Our doctoral students have obtained positions including:
- Psychologist, Boys Town, Omaha, NE
- School Psychologist, Tacoma Public Schools, Tacoma, WA
- Post-Doctoral Fellow, Center for Disability and Development, University of New Mexico
- Behavior Consultant, Child Development Center, Missoula, MT
- School Psychologist, Whitefish High School, Whitefish, MT
- School Psychologist, Hellgate High School, Missoula, MT
- Clinical Counselor, University of Illinois Division of Disability Resources and Educational Resources, Champaign-Urbana, IL
- Post-doctoral Fellow, Center for Assessment and Treatment, Chevy Chase, MD
Dr. Lindquist graduated from the UM School Psychology doctoral program in 2016. She grew up in Western Oregon and Washington and started graduate school when she was in her mid-30's, at which point she had a 6-year-old daughter. Dr. Lindquist chose school psychology due to the multifaceted work with all types of students. Specifically, she was interested in working with the most vulnerable -- those who might otherwise "fall through the cracks."
Broadly, Dr. Lindquist’s research focuses on school climate for gender and sexually diverse students. Her dissertation examined the relationships between identity development and a variety of psychological and academic outcomes, and how those relationships were changed by specific school supports. Her goal is to eventually be able to apply her research in the schools where she works. Other goals include becoming dually-credentialed as a school psychologist and health service psychologist, and eventually opening up a part-time private practice, serving children and their families on Medicaid.
Dr. Lindquist is currently a school psychologist at Tacoma Public Schools. We asked her what a “day in the life” of a school psychologist is:
I'm still new, but so far, every day is different! The beginning of the school year has included a lot of administrative work, like locating special education files from students transferring from other schools, reviewing those files, and making a determination if we can offer a commensurate program here, or whether the IEP needs to be revised. It also involves digging into the research. For example, I'm getting ready to start an evaluation on a student with extremely limited English skills. I am currently reading everything I can get my hands on about conducting non-biased assessments for English Language Learners. This case is complicated by trauma exposure and high mobility, so parsing out all of the different influences will be an interesting process!
I work at two different elementary schools. One is a culturally and linguistically diverse school with a large population of students receiving special services. There are three self-contained classrooms for students who need assistance with things like feeding through a tube, toileting, etc. There is an ELL program, two special education teachers, two physical therapists, three occupational therapists, two speech-language pathologists, and two counselors. The other school is a center for the performing arts. All students learn the violin, take dance, and if PE is too chaotic, they can do yoga with a different teacher. The contrast between the two schools, as well as the hectic nature of the job, makes it so I am never bored!
Dr. Rennie graduated with from the UM School Psychology doctoral program in 2015. His dissertation was a mixed methods, but primarily qualitative, study on the social impact of mild to moderate traumatic brain injury in rural youth. Dr. Rennie completed his pre-doctoral internship at Munroe-Meyer Institute, which is part of the Nebraska Internship Consortium, in behavioral pediatrics and integrated primary care. He is currently completing a two year postdoctoral residency at the Center for Development and Disability at the University of New Mexico Health Science Center in Albuquerque. His postdoctoral residency is a specialized experience focusing on Autism Spectrum Disorder, and he is involved in a number of activities, including diagnostic evaluations, various interventions, consultation, research, and training.
Dr. Scotti graduated from the UM School Psychology doctoral program in 2013. Her Masters thesis was related to growth mindset to overcome the effects of stereotype threat and her dissertation was related to implementing mindfulness-based skills groups at middle and high schools for girls with eating disorders and body image concerns. Dr. Scotti completed her pre-doctoral internship at Maine East High School through the Illinois School Psychology Internship Consortium. Dr. Scott is currently President of the Montana Association of School Psychologists (MASP) and is responsible for facilitating executive council and general business meetings and helping to advance the agenda and strategic mission of the organization.
Dr. Scotti is a school psychologist for the Whitefish Middle and High schools. Her primary roles involve facilitating student problem-solving meetings or evaluation report meetings; attending IEP/504 or district and building-level meetings; providing mental health services to students individually and in groups; and consulting with teachers, counselors, and parents about student concerns. She also works as part of a team to clarify policies and procedures for evaluating and working with students showing signs of dyslexia (as unique from SLD in reading) and provided professional development to school staff from western Montana at the summer institute. Dr. Scotti’s role in the district is varied and allows her opportunities to connect with individual students/families and also to play a role in broader, district-level initiatives, such as MTSS.