Supervision in School Psychology
The Developmental, Ecological, Problem-solving Model
Consultation, Supervision, and Professional Learning in School Psychology Series

Supervision is a core professional competency requiring specific training for the benefit of supervisees, clients, and the profession. Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model examines specific factors that contribute to successful supervision in school psychology, including the integration of a developmental process of training, the ecological contexts that impact practice, and evidence-based problem-solving strategies. Written for graduate students, researchers, and professionals in the field of school psychology, this book provides thorough, specific, and immediately applicable methods and principles for supervisory practice. Featuring a diverse set of pedagogical tools, Supervision in School Psychology is an important resource for navigating the distinct challenges specific to the demanding and diverse core competencies associated with supervision in school-based settings.

Preface

Acknowledgments

Introduction

1. The Status of School Psychology Supervision: Current Perspectives and Core Principles

Part I: Foundations of Effective Supervisory Relationships

2. Clinical Supervision: Roles and Responsibilities

3. Characteristics of Effective Supervisory Relationships

4. Processing Supervisory Relationships

5. Ethical and Legal Issues in Supervision

Part II: The Developmental, Ecological, Problem-solving (DEP) Model

6. Introduction to the Developmental, Ecological, Problem-solving (DEP) Model

7. The Developmental Component: Structuring and Supporting the Development of Professional Competencies

8. The Ecological Component: Incorporating Contextual Factors

9. The Problem-solving Component: Core Activity of Psychological Practice

Part III: Professional Development for Supervisors and Credentialed School Psychologists

10. Professional Development and Collegial Support Networks

11. DEP Applied to Supervision of Credentialed Psychologists and Psychological Services

with Daniel S. Newman

Part IV: Preparing for the Future of Supervision within School Psychology

12. Touching the Future: Teaching Supervision to Future Supervisors

13. Future Development: Research to Refine School Psychology Supervision

Appendices

References

Index

Dennis J. Simon, Ph.D., is a licensed clinical and school psychologist with over three decades of experience supervising interns, professionals, and psychological services. He was Director of NSSEO Timber Ridge Therapeutic Day School, a zero-reject public school program serving the Chicago area. He has been Lecturer in School Psychology, Clinical Psychology, and Teacher Education Programs at Loyola University of Chicago, USA.

Mark E. Swerdlik, Ph.D., ABPP, NCSP, is Professor of Psychology, Coordinator of the Specialist and Doctoral Degree Programs in School Psychology, University Supervisor of Internship Training, and Clinical Supervisor in the Psychological Services Center at Illinois State University, USA. He is Co-chair of the NASP Graduate Education Committee, past Chair of the Council of the Directors of School Psychology Programs, and has been a leader in program initiatives for training intern supervisors in Illinois.