Prevailing models of clinical supervision are discussed and evaluated within the context of training psychologists for the school setting, with the goal effectiveness of developing a professional identity. Contextual variables (e.g., university versus field-based training), level of training, and interpersonal and intrapersonal characteristics are examined as contributory factors in the supervisory enterprise. A model emerging from Erikson's developmental theory is posited as an umbrella perspective for all models of supervision to facilitate the development of an autonomous and competent professional. Finally unanswered questions and suggestions for future research are specified.
The evolution and application of this screening instrument, the Adolescent Developmental Disabilities Screening (ADDS), is based on the spectrum model of developmental disabilities. Scale construction is outlined, including the selection and revision of screening criteria and tasks. Results of multiple discriminant, factor, and correlational analyses are reported and suggest the instrument to be a powerfully discriminating measure, and reliable internally as well over time. Development and application of the measure are discussed in the context of an identified need within the juvenile justice system where the prevalence of developmental disabilities far exceeds that of the general population. The screening test appears to be well‐suited for a variety of human service and educational settings.
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