ERIC Number: ED209577
Record Type: RIE
Publication Date: 1981
The Role of Supervision in School Psychology Training: Views of Students and Faculty.
Ward, Sally A.; Brantley, John C.
In school psychology the supervision of practicum experiences is widely acknowledged as a critical component of training, yet little research has been devoted to systematically conceptualizing, practicing, or evaluating the process of supervision for psychologists-in-training. Students and faculty in school psychology made attributions to the importance of supervision across a three-year period of training. Students ranked their supervisor's administrative role of field site coordinators as most vital, followed by their educative role of technical assistance and guidance in professional development, and their personal and emotional support least important. Both faculty and students perceived the supervisory relationship as becoming less structured and more mutual across three years of study, with declining emphasis on technical assistance as students became more competent, confident, and independent. Additionally, faculty and students shared a perception of sharply declining need for technical assistance in assessment over time, but sustained emphasis in intervention and professional development. The congruence in perceptions suggests that a common framework defines the supervisory process in school psychology, which is not unlike that of other disciplines such as social work and clinical psychology. (Author/JAC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
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