Professional Development of School Psychologists

Harvey, Virginia S.; Pearrow, Melissa; Sotiroff, Amanda; Dougherty, Jennifer

doi:10.1037/e705702011-001

Cited by 25 publications

(50 citation statements)

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“…In both of these relationships, supervisees are more likely to implement supervisor's suggestions and seek their advice. In contrast to these positive forms of power, supervisors who use coercive, reward, or legitimate power are more likely to be negatively viewed by supervisees and be perceived as exhibiting bullying behavior (Harvey and Struzziero 2008). While we recognize issues of power are salient to all supervisory relationships, school psychologists who not only ignore power differentials in supervision but also lack cultural knowledge and awareness risk placing supervisees in a double bind.…”

Section: Training and Supervisionmentioning

confidence: 94%

“…Lastly, legitimate power occurs when the supervisee believes the supervisor has a legal or authoritative ability to control him or her (Kampwirth and Powers 2012). In general, referent or expert power is connected with positive supervisee performance and satisfaction (Harvey and Struzziero 2008). In both of these relationships, supervisees are more likely to implement supervisor's suggestions and seek their advice.…”

Section: Training and Supervisionmentioning

confidence: 95%

“…Supervisors should seek training opportunities that will enable them to learn about how different cultural groups have been influenced by social, historical, and political factors (Harvey and Struzziero 2008). Those placing interns with supervisors should also consider school psychologistsupervisors that have a clear commitment to and openness to engaging in diversity focused professional development opportunities.…”

Section: Value Ongoing Professional Development Opportunitiesmentioning

confidence: 99%

“…This type of environment can facilitate discussions of power within supervision, as well as promote conversations regarding the supervisor's expectations and the evaluation process (Estrada et al 2004). Furthermore, supervisees who believe their feelings and opinions are respected may be more motivated to share their expectations, concerns, and goals of the supervisory experience (Harvey and Struzziero 2008).…”

Section: Create a Safe And Inclusive Settingmentioning

confidence: 99%

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Multicultural Supervision: What Difference Does Difference Make?

Eklund

Aros-O'Malley

Murrieta

2014

Contemp School Psychol

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Multicultural sensitivity and competency represent critical components to contemporary practice and supervision in school psychology. Internship and supervision experiences are a capstone experience for many new school psychologists; however, few receive formal training and supervision in multicultural competencies. As an increased number of students from culturally diverse backgrounds are accepted into school psychology training programs, it is likely students will encounter supervisory experiences in which the supervisor is of a culture other than their own. This paper explores cultural factors impacting supervision, reviews research on cultural match between supervisor and supervisee, as well as highlights best practice considerations for engaging in effective multicultural supervision.

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Section: Training and Supervisionmentioning

confidence: 94%

Section: Training and Supervisionmentioning

confidence: 95%

Section: Value Ongoing Professional Development Opportunitiesmentioning

confidence: 99%

Section: Create a Safe And Inclusive Settingmentioning

confidence: 99%

See 2 more Smart Citations

Multicultural Supervision: What Difference Does Difference Make?

Eklund

Aros-O'Malley

Murrieta

2014

Contemp School Psychol

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“…Although identified as a core competency by APA, supervision represents one of the most neglected areas of knowledge in school psychology and is not currently required for specialist-level programs. Further, current training programs identify inadequate supervision of interns as a significant challenge (Harvey & Pearrow, 2010;Harvey & Struzziero, 2008).…”

Section: Implications For Internship Supervisionmentioning

confidence: 98%

Evolving internship issues in school psychology preparation

Phelps

Swerdlik

2011

Psychology in the Schools

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Current issues relevant to school psychology internships are reviewed. The movement toward professional competencies and behavioral benchmarks as they relate to school psychology internships is discussed, with a concentration on American Psychological Association and National Association of School Psychologists standards. Given the emphasis on observable outcomes and assessment of competencies, implications specific to the internship year at both the specialist and doctoral levels are considered. C 2011 Wiley Periodicals, Inc.Several factors are pertinent to current professional practices that affect internship sites utilized by school psychology students. Possibly the most significant change affecting both specialist and doctoral programs is the movement by the American Psychological Association (APA) and the National Association of School Psychologists (NASP) to require systematic and direct assessments of student competencies. The NASP (2010b) Standards for Graduate Preparation of School Psychologists outlines 10 integrated domains of professional competencies that graduates must demonstrate, whereas the APA (2009) Guidelines and Principles for Accreditation of Programs in Professional Psychology requires internship programs to specify education and training objectives in terms of expected competencies. Thus, instead of focusing on evidence of knowledge or an accrual of service hours, the new "culture of competence" (Belar, 2009) requires behavioral outcomes that are observable and measureable.Discussion of the organizations involved with this movement, how the requirements for systematic assessment and evaluation of competencies affect internships, and the implications for training programs follow. Although observation and quantification of behavioral outcomes is hardly a new concept to school psychology, the application of documents such as the Competency Benchmarks PROFESSIONAL ORGANIZATIONS AND REGULATORY AGENCIES CONCERNED WITH INTERNSHIPThe two primary organizations that evaluate school psychology internships are APA and NASP. Both professional organizations are concerned about the quality and appropriateness of internships completed by school psychology students. Other organizations involved with school psychology internships are the Association of Psychology Postdoctoral and Internship Centers (APPIC), which provides the computer-matching program for doctoral students, and the Council of Directors of School Psychology Programs (CDSPP), which has developed guidelines for internships that do not meet the APA standards.

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The meselson‐stahl experiment

Szeberényi

2012

Biochem Molecular Bio Educ

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Professional Development of School Psychologists

Cited by 25 publications

References 0 publications

Multicultural Supervision: What Difference Does Difference Make?

Multicultural Supervision: What Difference Does Difference Make?

Evolving internship issues in school psychology preparation

The meselson‐stahl experiment

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