Supervision for school psychologists in training: Developing a framework from empirical findings. (August 2016)

• Record Type: Journal Article
• Authors: Gibbs, Simon; Atkinson, Cathy; Woods, Kevin; Bond, Caroline; Hill, Vivian; Howe, Julia; Morris, Sue
• Is Part Of: School psychology international. Volume 37:Number 4(2016)
• Page Start: 410
• Page End: 431
• Publication Date: 2016-08
• Subjects: competencies -- model -- supervision -- trainee -- training; Educational psychology -- Periodicals; School psychology -- Periodicals; 370.1505
• DOI: 10.1177/0143034316653443
• Languages: English
• ISSNs: 0143-0343

Abstract

Similar to other professional disciplines, the importance of supervision within school psychology has attracted considerable attention within recent years. Despite this, systematic review of current literature reveals a dearth of empirical literature proposing underlying theoretical structures. This study extends recent qualitative research by surveying 310 school psychology students undertaking a preparatory doctoral training programme within the 12 approved universities in England and Wales. Data were obtained from a 21-item closed questionnaire developed from previous empirical findings and subjected to Exploratory Factor Analysis. Findings reveal three key supervisory components: Safe space for authentic learning, instructional support, and reference points for professional learning. Comparisons with other theoretical models are made and implications for practice explored. A framework for professional practice, based on key findings and other important theoretical developments, is proposed.