Supervision Case Studies for School Psychologists

Supervision in School Psychology: The Developmental, Ecological, Problem-solving (DEP) Model presents the seminal model for clinical supervision specific to the diverse competencies required by school psychologists and associated professionals in school-based settings. It is widely used in graduate classrooms, by field and university supervisors, and in professional development and credentialing programs teaching best practices in supervision. Supervision Case Studies for School Psychologists: The DEP Model in Action illustrates the research-into-practice value of the DEP Model across a wide array of case examples. Expert field- and university-based supervisors present diverse case studies that illustrate the application of best practices in supervision to routine and complex supervisory challenges. Cases explore the full range of supervisory and clinical practice: supervision of academic and behavioral assessment, intervention, and consultation; strategies for teaching program development, systems change, social justice advocacy skills, and fostering diversity and culturally responsive practice; supporting supervisee self-care; and problem-solving ethical dilemmas. Complex challenges of addressing supervisee skill deficits through deliberate practice and structured remediation plans are illustrated. Case examples include supervision of both preservice and credentialed school psychologists and illustrations of district-wide professional development programming based on DEP principles. Supervision Case Studies for School Psychologists: The DEP Model in Action integrates best practices in supervision and service delivery.

Dennis J. Simon, PhD, is a licensed clinical and school psychologist with over 3 decades of experience supervising interns, professionals, and psychological services. For 14 years, he was 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, PhD, 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 4 decades and continues to teach the couse sequence on clincial supervision. He is Past-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. Tracy K. Cruise, PhD, is a licensed clinical and school psychologist and full professor at Western Illinois University, USA, where she educates school and clinical psychology graduate students. She serves as Director of the WIU Psychology Clinic and supervises practica within schools and in outpatient care. Her clinical emphasis is on child and family therapy with a systems and CBT framework, and her research has focused on child maltreatment and clinical supervision. Drs. Simon, Swerdlik, and Cruise 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.

Part 1: Introduction 1. Supervision Designed for School Psychology: An Overview of the Developmental, Ecological, Problem-solving (DEP) Model Part 2: Assessment and Intervention 2. Supervision of a Risk Assessment Case 3. Co-Supervision of an Evaluation of an English-Learning Student Suspected of Having Autism 4. An Elementary Level Assessment Case Example 5. Supervision in an Early Childhood Setting of a Play-Based Assessment 6. Supervision of a Functional Assessment Case 7. Supervising Therapy for Internalizing Symptoms 8. Supervising a Credentialed and Confident Supervisee: An Intervention Case Study 9. Assessment and Intervention for a Child Experiencing Learning and Motivational Issues Part 3: Consultation 10. Supervising for Consultation Competency Development Part 4: Diversity and Cultural Responsiveness 11. Cross-Cultural Supervision 12. Navigating Gender Affirmation in a Complex School Climate Part 5: Social Justice Advocacy 13. Social Justice Advocacy and Systems Change 14. Supervising When Values and Reality About Diversity, Equity and Belonging Clash Part 6: Ethics 15. Ethical Supervisory Practice: A Confidentiality Case Example 16. Determining the Boundaries of Professional Competence Part 7: Professional Competency Concerns 17. Addressing Problems in Professional Competency: Skill Deficits and Professional Behaviors 18. Addressing Problems in Professional Competency: Interpersonal Skills and Intervention Part 8: Self-care 19. Supervisory Strategies for Fostering Supervisee Wellness and Self-Care 20. Supporting Graduate Student Wellness Through a DEP-Informed Self-care Framework Part 9: Systems Change 21. Improving Professional Development, Feedback, and Evaluation 22. Supervision Teaching Systems Change and Program Development Skills 23. A Psychological Recovery Case Example 24. Navigating a Complex Supervisory System Part 10: Systems Level Implementation of the DEP Model 25. Application of the DEP Model for Systems Level Program Development and Service Delivery in a Large and Diverse Suburban School District 26. The Psychologist as Supervisor, Administrator, and Supervisee 27. DEP Framework for Best Practices in Service Delivery: Integrated Supports for Students, Parents, Educators, and School Systems Part 11: Summary 28. What Have We Learned: Lessons from the Field