Supervision for school psychologists in training: Developing a framework from empirical findings

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.
Source: School Psychology International - Category: Psychiatry & Psychology Authors: Tags: Articles Source Type: research