BETH DOLL, PhD
Professor - Department of Educational Psychology
Director - School Psychology Program
114 Teachers College Hall
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0345
(402) 472-2238
Biography
Beth Doll earned her PhD in Educational Psychology (School Psychology) from the University of Kentucky in 1983. She worked for 4 years as a school-employed school psychologist, coordinated a child guidance clinic affiliated with the University of Wisconsin Madison program in School Psychology, and has served on the faculty of three major universities where she held cross-disciplinary responsibilities for course instruction, advising and service in school psychology, special education, and general education. She is currently a Professor in the APA approved School Psychology program at UNL.
Dr. Doll's principal research interest is assessing and intervening to enhance the caretaking systems that support children and adolescents. She is especially interested in the emotional and social aspects of classroom systems, and the contributions these make to children's psychological health and well-being. Because there are relatively few systemic measures that can assess the effectiveness of interventions which alter these systems, her research necessarily involves identifying and validating measures. This research interest evolved out of a program of research that she conducted on children without friends in the 1980s and work on school-based programs to increase students' self-determination in the 1990s. These experiences led her to focus on the classroom environments which support friendships, self-determination, and four other indices of academic and social competence. Dr. Doll prefers to work through collaborative research and evaluation projects with parents and school practitioners. She has managed collaborative teams of parents, practitioners, and university students to evaluate a multi-agency team serving students with severe emotional disabilities, evaluate a preschool program providing mental health consultation to Head Start families, and evaluate the progress of the Lincoln Public Schools' SAT Improvement project.
Recent Publications
Journal Articles
Doll, B. (in press). Ethics forum: How do we know when we've found competence. Professional Psychology Research and Practice.
Yetter, G., & Doll, B. (in press.) The impact of logistical resources on pre-referral team acceptability. School Psychology Quarterly.
Sheridan, S., Eagle, J., & Doll, B. (2006). An examination of the efficacy of conjoint behavioral consultation with diverse clients. School Psychology Quarterly, 21, 396-417.
Doll, B., Haack, M. K., Kosse, S., Osterloh, M., Siemers, E., & Pray, B. (2005). The dilemma of pragmatics: Why schools don't use quality team consultation practices. Journal of Educational and Psychological Consultation, 16, 127-155.
Doll, B., Murphy, P., & Song, S. (2003). The relationship between children's self-reported recess problems, and peer acceptance and friendships. Journal of School Psychology, 41, 113-130.
Book Chapters
Cummings, J., & Doll, B. (2008). Getting from here to there. In B. Doll & J. Cummings (Eds.), Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children (pp. 307-334). Thousand Oaks, CA: Corwin Press in cooperation with the National Association of School Psychologists.
Doll, B., & Cummings, J. (2008). Why population-based services are essential for school mental health and how to make them happen in your school. In B. Doll & J. Cummings (Eds.), Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children (pp. 1-20). Thousand Oaks, CA: Corwin Press in cooperation with the National Association of School Psychologists.
Doll, B. (in press). Population based approaches to children’s mental health. In S. Wood (Ed.), Encyclopedia of public health. Oxford, UK: Elsevier.
Doll, B., & Garbacz, S. (2007). Legal foundations for inclusion. In A. M. Bursztyn (Ed.), The Praeger handbook of special education (pp. 41-43). Westport, CN: Praeger Publishers.
Doll, B., & Haack, M. K. (2007). Peer assisted learning. In A. M. Bursztyn (Ed.), The Praeger handbook of special education (pp. 103-104). Westport, CN: Praeger Publishers.
Doll, B., Kurien, S., LeClair, C., Spies, R., Champion, A., & Osborn, A. (in press.) The ClassMaps Survey: A framework for promoting positive classroom environments. In R. Gilman, S. Huebner, & M. Furlong (Eds.), Handbook of positive psychology in the schools. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Doll, B., LeClair, C., & Kurien, S. (in press). Effective classrooms: Classroom learning environments that foster school success. In T. Gutkin & C. Reynolds (Eds.), The handbook of school psychology. Hoboken, NJ: John Wiley & Sons, Inc.
Doll, B., & Siemers, E. (2007). Social competence and disabilities. In A. M. Bursztyn (Ed.), The Praeger handbook of special education (pp. 28-29). Westport, CN: Praeger Publishers.
Doll, B., & Swearer, S. (2006). Cognitive-behavioral interventions for participants in bullying and coercion. In R. Mennuti, A. Freeman, & R. Christner (Eds.), Cognitive behavioral interventions in educational settings: A handbook for practice (pp. 183-201). New York: Brunner-Routledge.
Doll, B., & Haack, M. K. (2005). Population-based strategies for identifying schoolwide problems. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem-solving approach (pp. 82-102). New York: Guilford Press.
Sands, D., & Doll, B. (2005). Teaching goal setting and decision making to students with developmental disabilities. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 273-296). Boston: Merrill Prentice Hall.
Doll, B., & Hess, R. (2004.) Interventions for children who drop out of school. In L. A. Rapp-Paglicci, C. N. Dulmus, & J. S. Wodarski (Eds.), Handbook of prevention interventions for children and adolescents (pp. 359-380). Hoboken, NJ: John Wiley & Sons.
Books
Doll, B., & Cummings, J. (2008). Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children. Thousand Oaks, CA: Corwin Press in cooperation with the National Association of School Psychologists.
Doll, B., & Cummings, J. (in press). Best practices in population-based school mental health services. Best practices in school psychology (5th Edition). Bethesda, MD: National Association of School Psychologists.
Research Projects
| Response-to-Intervention Phase I Training for Nebraska | |
| Nebraska Department of Education | |
| Role: Co-PI | 2006 |
| Evolving Inquiry | |
| U.S. Department of Education/IES | |
| Role: PI | 2005-2008 |
| Keys & Classmaps Joint Study | |
| Nebraska State Education Association | |
| Role: PI | 2003-2004 |
| Bullying Prevention Project | |
| Woods Charitable Fund | |
| Role: Co-PI | 2003-2004 |
