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ERIC Number: EJ1177499
Record Type: Journal
Publication Date: 2018-May
Pages: 2
Abstractor: ERIC
ISSN: ISSN-0164-775X
Reflective Supervision: A Clinical Supervision Model for Fostering Professional Growth
Costello, Lisa H.; Belcaid, Erin; Arthur-Stanley, Amanda
Communique, v46 n7 p4, 6 May 2018
School psychologists experience a broad range of stressors in their role as school support professionals including feelings of isolation, insufficient resources, administrative pressures, and excessive caseloads (Boccio, Wiesz, & Lefkowitz, 2016). Ongoing support is necessary to help school psychologists successfully navigate these multifaceted roles and stressors. Reflective supervision, a type of clinical supervision, is a widely recognized process that has been used to facilitate the professional development of educational, mental health, and medical professionals (e.g., Dawber, 2013a; Gatti, Watson, & Siegel, 2011; Gilkerson, 2004). Reflective supervision may serve multiple functions, buffering school psychologists from stress, promoting restoration and relationship building, and increasing participants' self-reflection and engagement in issues pertaining to cultural competence and diversity (Wu, 2013). As school psychologists continue to stay engaged in their work, reflective supervision can offer space for connection and collaboration that is both professionally sustaining and supports our efforts to create trauma-sensitive, culturally responsive, equitable schools in which all students thrive.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A