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

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.

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. Supervision is a core professional competency requiring specific training for the benefit of supervisees, clients, and the profession. 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 competencies associated with supervision in school-based settings.
This second edition is significantly expanded and includes updated research on best practices in school psychology supervision. Expanded coverage and new chapters address system change and social justice advocacy skills, problems in professional competence, self-care, telesupervision, and deliberate practice. Maintaining DEP's focus on the practical application of best practices, additional strategies are presented for teaching diveristy and multicultural responsiveness anchored in cultural humility. Supplemental case study material, supervisory process and reflection activities, tables, graphics, and practice-ready appendices as tools that illustrate best practices in supervision.