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
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.
"Clinical supervisors-mentors-are of unparalleled importance in the education and training of school psychologists. Today, practitioners face extraordinary challenges, from assessment to consultation. This text, fortunately, is an invaluable resource. Beautifully crafted by two national leaders, this volume fills a critical void. I'll have it on my desk. You might want a copy too."
--Tony D. Crespi, Past-President, Trainers of School Psychologists, EdD., ABPP, NCSP, Professor of Psychology, the University of Hartford, USA
"This comprehensive resource provides a wealth of knowledge regarding the supervision of school psychologists. Covering the full range of factors that affect school psychology practice, it will help students, trainers, and practitioners strengthen their own practice as well as that of supervisees. Case examples and behavioral markers illustrate concepts and provide quality indicators of effective application of the only model designed specifically for the supervision of school psychologists."
--Meaghan C. Guiney, Ph.D., NCSP, Clinical Assistant Professor, School of Psychology, Fairleigh Dickinson University, USA
"At a time when the field is demonstrating a renewed appreciation for the important role of supervision in clinical practice, Simon and Swerdlik present a model of supervision specific to the field of school psychology that emerged out of a reciprocal relationship between research and practice. The book's case examples and discussion questions suggest an ideal text for supervision courses, while the activities included make it an essential guide for new supervisors and a valued resource for experienced ones serious about developing their supervisory practice."
--Brenda Huber, Director, Psychological Services Center, Illinois State University, USA
Simon and Swerdlik do an excellent job of paying homage to past theoretical and practical supervision models and crafting these into their own easily digestible framework that is definitively "school psychological" in aim and scope. The use of case scenarios aids in demonstrating application of techniques and the use of reflection questions and other activities allow for consolidation of concepts. This text will be invaluable to field supervisors of both practicum and internship students at either level of school psychology training. It should also serve as a primary text in classroom-based pedagogy within school psychology graduate training programs.
--Greg R. Machek, Associate Professor of School Psychology, University of Montana, USA