Before accepting the post of Dean for Academic Affairs, Dr. Copeland was the inaugural chair of The Chicago School's School Psychology program (Ed.S.). His areas of expertise include administration of graduate programming in school psychology community and health psychology, program evaluation, assessment, testing and measurement, consultation, and child psychopathology. Dr. Copeland completed his doctoral studies at The University of Texas at Austin.

Dr. Copeland presently functions as the Special Assistant to the Vice President for Academic Affairs with a focus on new program development on all Chicago School campuses.

• B.A. in Psychology, The University of Texas at Austin
• Ph.D., The University of Texas at Austin

• Clinical Psychologist—Illinois

Select Presentations

• Copeland, E.P. (2011) After Time: A Game. TEDX presentation at Arizona State University.

• Huang, L.V., Nelson, R.B., Kadoma, N., Kwon, K., Copeland, E.P., Chen, C.R. (2010). Gender and cross-cultural comparisons of psychological wellness in children and adolescents. Paper presented at the annual convention of the American Psychological Association. San Diego, CA.

• Nelson, R. B., and Copeland, E.P. (2010). Promoting academic competence using positive psychological constructs. Paper presented at the annual convention of the National Association of School Psychology. Chicago, IL.

• Copeland, E. P., & McGrath, B. (2009). Promoting mentally healthy middle and high schoolers. Paper presented at the annual conference of the National Association of School Psychologists. Boston, MA.

Select Publications

• Copeland, E.P., Nelson, R.B., & Traughber, M.C. (2010). Wellness dimensions relate to happiness in children and adolescents. Advances in School Mental Health Promotion, 3 (4), 25-37.
• Copeland, E.P. (2010). Stress in children and adolescents: Handout for parents and educators. In A.S. Canter (Ed.) Helping Children at Home and in School: Handouts from Your School Psychologist (2^nd edition). Bethesda, MD: NASP.
• Christiansen, L.M., Copeland, E.P., & Stapert, E. (2008). Predictors of somatic symptoms in younger adolescents. Adolescence, 43 (172), 791-806.
• Copeland, E.P. (2005, July). Stress management skills. The Guidance Channel Zine
• Copeland, E.P., & Crepeau-Hobson, F. (2004). Health promotion in the schools. In Speilberger (Ed.), Encyclopedia of Applied Psychology II, 159-166. San Diego: Elsevier Science
• Hess, R.S., & Copeland, E.P. (2006). Stress. In Bear, G. & Minke, K. (Eds.), Children's Needs III: Development, prevention, and intervention, 255-265. Bethesda, MD: National Association of School Psychologists.
• O'Halloran, M.S., & Copeland, E.P. (2005). Crisis intervention with early adolescents who have suffered a significant loss. In Roberts, A.R. (Ed.), Crisis Intervention Handbook, 3rd Edition, 362-394. Oxford: Oxford University Press

Community Involvement

• Common Hope -Advocate, Supporter of two children
• Church and Ministry Committee, Chicago Metropolitan Association, United Church of Christ-Chair
• Trauma debriefings in Colorado following the Columbine shootings
• Partners, Inc., Weld County-Senior Partner
• Pro bono of Weld County
• Victim Compensation Board, Greeley, CO-Chair

Professional Memberships

• American Psychological Association (APA)
• Member, Division 16-School Psychology
• Illinois School Psychology Association
• National Association of School Psychologists

Q&A

Q: Please describe your teaching philosophy.
A: I begin with knowledge and then focus on application and integration.

Q: Please provide a statement or philosophy regarding the practice of psychology.
A: My focus is prevention. We need to start focusing on what kids/students are doing well rather than what they are doing wrong adn then try to correct their deficits. I am particularly attracted to intervention programs that are structured to enhance youth competence/character/assets, promote a psychological sense of community, and advance cultural pluralism.

Q: Why did you choose to enter the field of psychology?
A: I wanted to work with children and adolescents. As I matured in my doctoral program, I decided that schools would be the ideal environment for the psychological growth of youth.

Q: What advice would you give to a student entering The Chicago School?
A: Be committed to your purpose, yet be open to new doors that will open for you as you continue your studies.