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M.A. in School Psychology

School Psychology Handbook: Faculty

Coursework in the program is integrated throughout the School of Education. Thus, faculty members in several programs, especially counseling, special education, applied human development, and measurement, statistics, and evaluation, contribute to the training of students in school psychology. However, three faculty members are assigned primarily to the school psychology program and advise students in the program. The primary faculty members are:

GEORGE G. BEAR, Ph.D. (U. of Virginia), Professor.

Dr. Bear teaches school consultation and intervention, introduction to school psychology, and discipline and classroom management. He also supervises students in their practica and internships, including at The College School where he works one day weekly. Before joining the University in 1985, Dr. Bear served for six years as a school psychologist and administrator of special education. He has been an active member of the National Association of School Psychologists, has served as state delegate, chair of the Research Committee, and member of the Publications Board and the Program Approval Board. Since 2002 he has been actively involved in the State of Delaware’s School-wide Positive Behavioral Supports initiative. His primary research interests are in the areas of school discipline, school-wide positive behavioral supports, school climate, and children's moral reasoning and behavior. His most recent publications include:  

• Bear, G.G. (in press). School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Behavior.  New York: Guilford.
• Bear, G. G., Uribe-Zarrain, X., Manning, M.A., & Shiomi, K. (2009). Shame, guilt, blaming, and anger: Differences between children in Japan and the U.S. Motivation and Emotion, 33, 229-238.
• Bear, G. G. (2009). The positive in positive models of discipline. In R. Gilman, E.S. Huebner, & M. Furlong (Eds.), Handbook of Positive Psychology. Erlbaum.
• Schultz, D., Izard, C.E., Stapleton, L.M., Bear, G.G., Buckingham-Howes, S. (2009). Children's social status as a function of emotionality and attention control. Journal of Applied Developmental Psychology, 30, 169-181.
• Bear, G.G. (2008). Classroom discipline. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V (Vol. 5, pp. 1403-1420). Bethesda, MD: National Association of School Psychologists.
• Bear, G.G. (2007). School-wide approaches to behavior problems. In B. Doll & J. A. Cummings (Eds.), Transforming school mental health services: Population-based approaches to promoting the competency and wellness in children. Thousand Oaks, CA: Corwin Press.
• Bear, G.G., Manning, M.A., & Shiomi, K. (2006). Children's reasoning about aggression: Differences between Japan and the United States and implications for school discipline. School Psychology Review, 35, 62-77.
• Bear, G. G., & Minke, K. M. (Eds.) (2006). Children's needs III: Development, prevention, and intervention. Bethesda, MD: National Association of School Psychologists.
• Bear, G. G., & Watkins J. M. (2006). Developing Self-Discipline. In G. G. Bear & K. M. Minke (Eds.). Children's needs III: Development, prevention, and intervention (pp. 73-85). Bethesda, MD: National Association of School Psychologists.
• Bear, G. G., Giancola, S. P., Veach, J., & Golts, L. (2006). Beyond face validity: When less is more. In S. Jimerson & M. J. Furlong (Eds.), The handbook of school violence and school safety: From research to practice (pp. 537-552). Mahwah, NJ: Erlbaum.
• Manning, M. A., Bear, G. G., & Minke, K. M. (2006). Self-concept and self-esteem. In G. G. Bear & K. M. Minke (Eds.). Children's needs III: Development, prevention, and intervention (pp. 341-356). Bethesda, MD: National Association of School Psychologists.
• Bear, G. G. (with A. Cavalier & M. Manning). (2005). Developing self-discipline: Preventing and correcting misbehavior. Allyn & Bacon: Boston, MA.  
• Bear, G. G., Manning, M., & Izard, D. (2003). Responsible behavior: The importance of social cognition and emotion. School Psychology Quarterly, 18, 140-157.  
• Bear, G. G., Minke, K., & Manning, M. (2002). Self-concept among children with LD: A meta-analysis. School Psychology Review, 31, 405-427.  
• Manning, M., & Bear, G. G. (2002). Are children's concerns about punishment related to their behavior? Examining the link between moral reasoning and aggression. Journal of School Psychology, 40, 523-539.

KATHLEEN M. MINKE, Ph.D. (Indiana University), Professor.

Dr. Minke teaches courses in counseling techniques, family-school collaboration and supervises practicum and internship experiences. Before joining the faculty in 1991, Dr. Minke worked as a school psychologist in Virginia and Indiana. She is active in the National Association of School Psychologists and currently is president-elect. She will begin her presidential year July 1, 2010. Her research interests include family-school relationships and professional issues in school psychology. Her research interests include family-school relationships, self-perceptions of children with LD, and professional issues in school psychology. Her publications include:

• Minke, K.M., & Anderson, K.J. (2008). Best practices in facilitating family-school meetings. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology–V. Bethesda, MD: National Association of School Psychologists.
• Anderson, K.J., & Minke, K.M. (2007). Parent Involvement in Education: Toward an Understanding of Parents' Decision-making. Journal of Educational Research, 100, 311-323.
• Bear, G. G., & Minke, K. M. (Eds.). (2006). Children's needs III: Development, prevention, and intervention. Bethesda, MD: National Association of School Psychologists.
• Minke, K. M. (2006). Parent-teacher relationships. In G. G. Bear & K. M. Minke (Eds.). Children's needs III: Development, prevention, and intervention (pp. 73-85). Bethesda, MD: National Association of School Psychologists.
• Manning, M. A., Bear, G. G., & Minke, K. M. (2006). Self-concept and self-esteem. In G. G. Bear & K. M. Minke (Eds.). Children's needs III: Development, prevention, and intervention (pp. 341-356). Bethesda, MD: National Association of School Psychologists.
• Minke, K.M., & Anderson, K.A., (2005). Family school collaboration: Relationship building and positive behavior support. Journal of Positive Behavior Interventions, 7(3), 181-185.
• Minke, K.M., & Anderson, K.A. (2003). Family-school conferences: An effective means to encourage parent involvement in education. Elementary School Journal, 104 (1), 49-69.
• Bear, G. G., Minke, K., & Manning, M. (2002).  Self-concept among children with LD: A meta-Analysis.School Psychology Review, 31, 405-427.
• Vickers, H. S., & Minke, K. M. (2002). Best practices in family-school conferences. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology - IV, Bethesda, MD: National Association of School Psychologists.
• Minke, K.M., & Bear, G.G. (Eds.) (2000). Preventing school problems - promoting school success: Strategies and programs that work. Bethesda, MD: National Association of School Psychologists.
• Minke, K.M., & Vickers, H.V. (1999). Family-school collaboration. In S. Graham and K. R. Harris (Eds.).  Working together. Cambridge, MA: Brookline.
• Deemer, S. A., & Minke, K. M. (1999). An investigation of the factor structure of the Teacher Efficacy Scale. Journal of Educational Research, 93, 3-10.
• Bear, G., Minke, K. M., Griffin, S. M., & Deemer, S. A. (1998). Achievement-related perceptions of children with learning disabilities and normal achievement: Group and developmental differences. Journal of Learning Disabilities, 31, 91-104.

MARIKA GINSBURG-BLOCK Ph.D. (U. of Pennsylvania), Assistant Professor.

Dr. Ginsburg-Block teaches counseling and childhood psychopathology and supervises practicum and internship students. Before joining the faculty in 2003, she held an assistant professor position at the University of Minnesota for five years. Dr. Ginsburg-Block currently serves on several editorial boards, including the School Psychology Review and the Journal of Behavioral Education. Her research interests center on investigating school-based prevention and intervention programs for vulnerable urban youth, with an emphasis on the efficacy of peer- and parent-mediated strategies. Her work highlights the need for researchers to collaborate with educators, parents, and community members to develop contextually-sensitive programs that enhance children's academic and psychological outcomes. Recent publications include:

• Ginsburg-Block, M., Rohrbeck, C., Lavigne, N., & Fantuzzo, J. W. Peer Assisted Learning: An academic strategy for enhancing motivation among diverse students. (in press). In A. E. Gottfried & C. Hudley (Eds.), Diversity in Academic Motivation: Social, Cultural, and Group Differences. Oxford Press, UK: Routledge.
• Warzon, K. B. & Ginsburg-Block, M. The Role of Cultural Continuity Between Home and School Settings in Predicting Student Motivation: What We Know, What We Need to Learn, and Implications for Practice. (in press). In A. E. Gottfried & C. Hudley (Eds.), Diversity in Academic Motivation: Social, Cultural, and Group Differences. Oxford Press, UK: Routledge.
• Schaefer, B. A., & Ginsburg-Block, M. D. (2007). Helping children and adolescents dealing with divorce. In R. W. Christner, J. L. Stewart, & A. Freeman (Eds.), Handbook of cognitive-behavior therapy (CBT) groups with children andadolescents: Specific settings and presenting problems. Oxford, UK: Routledge.
• Ginsburg-Block, M., Rohrbeck, C., & Fantuzzo, J. W. (2006). A Meta-Analytic Review of the Social, Emotional and Behavioral Outcomes of Peer Assisted Learning. Journal of Educational Psychology.
• Ginsburg-Block, M., Rohrbeck, C., Fantuzzo, J. W., & Lavigne, N. C. (2006). Peer Assisted Learning Strategies. In G. Bear & K. Minke (Eds). Children's Needs III: Understanding and Addressing the Developmental Needs of Children. Bethesda, MD: National Association of School Psychologists.
• Ginsburg-Block, M. (2005). Peer tutoring. In S. W. Lee (Ed.), Encyclopedia of School Psychology. Thousand Oaks, CA: Sage Publications, Inc.
• Power, T., Dowrick, P., Ginsburg-Block, M. & Manz, P. (2004). Partnership-based, community-assisted early intervention for literacy: An application of the participatory intervention model. Journal of Behavioral Education,13 (2), 93-115.
• Schaefer, B. A., Khoury, R. A. & Ginsburg-Block, M. (2003). Does looping make the grade? A preliminary study of the effects of multiyear assignment on academic achievement, school attendance, and learning behaviors. Pennsylvania Educational Leadership, 23 (1), 29-40.
• Rohrbeck, C., Ginsburg-Block, M., Fantuzzo, J. & Miller, T. (2003). Peer Assisted Learning Interventions with Elementary School Students: A Meta-Analytic Review. Journal of Educational Psychology, 95 (2), 240-257.
• Power, T., Dowrick, P., Ginsburg-Block, M. & Manz, P. (2004). Partnership-based, community-assisted early intervention for literacy: An application of the participatory intervention model. Journal of Behavioral Education, 13 (2), 93-115.
• Schaefer, B. A., Khoury, R. A. & Ginsburg-Block, M. (2003). Does looping make the grade? A preliminary study of the effects of multiyear assignment on academic achievement, school attendance, and learning behaviors. Pennsylvania Educational Leadership, 23 (1), 29-40.
• Dowrick, P. W., Power, T. J., Manz, P. H., Ginsburg-Block, M., Leff, S. S.& Kim Rupnow, S. (2001). Community Responsiveness: Examples from Under Resourced Urban Schools. Journal of Prevention and Intervention in the Community, 22 (1).

Supporting Faculty

Additional faculty members and other professionals who teach courses taken by school psychology students include:

KELLIE ANDERSON, Ph.D. (U. of Delaware), School Psychologist in Anne Arundel County Public Schools. Teaches courses in assessment and family-school collaboration. Can be contacted at kellieanderson@verizon.net.

ABBY CASH, Ed.S. (U. of Delaware). Teaches courses in assessment and practicum supervision.

JOSEPH J. GLUTTING, Ph.D. (U. of Pennsylvania), Professor; Measurement, Statistics, and Evaluation Program. Dr. Glutting teaches two courses required in the school psychology program: EDUC 660, Educational Statistics and Measurement, and EDUC 691, Applied Statistics and Research Design.

NANCY JORDAN, Ed.D. (Harvard University), Professor; cognitive development, learning disabilities, mathematics and reading, assessment.

EMILY KLEIN, Ed.S. (U. of Delaware), School Psychologist in Colonial School District. Teaches courses in assessment and special populations.

FRAN MCINERNEY, Ph.D. (U. of Delaware), Licensed Psychologist with private practice. Teaches Applied Human Development.

ABE MENSCH, Ph.D. (U. of Delaware), Licensed Psychologist in private practice and supervising psychologist with Division of Child Mental Health Services, Delaware Youth and Family Center.

KRISTEN D. RITCHEY, Ph.D. (University of Maryland), Assistant Professor; special education, instructional methods for elementary and intermediate students with mild to moderate disabilities.