"This book provides a comprehensive and contemporary perspective on what school psychology is and should be. A unique and important focus of the book is that multiple areas of practice are discussed from a data-based, problem-solving perspective, including diversity, prevention, evidence-based intervention, systems change, and research and evaluation. This is an essential resource for every school psychologist in training, and it is particularly well suited as a text for an introductory school psychology seminar. This book has the potential to help shape the future of school psychology for the better."--Kelly A. Powell-Smith, PhD, School Psychology Program, University of South Florida
"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
"I am currently using this book as one of two primary texts in a graduate-level introduction to school psychology course. I find the book to be an excellent overview of the key issues confronting school psychology today. I really like how it presents information about traditional roles and practices of school psychologists, while emphasizing the need for problem solving and data-based decision-making within those roles. The discussion questions are very helpful; I often use them to stimulate class discussion or student journal writing. My students find the text very readable, and it has generated excitement over the direction the field is taking."--Brian C. McKevitt, PhD, School Psychology Program, University of Nebraska-Omaha
About the Author
Kenneth W. Merrell, PhD, until his death in 2011, was Professor of School Psychology and Director of the Oregon Resiliency Project at the University of Oregon. For 25 years, Dr. Merrell's influential teaching and research focused on social-emotional assessment and intervention for at-risk children and adolescents and social-emotional learning in schools. He published over 90 peer-reviewed journal articles; several books and nationally normed assessment instruments; and the Strong Kids programs, a comprehensive social and emotional learning curriculum. Dr. Merrell was a Fellow of the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. He received the Senior Scientist Award from Division 16, the Division's highest honor for excellence in science.
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.