Supervision in school psychology: Where will the future take us?

McIntosh, David E.; Phelps, LeAdelle

doi:10.1002/(sici)1520-6807(200001)37:1<33::aid-pits4>3.0.co;2-f

Cited by 24 publications

(30 citation statements)

References 8 publications

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“…Supervision in school psychology may extend beyond the traditional dyadic unit represented in most supervision literature. Flexibility is implied in the comment of Mclntosh and Phelps (2000) below.…”

Section: Thinking About Supervisionmentioning

confidence: 99%

“…Supervision in school psychology is an essential vehicle for professional development, facilitating effective delivery of psychological services, and maintaining competencies (Mclntosh & Phelps, 2000). The National Association of School Psychologists (NASP) position statement on supervision (2011) states that "supervision of educators is essential to school improvement and student success" (p. 5).…”

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confidence: 99%

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Networks of professional supervision.

Annan

Ryba

2013

School Psychology Quarterly

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An ecological analysis of the supervisory activity of 31 New Zealand school psychologists examined simultaneously the theories of school psychology, supervision practices, and the contextual qualities that mediated participants' supervisory actions. The findings indicated that the school psychologists worked to achieve the supervision goals of support, knowledge, and accountability through reciprocal interaction in multiple relationships within and outside of their professional community. With the notion of supervision broadened to include all activity undertaken to meet the supervisory goals, greater levels of participation and satisfaction with supervisory provision were shown than in many previous studies. The school psychologists utilized various opportunities for supervision support in their day-to-day practice rather than relying solely on traditional dyadic or fixed-group forms. Supervision practices of the school psychologists were situated within the activity of a networked community of supervision practice. Implications for conceptualizing supervision as a broad, situated activity are discussed.

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Section: Thinking About Supervisionmentioning

confidence: 99%

mentioning

confidence: 99%

Networks of professional supervision.

Annan

Ryba

2013

School Psychology Quarterly

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“…As the student becomes more autonomous in functioning and is able to create solutions to problems and share the information with others, some training programs begin to involve advanced graduate students in providing supervision (McIntosh & Phelps, 2000), thus evolving a mutual training model.…”

Section: Level Of Experiencementioning

confidence: 99%

“…It has been noted that the nature and content of supervision can be directly affected by what characteristics and skills the supervisee brings. Competence in specific skills (assessment, consultation, treatment), having a theoretical identity, and a knowledge of ethics and professional behavior permit the supervisory session to become more conceptual and more process or issue oriented (Loganbill, Hardy, & Delworth, 1981;McIntosh & Phelps, 2000).…”

Section: Clinical Supervision In the Schools 147mentioning

confidence: 99%

Models of Supervision

Kaufman

Schwartz

2004

The Clinical Supervisor

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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.

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“…Hawkins and Shohet (2006) noted that supervision is provided to those in training so that children receive improved services, and in so doing, the supervisor furthers his or her own skills. McIntosh and Phelps (2000) reviewed definitions of supervision in school psychology and offered this definition:…”

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confidence: 99%

Assessing School Psychology Supervisor Characteristics: Questionnaire Development and Findings

Flanagan

Grehan

2011

Journal of Applied School Psychology

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The practice of supervision is crucial to the development of novice and future school psychologists. Given the changes in contemporary practice, it is valuable to determine the supports and continuing education opportunities that could benefit supervisors. One hundred forty-two school psychology supervisors completed a 34-item questionnaire that surveyed the following: (a) their practice as school psychologists, (b) their use of contemporary practices, (c) their training in supervision, (d) their knowledge of supervision, (e) their role as supervisor, (f) their ongoing education as supervisors, and (g) their beliefs about the needs of supervisors. Respondents practice in a variety of states, with a concentration from the northeast. Data indicate that supervisors receive little training for the role and use varied strategies to remain current and address training gaps. Findings and their implications for training programs are discussed. KEYWORDS supervisors, needs assessment, school psychology, questionnaire, training program needsThe past decade has seen dramatic changes to the knowledge and skills expected of school psychologists. Essential to meeting that challenge is effective clinical supervision for school psychologists by school psychologists.

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Supervision in school psychology: Where will the future take us?

Cited by 24 publications

References 8 publications

Networks of professional supervision.

Networks of professional supervision.

Models of Supervision

Assessing School Psychology Supervisor Characteristics: Questionnaire Development and Findings

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