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Department of Counseling, Clinical & School Psychology
Office Number:
Education 2113
Phone Number:
(805) 893-3366
E-mail:
education.ucsb.edu jimerson
Shane Jimerson
Professor, Ph.D. (University of Minnesota)
Emphasis:
School Psychology Credential
Research Interests:
Early intervention and prevention behavior and academic; School violence and safety; Dropouts; Reading edcuation; Safety education; Educational psychology; Educational measurement; Elementary education; Behavior sciences: abnormal, developmental, social development
Biography:
My current efforts in the Developmental Studies and the Counseling, Clinical and School Psychology program are a natural extension of my training at the University of Minnesota. Having completed two doctoral programs, one in Child Development and the other in School Psychology, I enjoy teaching courses and working with graduate students in both areas of study. The courses I offer include, Developmental Psychopathology, Cognitive Assessment in Professional Psychology, and Adolescent Development.
I advocate and implement a scientist-practitioner-scholar model of training. The scientist component consists of understanding the central tenets of research. The practitioner aspect emphasizes the application of findings from research. Finally, the scholar facet focuses on understanding and developing theories which guide research and influence practice.
In my research, my fundamental assumption is that what happens early has an important influence on subsequent development. I focus on the cumulative nature of both achievement and development. For instance, in exploring achievement trajectories I have studied early reading assessment, early grade retention, and early developmental histories of high school dropouts. In my research exploring child and adolescent bereavement, I incorporate a developmental psychopathology perspective.
Considering the scientist-practitioner-scholar model described above, I have incorporated the results of my research into practice, and continue to research the application efforts to develop further understanding. For example, with the achievement trajectories research it was clear that early reading skills are critical for subsequent academic success. This led to an exploration of assessments of early reading skills, and ultimately designing a district-wide reading assessment for first grade students. This early assessment assists in identifying those students in need of assistance, also incorporating a continuous progress monitoring methodology allows us to monitor their progress across the years. Likewise, through my prior research regarding the possible deleterious outcomes associated with early loss, we designed a developmentally appropriate grief support group series for ages 5-18 years. We continue to examine the effects of this curriculum and also explore the developmental differences in grief responses and subsequent developmental trajectories of children and adolescents. Through these efforts we seek to better understand bereavement of youth. I would summarize my research efforts with one phrase: A focus on children, for a better tomorrow.
Recent Publications:
Jimerson, S. R., Durbrow, E. H., & Wagstaff, D. A. Academic and behavior associates of peer status for children in a Caribbean community: Findings from the St. Vincent Child Study. School Psychology International, 30, 184-200. 2009. [Refereed Journal Article]
Miller, D. N., Nickerson, A., & Jimerson, S. R. Positive Psychology and School-Based Interventions. In Gilman, R., Huebner, E.S., & Furlong, M.J. (Eds). Handbook of Positive Psychology in Schools. New York: Routledge. 2009. [Book Chapter]
Farrell, P. T., Jimerson, S. R., Howes, A. J., & Davies, S. M. Promoting inclusive practice in schools: A challenging role for school psychologists. In C. Reynolds and T. Gutkin (Eds). Handbook of School Psychology (5th Edition). New York: Wiley. 2009. [Book Chapter]
Jimerson, S. R., Stewart, K., Renshaw, T. L., O’Malley, M., & O’Malley, M. Promoting School Completion Through Understanding School Failure: A Multi-factorial Model of Dropping Out as a Developmental Process. Revista De Psihologie Scolara (Romanian Journal of School Psychology), 1 (2), 7-28. 2009. [Refereed Journal Article]
Jimerson, S. R., Stewart, K., Skokut, M., Cardenas, S., & Malone, H. How Many School Psychologists are There in Each Country of the World? International Estimates of School Psychologists and School Psychologist-to-Student Ratios. School Psychology International. 2009. [Refereed Journal Article]
Awards and Honors:
Outstanding Scholarship, Leadership, and Service Award, National Association of School Pschologists, School Psychology Review, 2009
International Psychology Silver Book Award, American Psychological Association, Div 52 (International Psychology), 2009
Simon Distinguished Visiting Professorship, University of Manchester, England, 2009
President's Award of Excellence, National Association of School Psychologists, 2008
Fellow, Division 16, American Psychological Association, 2008
President’s Recognition Award, National Association of School Nurses, 2008
Award for Distinguished Contributions, NASP School Crisis Management Interest Group, 2007
President’s Award of Excellence, National Association of School Psychologists , 2006
President’s Award for Exemplary Contributions, California Association of School Psychologists, 2006
Outstanding Service Award, American Psychological Association, Division 16 (School Psychology), 2005
Affiliations:
American Educational Research Association
American Psychological Association and Division 16
California Association of School Psychologists
Crisis Response Steering Committee- California Association of School Psychologists Crisis Response Team Leadership
International School Psychology Association
National Association of Death Educators and Counselors
National Association of School Psychologists
Society for Research of Child Development
Society for the Study of School Psychology
Society of Research on Adolescence
