@article{becb165f022442d49fc8375ba4e4b72e,
title = "Supervision for School Psychologists in Training: using empirical findings to develop a theoretical framework",
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.",
keywords = "competencies, model, supervision, trainee, training",
author = "Simon Gibbs and Catharine Atkinson and Kevin Woods and Caroline Bond and Vivian Hill and Julia Howe and Sue Morris",
note = "Simon Gibbs, PhD, is Reader in Educational Psychology in the School of Education, Communication and Language Sciences, Newcastle University, UK. He is also Director of Training in Educational Psychology there. In addition to his interests in the development and supervision of applied psychologists, his currentmajor research commitment addresses the effects on teachers{\textquoteright} beliefs and motivations of categorical labels (such as {\textquoteleft}Dyslexia{\textquoteright}; {\textquoteleft}ADHD{\textquoteright}) used to describe children and their behaviour. Cathy Atkinson is Curriculum Director of the Doctorate in Educational and Child Psychology programme at the University of Manchester, and a UK Health and Care Professions Council registered practitioner psychologist. Other research interests include motivational interviewing; the role of the school psychologist in delivering therapeutic intervention; and working with students of post-compulsory school age. Kevin Woods is Curriculum Director of the Doctorate in Educational and Child Psychology programme at the University of Manchester, and a UK Health and Care Professions Council registered practitioner psychologist. Other research interests include motivational interviewing; the role of the school psychologist in delivering therapeutic intervention; and working with students of post-compulsory school age. Caroline Bond is Senior Lecturer in Educational and Child Psychology at the University of Manchester, UK. She is also a Practising Educational Psychologist. Her research interests focus upon the role of the school/educational psychologist, supporting the inclusion of pupils with autism and interventions for children with motor skills difficulties. Vivian Hill is the Programme Director for the Doctorate in Educational, Child and Adolescent Psychology at University College London{\textquoteright}s Institute of Education. She is also Chair of the British Psychology Society{\textquoteright}s Division of Educational and Child Psychologists. Her research interests include the role of supervision in the training and professional learning of applied psychologists, the medicalisation of childhood behaviours, the psycho-social development of children and young people withautism and the rights of children. Julia Howe is a tutor in the School of Education, University of Birmingham and a Senior Educational Psychologist. Her research interests include anti-oppressive practice and the work of educational psychologists within post-16 settings. Sue Morris is the educational psychology programme director at the University of Birmingham. Alongside research interests within the domain of academic and professional supervision and its contribution to professional learning and development, Sue{\textquoteright}s principal professional and research interests reside in the field of child and adolescent mental health.",
year = "2016",
month = aug,
day = "15",
doi = "10.1177/0143034316653443",
language = "English",
pages = "1",
journal = "School Psychology International",
issn = "0143-0343",
publisher = "Sage Publications Ltd",
}
