"I am thrilled with the prospect of teaching from this text in my graduate course on Principles and Practices of Professional School Psychology. Especially notable is the chapter on appropriate assessment, consultation, and intervention methods for culturally and linguistically diverse students. Overall, I applaud the authors for effectively providing information about the background of the profession, current legal and ethical issues and evidence-based best practices, and future directions. This invaluable training tool supports the evolution of the school psychologist from yesterday's 'gatekeeper to special education' to today's proactive role as a resource for all children and their families."--Margaret Beebe-Frankenberger, PhD, Director, School Psychology Program, University of Montana
"At last, trainers and students have a comprehensive, up-to-date text that promotes a data-oriented, problem-solving model of school psychology. The authors persuasively challenge and encourage school psychologists to focus their efforts on systems issues that affect all students, and to remain committed to outcome-based decision making in their diverse roles. This text fills a gap in the school psychology literature, offers a positive, effective model of practice, and certainly will be influential in training future practitioners."--Tammy D. Gilligan, PhD, School Psychology Program, James Madison University
"Comprehensive and state-of-the-art. This volume is a timely addition to introductory texts placing school psychology at the nexus of psychology and education. With a focus on student competence and context and systems, the text provides a model of practice that supports all students, not just those referred for serious problems. The authors' forward-looking vision is sensitive to the increasingly diverse and pluralistic nature of our society. Graduate students will find this text an excellent guide to our dynamic and exciting field, and it will also be of great interest to practitioners, trainers, administrators, and researchers."--John M. Hintze, PhD, School Psychology Program, University of Massachusetts at Amherst
About the Author
Ruth A. Ervin, PhD, is Associate Professor of School Psychology and Special Education at the University of British Columbia, Vancouver, Canada. Her professional teaching and research interests lie within the domains of promoting systems-level change to address research-to-practice gaps in school settings; collaborative consultation with school personnel, parents, and other service providers for the prevention and treatment of emotional and/or behavioral disorders such as attention-deficit/hyperactivity disorder and oppositional defiant disorder via a data-driven, solution-oriented problem-solving approach; and linking assessment to intervention to promote academic performance and socially significant outcomes for school-age children. Emphasis in Dr. Ervin’s work has been placed on systems-level change and the merging of research and practice agendas to support school personnel in the timely provision of primary, secondary, and tertiary prevention efforts to address student needs.
Gretchen A. Gimpel, PhD, is Associate Professor of Psychology at Utah State University, where she coordinates the National Association of School Psychologists-approved master’s degree program in school psychology and is on the program faculty of the combined (school/clinical/counseling) American Psychological Association-accredited PhD program. Dr. Gimpel is a licensed psychologist and certified school psychologist. She teaches core child therapy and behavioral assessment courses for psychology graduate students and is the faculty internship supervisor for school psychology students. Dr. Gimpel also coordinates child therapy services within the Psychology Department’s Community Clinic and supervises graduate students who provide services in this clinic. Her publications and professional presentations are in the area of child behavior problems and family issues as related to child behaviors. Dr. Gimpel currently serves on the editorial advisory boards of several school psychology-related journals.