Gibbs, S; Atkinson, C; Woods, K; Bond, C; Hill, V; Howe, J; Morris, S; (2016) Supervision for school psychologists in training: Developing a framework from empirical findings. School Psychology International , 37 (4) pp. 410-431. 10.1177/0143034316653443.

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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.

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