Preservice to in-service: impact of structured peer group supervision in the training of school psychology interns. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Stone, Mary; O'Donnell, Patrick; Williams, Stacy
• Is Part Of: Clinical supervisor. Volume 39:Issue 1(2020)
• Page Start: 85
• Page End: 105
• Publication Date: 2020-01-02
• Subjects: Peer supervision -- preservice school psychologist -- early career school psychologist; Mental health personnel -- Supervision of -- Periodicals; Psychotherapists -- Supervision of -- Periodicals; Mental health personnel -- Training of -- Periodicals; Psychotherapists -- Training of -- Periodicals; 616.8900683
• DOI: 10.1080/07325223.2019.1695160
• Languages: English
• ISSNs: 0732-5223

Abstract

ABSTRACT: Evidence-based frameworks of peer supervision training are needed to enhance the preparation and practice of future school psychologists. This quasi-experimental pilot study found that school psychology interns provided with direct instruction in and opportunities to practice peer supervision ( n = 6) developed similar levels of competency in completing academic and behavioral case studies as their counterparts who were exclusively provided with hierarchical supervision during internship ( n = 8). Additionally, interns with preservice exposure to peer supervision demonstrated significantly higher levels of engagement in peer supervision as early career school psychologists. Implications of these findings for training are explored.