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Site Name: White Birch Educational Services

Department: School Psychology

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Department : School Psychology

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Member Site Information
APPIC Member Number: 2597
Program Type: Internship
Membership Type: Full Membership
Site: White Birch Educational Services
Department: School Psychology
Address: 2 Holland Way
Exeter, New Hampshire 03833
Country: United States
Metro Area: Not Applicable
Boston-Cambridge-Quincy, MA-NH
Distance from Major City: 50 miles north of Boston, Central and Southern NH area
Phone: 603-389-6641
Fax:
Training Director Email: drbrittanystjean@whitebirchedu.com
Co-Training Director Email:
Web Address: https://www.whitebirchedu.com/
Brochure Website's Address: https://www.whitebirchedu.com/
Primary Agency Type: School District
Additional Agency Types:
  • Academic Health Center
  • School District
  • Other
Member of APPIC since: 09/19/2023
Accreditation
APA Accreditation Not Accredited
CPA Accreditation Not Accredited
Internship Staff/Faculty Information
Training Director: Brittany St Jean
Chief Psychologist: Brittany St Jean
Number of Full-Time Licensed Doctoral Psychologists on Staff/Faculty 5
Number of Part-Time Licensed Doctoral Psychologists on Staff/Faculty 4
Position Information
Start Date: 08/17/2026
Funded
Number of Full Time Slots Expected Next Class: 6
Number of Part Time Slots Expected Next Class: 0
Stipend
Full Time Annual Stipend for Next Class: 35250
Part Time Annual Stipend for Next Class:
Fringe Benefits: Dissertation Release Time, Dental Insurance, Health Insurance, Licensing Exam Release Time, Professional Development Time, Sick Leave, Vacation
Other Fringe Benefits (not indicated above): The stipend for this 10-month training program is $35,250. Interns are eligible for medical and dental benefits, but their dependents and family members are not. Each intern is covered by liability insurance through WBES Time off as needed for dissertation and/or licensing exams. Eligibility to receive up to $250.00 per year in reimbursement for attending conferences, conventions, seminars, webinars, and workshops that support their professional development. This funding is available to interns who actively participate in research-based activities at these events, such as assisting with presentations, independently presenting their work, or engaging in research-related discussions and activities within their scope of practice during the training year. Details are discussed with interns during their orientation week in the program and are available by contacting WBES. Interns do not work on federal or state holidays as determined by their school districts. Interns must follow the holiday and vacation schedules of their respective school districts. During school breaks in December, February, and April, interns can work on research and projects as needed to fulfill experience and minimum-hour requirements based on their professional goals. Each intern receives five sick days, two of which can be used as personal days.
Brief description of the typical work day for an intern at this training site Interns spend 35 hours per week in the school setting and a minimum of 4 hours a week at the WBES office, where they receive direct supervision with a licensed psychologist, group supervision, didactic training, and protected time to meet with members of their cohort. Interns follow a successive training schedule as they assume increased responsibility and independence in specialized assessment and consultation activities. Interns work closely with a multi-disciplinary special education team with a licensed school psychologist and special education-related service providers such as school-based mental health counselors, speech pathologists, and occupational therapists. School site placement is based on their previous experience and their specific goals for the internship year; secondary schools or a rotation can be assigned based on what would round out their on-site experience. Each placement provides supervised, introductory experiences in multiple roles that a psychologist can hold when practicing in a school setting. Interns are expected to provide services such as assessment, individual and group counseling, consultation with parents, teachers, and staff, crisis intervention, and behavioral interventions for general and special education students. The intern will be required to participate in Special Education meetings for students that they have evaluated and serve. Interns also participate on intervention teams (e.g., Response to Intervention, Multi-Tiered System of Supports) at their placement sites to expand their opportunities to meet their internship goals and competencies.
Does this site have practicum psychology students on site? No
Is this program fully affiliated with one or more doctoral programs? No
Is this program partially affiliated with one or more doctoral programs? No
Internship Application Process
Accepting Applicants: Yes
Application Due Date: 12/01/2025 11:59 PM EST
A Virtual Interview are: Required
Interview notification date: 12/15/2025
Tentative interview date: N/A
Interview process description:

A virtual open house will be held in November 2025 for interested applicants to meet members of the WBES team. Information will be made available on the WBES website in October 2025. All AAPI application materials must be received by December 1, 2025. Applicants will be notified on or by December 15, 2025, whether they will be considered for an interview between mid-December and January 2026.

All applicants must send two de-identified sample reports before their interview. The sample reports should be integrated psychological evaluation reports (e.g., social-emotional, cognitive, academic, etc.). Reports must be de-identified, removing all identifying client information. Breaches of confidentiality within submitted samples will disqualify applicants for further consideration. 

Interviews are scheduled on a first-come, first-served basis. They consist of a 30-minute remote interview with the Director of Training and a separate hour-long virtual group-based opportunity to meet with WBES staff and Training Committee members. Interviews include dedicated time providing applicants with information and history about WBES and its philosophy, including the structure and aims of the internship program. Time is provided to answer applicants' questions and opportunities to meet with additional WBES team members. 

After all prospective interns have been interviewed, the Training Committee members meet to rank candidates according to their application materials and interview responses. To maintain the integrity and objectivity of the selection process, any Training Committee member with previous professional experience with a prospective applicant will be excluded from the formal ranking and selection procedures. This ensures adherence to ethical standards and guarantees that all candidates are selected equitably based on professional qualifications, training competencies, and demonstrated readiness for doctoral-level internship training.
How to obtain application info: Visit Website
Preferred method of contacting the program: Email the Program
We have matched with interns from these programs: University of North Carolina at Chapel Hill, University of Georgia, University of Massachusetts Boston, Georgia State University, University of Massachusetts Amherst
Internship Applicant Requirements
US Citizenship Required: Yes
If NOT a U.S. Citizen, Authorization to Work or to Engage in Practical Training (CPT or OPT) in the US is Required: Yes
Canadian Citizenship Required: No
If NOT a Canadian Citizen, Authorization to Work in Canada or to Engage in Practical Training (CPT or OPT) in Canada is Required: Yes
Masters Degree Required: No
Comprehensive Exams Passed: Yes, by start of internship
Dissertation Proposal Approved: Yes, by start of internship
Dissertation Defended: No
Minimum Number of AAPI Intervention Hours (if applicable):
Minimum Number of AAPI Assessment Hours (if applicable):
Minimum Number of Combined Intervention and Assessment Hours (if applicable): 500
Does your program require applicants to submit supplemental materials (i.e., an assessment report and/or a case/treatment summary): Yes
Minimum Number of Years of Grad Training Required (if applicable):
Accepted / Not-Accepted Program Types
Clinical Psychology Accepted
Counseling Psychology Accepted
School Psychology Accepted
APA-Accredited Accepted
CPA-Accredited Accepted
PCSAS-Accredited Accepted
Non-Accredited Accepted
Ph.D Degree Accepted
Psy.D. Degree Accepted
Ed.D. Degree Accepted
This institution, department, internship, or postdoctoral program requires trainees to sign a statement about personal behavior and/or religious beliefs as a condition of admission and/or retention in the program: No
How to obtain text of statement:
Other Requirements: Placement is contingent upon the satisfactory results of a background check through White Birch Educational Services, as well as fingerprinting and background check for the school district site where the intern is placed.
Program Description

White Birch Educational Services, LLC (WBES) was established in 2017 to support school districts in meeting their needs for school psychology services. WBES is a woman-owned and operated organization, led by a school psychologist, that has expanded to provide educational consultation and staffing solutions for various services, training, and clinical support throughout New Hampshire. Supervision, training, and administrative tasks occur at the main office in Exeter, New Hampshire. The WBES team has diverse clinical backgrounds, including psychologists, school psychologists, clinical specialists, and special education professionals. We have trained Master’s and Doctoral-level school psychology and mental health counseling students, including interns and postdoctoral psychologists. The extensive knowledge and experience of the White Birch team are reflected in the company’s core focus of empowering children and supporting communities.

The program represents a collaborative effort between WBES and New Hampshire school districts to provide a range of clinical and didactic training experiences. With its mission to train and prepare interns for independent practice and to meet state requirements for licensure or certification as a psychologist and health service provider, the program’s training goals are intended to support and develop the next generation of leaders in the profession. 

Interns are placed in a New Hampshire school district, where they work closely with a multidisciplinary special education team, including a licensed school psychologist and special education-related service providers such as school-based mental health counselors, speech pathologists, and occupational therapists. School site placement is based on their previous experience and their specific goals for the internship year. Secondary schools or a rotation can be assigned as necessary to round out their on-site experience. Each placement provides supervised, introductory experiences in multiple roles that a psychologist can hold when practicing in a school setting. Interns are expected to provide services such as assessment, individual and group counseling, consultation with parents, teachers, and staff, crisis intervention, and behavioral interventions for general and special education students. The intern will be required to participate in Special Education meetings for students whom they have evaluated and serve. Interns also participate in intervention teams (e.g., Response to Intervention, Multi-Tiered System of Supports) at their placement sites to expand their opportunities for meeting internship goals and competencies.

The training program is a full-time experience that begins in August and concludes in June of the following year. Orientation takes place at the WBES office located in Exeter, NH, which serves as a hub for didactic training, supervision, and administrative processes. Placed in a New Hampshire school district, interns complete a minimum of 1,500 supervised hours and average 15-20 hours of direct face-to-face clinical hours per week. Interns in this program are referred to as “School Psychology Fellows” and are matched with a district with which WBES partners. Interns spend 35 hours per week in the school setting and a minimum of 4 hours a week at the WBES office, where they receive direct supervision with a licensed psychologist, group supervision, didactic training, and protected time to meet with members of their cohort. Interns follow a successive training schedule as they assume increased responsibility and independence in specialized assessment and consultation activities. WBES supervisors utilize the Developmental, Ecological, Problem-Solving (DEP) model of supervision, focusing on the development of clinical skills and addressing issues such as professionalism, ethics, and diversity. The program is organized in a way that provides interns with an opportunity not only to combine all their previously learned skills and knowledge in a professional service delivery system but also to apply these skills under supervision to benefit those they serve.

Internship Training Opportunities

Populations
Infants:
Toddlers:
Children: Yes
Adolescents: Yes
Adults:
Family:
Older Adults:
Inpatients:
Outpatients:
LGBTQ+:
Ethnic minorities:
Spanish-speaking:
French-speaking:
Deaf/Hearing-impaired:
Students: Yes
International Students:
Rural: Yes
Urban: Yes
Low income: Yes
People without housing:
Other:

(training opportunities continued)

Treatment Modalities
Assessment: Emphasis (31% to 49%)
Individual Therapy: Exposure (1% to 20%)
Couples Therapy:
Family Therapy:
Group Therapy: Exposure (1% to 20%)
Community Intervention: Exposure (1% to 20%)
Consultation/Liaison: Emphasis (31% to 49%)
Crisis Intervention: Exposure (1% to 20%)
Brief Psychotherapy:
Long-term Psychotherapy:
Cognitive Rehabilitation:
Primary Care:
Evidenced Based Practice: Experience (21% to 30%)
Evidence Based Research:
Supervision of Practicum students :
Other:

(training opportunities continued)

Experience
Health Psychology:
Women's Health:
HIV/AIDS:
Eating Disorders:
Sexual Disorders:
Sports Psychology:
Rehabilitation Psychology:
Physical Disabilities: Exposure (1% to 20%)
Learning Disabilities: Emphasis (31% to 49%)
Developmental Disabilities: Experience (21% to 30%)
Assessment: Major Area of Study (50% or Greater)
Neuropsychology-Adult:
Neuropsychology-Child: Experience (21% to 30%)
Serious Mental Illness:
Anxiety Disorders: Exposure (1% to 20%)
Trauma/PTSD: Exposure (1% to 20%)
Sexual Abuse:
Substance Use Disorders:
Forensics/Corrections:
Sexual Offenders:
Geropsychology:
Pediatrics: Experience (21% to 30%)
School: Major Area of Study (50% or Greater)
Counseling: Exposure (1% to 20%)
Vocational/Career Development:
Multicultural Therapy:
Feminist Therapy:
Religion/Spirituality:
Empirically-Supported Treatments: Experience (21% to 30%)
Public Policy/Advocacy: Exposure (1% to 20%)
Program Development/Evaluation: Exposure (1% to 20%)
Supervision: Exposure (1% to 20%)
Research: Exposure (1% to 20%)
Administration: Experience (21% to 30%)
Integrated health care - primary:
Integrated health care - specialty:
Other:

Additional information about training opportunities: Not all rotations or training experiences may be available as described in the APPIC Directory. Please consult the program's application materials or their website at: https://www.whitebirchedu.com/  for a complete description of the training opportunities available at this training site. IF the site has not updated their information by August 1, feel free to contact the Training Director for additional information.

Summary of the Characteristics of the Specified Internship Class
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-2025 2025-2026
Number of Completed Applications: 10 11
Number of applicants invited for interviews: 8 11
Total number of interns: 2 4
Total number of interns from APA/CPA accredited programs: 2 4
Total number of interns from Ph.D. programs: 2 4
Total number of interns from Psy.D. programs:
Total number of interns from Ed.D. programs:
Number of interns that come from a Clinical Psychology program
Number of interns that come from a Counseling Psychology program
Number of interns that come from a School Psychology program 2 4
Range of integrated assessment reports: lowest number of reports written 14 9
Range of integrated assessment reports: highest number of reports written 22 46
Summary of Post Internship Employment Settings of Each Internship Class (1st Placement)
2022-2023 2023-2024 2024-2025
Academic teaching:
Community mental health center: 0 0 0
Consortium: 0 0 0
University Counseling Center: 0 0 0
Hospital/Medical Center: 0 0 0
Veterans Affairs Health Care System: 0 0 0
Psychiatric facility: 0 0 0
Correctional facility: 0 0 0
Health Maintenance Organization: 0 0 0
School district/system: 0 0 2
Independent practice setting: 0 0 0
Other (Academic Psychology Department): 0 0 0
Link to Program's Trainee Admissions, Support, and Outcome Data:
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