Supervision Case Studies for School Psychologists: The Dep Model in Action

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.