Kenneth W. Merrell, PhD, is Professor and Director of the School Psychology Program at the University of Oregon, where he teaches courses in school psychology and leads the Oregon Resiliency Project. Earlier in his career he worked for 3 years full-time as a school psychologist, and he has worked as a consulting school psychologist in three states while working as a university educator. Dr. Merrell’s teaching and research interests are focused on social-emotional assessment and intervention for at-risk children and adolescents, as well as social-emotional learning in schools. He has a long list of publications, including five books and five nationally normed assessment instruments related to these areas. He is a Fellow in both the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. Having previously served as an editorial board member or consulting editor for several professional and scientific journals, Dr. Merrell currently serves as an editorial board member for School Psychology Review, and is the series editor for The Guilford Practical Intervention in the Schools Series. 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.
Gretchen Gimpel Peacock, PhD, is Professor of Psychology at Utah State University, where she has coordinated the specialist-level program in school psychology approved by the National Association of School Psychologists and served on the program faculty of the Combined Psychology (School/Clinical/Counseling) American Psychological Association-accredited PhD program. Dr. Gimpel Peacock is both a licensed psychologist and educator licensed school psychologist. She has been the faculty internship supervisor for the school psychology students and also supervises students? practicum experiences in the department?s community clinic. Dr. Gimpel Peacock?s publications and professional presentations focus on child behavior problems and family issues as related to child behaviors, as well as professional issues in school psychology. She currently serves on the editorial advisory boards of several school psychology and related journals. Brent R. Collett, PhD, is Assistant Professor of Psychiatry and Behavioral Sciences at the University of Washington in Seattle and Attending Psychologist at Seattle Children?s Hospital. Dr. Collett?s clinical interests include early childhood mental health and pediatric psychology. He supervises child psychiatry and psychology trainees and teaches didactics on normative early childhood development, developmental psychopathology, and the assessment and treatment of early-onset conduct problems. Dr. Collett?s research focuses on infant mental health, disruptive behavior disorders, and the developmental and psychosocial sequelae of pediatric illnesses (e.g., craniofacial anomalies, pediatric cancer).