Supervision in School Psychology The Developmental, Ecological, Problem-solving Model

1. The Status of School Psychology Supervision:  Current Perspectives and Core Principles  Part 1: 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 2: The Developmental, Ecological, Problem-solving Model (DEP)  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 3: Essential Skills within DEP Supervision  10. Self-care  11. Social Justice Advocacy  12. Addressing Problems in Professional Competence  13. Telesupervision  Part 4: Professional Development for Supervisors and Credentialed School Psychologists  14. Professional Development and Collegial Support Networks  15. DEP Applied to Supervision of Credentialed Psychologists and Psychological Services  Part 5: Preparing for the Future of Supervision within School Psychology  16. Touching the Future: Teaching Supervision to Future Supervisors  17. Future Development: Research to Refine School Psychology Supervision

Biography

Dennis J. Simon, Ph.D., is a licensed clinical and school psychologist with over three decades of experience supervising interns, professionals, and psychological services. For 14 years, he was the Director of NSSEO Timber Ridge Therapeutic Day School, a zero-reject public school program serving the Chicago area. His career has centered on program development and psychological interventions for children and adolescents experiencing social, emotional, and behavioral disorders. He has written extensively about the adaptation of evidence-based strategies to school-centered intereventions. He has been a Lecturer in School Psychology, Clinical Psychology, and Teacher Education Programs at Loyola University of Chicago, USA.

Mark E. Swerdlik, Ph.D., ABPP, NCSP, is a Professor Emeritus and Past Coordinator of the Specialist and Doctoral Programs in School Psychology, University Supervisor of Internship Training, and Clinical Supervisor in the Psychological Services Center at Illinois State University, USA, where he was a university educator for more than four decades. He is Past Co-Chair of the NASP Graduate Education Committee and the Council of Directors of School Psychology Programs, and has been a leader in program initiatives for training intern and practicum supervisors in Illinois and nationally. Dr. Swerdlik is a licensed clinical and school psychologist.

Drs. Simon and Swerdlik, joined by collaborating author Dr. Tracy Cruise, created and coordinate the Illinois School Psychologists Association’s Supervisor Credential Program, a model program for professional development for school psychology supervisors based on the DEP Supervision Model for School Psychology.

"There are few areas of professional responsibility as important to the future of school psychology as professional supervision. The second edition of Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model by Dennis J. Simon and Mark E. Swerdlik makes a significant contribution to our supervision knowledge base. It covers a diverse range of important topics, including foundations of effective supervisory relationships, the developmental, ecological, and problem-solving model, professional development for supervisors, and preparation of future supervisors, and includes many new chapters devoted to contemporary supervision issues. I highly recommend this book to all current and prospective school psychology supervisors."

Joseph Prus, Ph.D., Professor Emeritus at Winthrop University, USA

"The DEP Model of supervision is a superb resource for any current and future school psychology supervisor. The framework includes practical applications that applies to all areas of school psychology with an important focus on essential skills such as self-care and social justice. The second edition builds upon the first with updated best practices, including case examples, reflection activities, and practice-ready tools."

Laura Swanlund, Ph.D., NCSP, LCP, Director of Comprehensive Mental Health and Related Service with Community Consolidated School District 15, Palatine, IL

"As a trainer of the Illinois School Psychologists Association’s Supervisor Credential Training Program, I can attest that the content covered in the first edition of Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model upon which the training is based, has been eagerly received by supervisors from a broad range of experience ranging from early career to seasoned practitioners. The second edition has been enhanced by extended coverage of the ecological component which includes timely topics related to recent events that have affected school communities. These include defining practice from a social justice perspective, demonstrating multicultural responsiveness, advocating for systems change activities, and others. I have no doubt that such enhancements and others like chapters on self-care, telesupervision, and addressing problems in professional competence will fuel continued interest and enthusiasm."

Rosario C. Pesce, PhD., NCSP, J. S. Morton HS District, Cicero, IL (Retired), School Psychology Coordinator of Clinical Training, Loyola University Chicago, USA

"Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model provides a comprehensive model for supervision in the field, connecting current research with practical application strategies and tools to support the professional growth of school psychologists and school psychology supervisors at all stages of career development. The inclusion of chapters focused on diversity, cultural responsiveness, and social justice advocacy as critical components of school psychology practice and supervision further enhance the value and utility of this already invaluable resource. Practical content related to tele-supervision and self-care is both timely and necessary to the development and retention of highly qualified practitioners and supervisors at the practicum, intern, and credentialed psychologist levels. The included case studies, reflection activities, and tools can immediately be integrated into practice, enhancing, and improving supervision outcomes. This resource will continue to serve as the foundation for our district’s school psychology supervision model."

Donna M. Desaulniers, MS, Program Manager, School Psychology Services, Fairfax County Public Schools, VA

"The developmental nature of the DEP model makes it an invaluable framework for supervision of school psychology graduate students, early career school psychologists, and even seasoned practitioners! Many field supervisors lack formal training in the provision of supervision, and this book provides the structure, real world case studies and reflection activities to help fill that void. The second edition does a fantastic job expanding coverage on issues that have increased in focus in recent years, such as social justice advocacy, self-care, and telesupervision."

Karen Monahan, Ph.D., NCSP, Coordinator of Psychological Services, Fort Mill Schools, SC

"With this updated edition, Drs. Simon and Swerdlik provide a must-read for supervisors working with school psychologists from novice to expert. Their book is packed with checklists and other practical tools specifically designed for our field. Updates include current topics such as social justice advocacy and system change. You won’t find another resource like this!"

Susan Gallagher, Ph.D., BCBA, School Psychology Coordinator, La Grange Area Department of Special Education, IL

"Drs. Simon and Swerdlik have developed a text that is equally helpful for supervisors and supervisees as they design, monitor, and evaluate the many facets of the supervisory experience. The numerous case examples and tools included in the appendices provide helpful, practical resources to improve and enhance supervision and the attention to social justice and telesupervision are provided at a critical time for the field of school psychology. This text is a must-read for new and experienced supervisors and is an invaluable addition to the reading list for those who provide training and support for field supervisors."

Shawna Rader Kelly, School Psychologist, Bozeman Public Schools, MT