are emphasized. #790 is a prerequisite. One HP elective is required.
Health Psychology Elective. The course is a broad overview of human neuroanatomy, neuropsychological issues, and assessment pertaining to a general psychological practice. #790 is a prerequisite. One HP elective is required.
Individual techniques of intervention including supportive, insight-oriented, and psychodynamic psychotherapy. The student must be engaged in an active supervised clinical experience with an adult client. #771 is a prerequisite.
Individual techniques of intervention including supportive, insight-oriented, and psychodynamic psychotherapy. The student must be engaged in an active supervised clinical experience with a child or adolescent client. #771 is a prerequisite.
Application of learning principles and cognitive psychology to therapeutic intervention with adults in a variety of contexts including individual, marital, couples, family, and group settings. The student must be engaged in an active supervised clinical experience with an adult client. #771 is a prerequisite.
Application of learning principles and cognitive psychology to therapeutic intervention with children, adolescents and their families, with an emphasis on developmental factors impacting selection of appropriate treatment techniques. The student must be engaged in an active supervised clinical experience with a child or adolescent client. #771 is a prerequisite.
The student must demonstrate competency in interpretation, integration, diagnostic evaluation and report writing. Includes non-projective and projective techniques and assessment of cognitive abilities and personality. This is a two semester course sequence. Students must complete a comprehensive assessment report on an adult client. #752 is a prerequisite.
The student must demonstrate competency in interpretation, integration, diagnostic evaluation and report writing. Includes non-projective and projective techniques and assessment of cognitive abilities and personality. This is a two semester course sequence. Students must complete a comprehensive assessment report on a child client. #752 is a prerequisite.
Introduces the student to advanced statistical techniques with an emphasis on understanding statistics commonly used in clinical research. Also discusses research design issues to help students become more critical consumers of research and apply this knowledge to their dissertations. #761 A & B and #861 are prerequisites.
Students in the dissertation development process choose ideas and obtain feedback regarding their projects from peers and the instructor. Students gain experience with statistical resources and APA and WSPP writing formats. Research ideas are refined and students begin to develop a dissertation proposal. #659 is a prerequisite.
Students learn models of supervision in clinical psychology. Opportunity for the practice of clinical supervision is provided. The ethical and cultural issues and best practices in the field are reviewed.
Contributing Faculty
B.S. (Honors) Loyola University – Chicago, 1973
M.A. Loyola University – Chicago, 1975
Ph.D. Loyola University – Chicago, 1978
Dr. Bespalec has been on the faculty of WSPP since 1985. He has served as Director of Clinical Training and Core Faculty Member prior to becoming Dean.
Dr. Bespalec has worked in private group practice settings, hospital-based outpatient clinics and inpatient units, and correctional institutions. In addition to direct clinical services, Dr. Bespalec has been a supervisor, manager and director of several mental health service organizations in the community and the Wisconsin Department of Corrections.
He holds membership in the American Psychological Association and the Milwaukee Psychological Association. He is a fellow of the Wisconsin Psychological Association and has a diplomat in Forensic Psychology from the American College of Forensic Examiners.
Dr. Bespalec has actively served in leadership positions with both local and state psychology organizations. He has authored several professional articles and made numerous professional presentations.
He maintains a private practice and specializes in work with characterological issues, clergy, and those clients requesting a christian-based approach to treatment.
Allied Faculty
B.A. Psychology, Temple University, 1969
M.S. Psychology, Marquette University, 1972
Ph.D. Psychology, Marquette University
Dr. Crisco completed his internship in Clinical-Child and Pediatric Psychology at the Medical College of Wisconsin, Department of Pediatrics (Section on Child Development) where he received training in neurodevelopmental assessment and treatment of infants, toddlers and children with attention, behavior and developmental disorders. He was a post-doctoral intern in at the Mendota Mental Health Institute where he worked extensively on developing and implementing Applied Behavior Analysis (ABA) treatment programs for children with Autism Spectrum Disorders. He was a full-time faculty member in the Department of Pediatrics, Medical College of Wisconsin where he conducted research and published peer-reviewed articles on William’s Syndrome and the short and long-term cognitive, emotional and social effects of medical treatments of children with brain tumors and leukemia. His faculty position also included responsibility for directing all psychological services in the Department of Pediatrics as well as serving as Chief Psychologist in the Child Development Center at Children’s Hospital of Wisconsin. He is currently in private practice and is Director of Pediatric Psychology Associates, LLC and the Autism Behavioral Network. This clinic provides neurodevelopmental assessment of infants, toddlers and children with attention, emotional and developmental disorders. Intensive in-home Applied Behavior Analysis (ABA) treatment services are also provided to children with Autism Spectrum Disorders (ASD’s).
Dr. Crisco is a founding faculty of the Wisconsin School of Professional Psychology (WSPP). He has taught graduate courses at WSPP in Developmental Psychology, Introduction to Cognitive Assessment, Cognitive and Affective Bases of Behavior, and Psychological Assessment and Treatment of Autistic Children. He currently teaches Child Psychopathology and is Co-Chairman of the IT Committee. He has served on the Admissions and Multicultural Affairs Committees. Through Pediatric Psychology Associates, LLC and the Autism Behavioral Network he supervises WSPP practicum students in ABA therapy and neurodevelopmental assessment of infants, toddlers and children. His primary approach to therapy is Applied Behavior Analysis (ABA). His areas of academic and clinical interest include Childhood Psychopathologies in particular Autism Spectrum Disorders and Cognitive Neuroscience.
Ph.D. Rehabilitation Psychology, University of Arizona 1989.
M.Ed. Vocational Rehabilitation Counseling, University of Missouri 1978.
B.A. Psychology, Philosophy, University of Wisconsin, Milwaukee 1975.
Dr. Glassman is board certified in Neuropsychology (American Board of Professional Neuropsychology) and Clinical Psychology (American Board of Professional Psychology). He also has extensive training in forensic psychology.
Neuropsychological assessment is done using the hypothesis testing, flexible battery approach with the Meyers Neuropsychological System. Particular interest areas include assessment of frontal lobe and executive functions, malingering/symptom validity, Traumatic Brain Injury, and the deaf population.
Dr. Glassman has been in independent practice for over 15 years. He was initially trained as a Rehabilitation Psychologist, working with individuals having severe disability, due to sensory loss and Traumatic Brain Injury. Over the years, he has gained experience in forensic psychology and working with members of the deaf community.
His practice focuses on the assessment of clients throughout the lifespan with neurological and psychiatric conditions affecting cognitive, emotional and behavioral functioning. He also does a range of forensic assessment and expert testimony with in cases involving civil disputes (disability, Fitness for Duty, Worker’s Compensation, Guardianship, Competency) as well as criminal cases (Competency to Stand Trial, Criminal Responsibility, Miranda Waivers, pre-sentence investigations). He has testified as a neuropsychological and psychological expert, and assesses pilots and Air Traffic Control Specialists for the FAA. He also has a limited therapy practice.
Dr. Glassman has staff privileges at area psychiatric and medical hospitals, and also provides consultation for agencies and businesses.
Dr. Glassman has taught at WSPP for over 10 years. Courses include Introduction To Neuropsychology, Neuropsychological Assessment, Practical Neuropsychological Assessment, Independent Study (Neuropsychology, Substance Abuse) and Psychological Measurement. His clinic has also been a WSPP practicum site for many years.
Dr. Glassman has published articles in peer reviewed journals on brain injury rehabilitation. He is on the Board of the Brain Injury Rehabilitation Center of Wisconsin, is past President of the Forensic and Correctional Psychology Interest Section of Wisconsin Psychological Association, and was a member of the Ethics Committee of St. Joseph’s Hospital (West Bend, Wisconsin). The Brain Injury Association of Wisconsin awarded him the Lifetime Service Award in Clinical Practice.
University of Arizona: Rehabilitation Psychology; neuropsychology; sign language interpretation.
Florida State University: Adult; cognitive behavioral; couples therapy, anxiety disorders, depression/other mood disorders, hypnosis, psychopathology, sexual deviance.
Bachelor of General Studies (Psychology); University of Kansas, 1978
Doctor of Psychology (PsyD); Forest Institute of Psychology, 1987
Dr Hohfeler holds a doctorate in clinical psychology and became a licensed psychologist in the state of Wisconsin in 1987. Since that time he has worked with children, adolescents, families, and adults in both inpatient and outpatient settings. He holds a particular interest and specialty in the field of trauma and dissociation which has been his focus since 1988. He has lectured in the community regarding the role of trauma in the development of various psychopathologies in children and adults, is a regular guest lecturer in the Trauma Certification curriculum at the University of Wisconsin-Milwaukee on the subject of dissociation, and teaches an elective course at WSPP on Dissociation (aka, Trauma and Dissociation). He has also taught a course at WSPP in Developmental Psychology.
His current clinical work includes a private practice specializing in trauma and dissociation; consultation and supervision of therapists and case managers in a private clinic/social service agency; and works as a clinical psychologist in Wisconsin Department of Corrections. His clinical orientation is primarily psychodynamic, but also utilizes cognitive therapies for symptom management. He is also trained in EMDR which he has been utilizing since 1996.
Illinois Institute of Technology: Adult; psychodynamic; substance abuse, hypnosis/hypnotherapy, biofeedback, eating disorders.
Professor Emerita
BS Education, University of Wisconsin, Madison, 1962
MS Psychology, Marquette University, 1992
PsyD Clinical Psychology, Wisconsin School of Professional Psychology, 1997
Dr. Jones recently retired from private practice specializing in addictions, mood disorders, and couples therapy employing a transtheoretical approach to treatment. In addition, she participated at WSPP as an instructor, supervisor, and advisor and served on several committees.
Since her retirement, Dr Jones continues her affiliation with WSPP as chair of the Admissions Committee and as a member of the Board of Directors.
Associated Faculty
Ph.D. Psychology, Clinical Program, University of Wisconsin-Milwaukee, 1981
M.A. Psychology, Indiana State University, 1975
B.A. Psychology, St. Mary-of-the-Woods College, 1973
Dr. Lisowski’s early professional experiences included positions at inpatient mental health facilities, medical hospitals, outpatient community mental health centers, and in private practice settings doing individual and group psychotherapy. An interest in assessment fostered the eventual development of her independent practice in forensic psychology, where she continues to provide evaluations concerning adult criminals, juvenile delinquents, parents and children involved in abuse and neglect, and those needing assessment for the purpose of civil commitment or guardianship proceedings.
In addition to teaching the WSPP course Ethics and Professional Issues and classes for the WSPP Forensic Sequence, Dr. Lisowski serves on dissertation committees and is a member of the Continuing Education and Information Technology committees for the school. She also serves on the Continuing Education and Professional Issues committees for the Wisconsin Psychological Association.
Professor Emeritus
B.A. Marquette University 1957
M.A. Michigan State University 1965
Ph.D. Michigan State University 1967
Dr. Mathie retired from active clinical practice in 2000. He was part of the founding faculty of WSPP. He was chair of the Admissions Committee for 20 plus years and taught the Personality Theories Course for approximately the same time. His activity at WSPP since retirement has been confined to attending faculty meetings.
Dr. Pflugradt received her doctorate in Clinical Psychology in 2008. She received an additional graduate degree from the Medical College of Wisconsin in Clinical Bioethics in 2014. She is currently a Licensed Psychologist in the State of Wisconsin performing forensic and clinical work. She is employed by the Department of Health Services and the Wisconsin Department of Corrections conducting forensic risk evaluations. She also has a private practice and holds a position as an Associate Professor at the Wisconsin School of Professional Psychology, where she teaches Ethics and heads the Human Research Subjects Committee. Dr. Pflugradt is one of two certified STATIC-99R trainers in the State of Wisconsin and the only certified STABLE/ACUTE trainer in the state. In addition to her clinical and teaching duties, she conducts research and regularly presents at international conferences her research findings related to criminality, risk assessment and treatment of violence.
Dr. Sample is a licensed clinical psychologist who received her Psy.D. from The Chicago School of Professional Psychology. She has been involved in treatment of children, adolescents and families since 1996. She has worked in a variety of settings including day treatment, community outpatient, inpatient and residential care treating children, adolescents and families. Her specialties include trauma, anxiety, depression and behavioral disorders.
University of Michigan: Adult and Child; humanistic; minority issues, women’s issues, pastoral counseling.
Bowling Green State University: Adult; individualized and eclectic; psycho/neuropsycho-diagnostic and psychotherapeutic rehabilitation services, traumatic brain injuries, coma, strokes.
Professor
B.S., Psychology, Baldwin-Wallace College, Berea, Ohio, 1967
M.A., Clinical/School Psychology, Ohio University, Athens, Ohio,1970
Clinical Internship, Vanderbilt/VA Consortium, Nashville, Tennessee, 1985-86
Psy.D., Child Clinical Psychology, Wisconsin School of Professional Psychology, 1990
Dr. Straw has been teaching at WSPP since fall of 2000. She teaches the core courses Group Psychotherapy and Practicum, and Social Psychology, and an elective course in Mental Imagery in Psychotherapy. She supervises WSPP students in child and adult psychotherapy. Dr. Straw retired from 30 years as a school psychologist in the Milwaukee Public Schools, and is currently in private psychotherapy practice at New Prospects Counseling Services in Milwaukee. She also provides consultation and supervision services privately. Dr. Straw has taught at the University of Wisconsin-Milwaukee in Educational Psychology. She has presented locally and nationally on topics related to mental imagery, and psychotherapy. Dr. Straw’s primary perspective is humanistic. Her areas of special interest include depression, anxiety, trauma, family work, school-related issues, spirituality in psychotherapy, and mental imagery work. Dr. Straw has served on the executive boards of local and state psychology associations, was a board member of a local arts organization, and currently volunteers as a facilitator for a group of non-profit executive directors.
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