Effective supervision models guide the supervisory relationship and supervisory tasks leading to reflective and purposeful practice. The Developmental/Ecological/Problem-Solving (DEP) Model provides a contemporary framework for supervision specific to school psychology. Designed for the school psychology internship, the DEP Model is also applicable to all pre-service and advanced field-based training, as well as career-long continuing professional development. The Developmental domain initiates training at the functioning skill level of the supervisee and progresses toward independent competency. The Ecological domain addresses the multiple systemic contexts that influence school psychology practice and prepares the intern to intervene within both individual and systemic contexts. The Problem-Solving domain focuses on the application of data-based decision making and evidence-based interventions to the full range of school psychology activities. It provides a systematic schema to address student, family, and school needs. C 2014 Wiley Periodicals, Inc.Rather than merely assuming that competent practitioners are automatically effective supervisors, the field of clinical supervision has begun to examine the specific factors that contribute to successful supervisory experiences (Harvey & Struzziero, 2008). Domains being examined include organizational structures such as pre-training skill assessments and goal setting, formal contracts, advance planning for the content and process of supervision, and accountable recordkeeping; the character of the supervisory relationship; the utilization of multiple methods of supervision; the nature of effective feedback and evaluation; standards and methods to ensure multicultural competency; specific training for supervisees toward eventual assumption of professional supervisory roles; and attention to legal and ethical requirements, including those developed by state psychology licensing boards, the American Psychological Association (APA), and professional organizations specific to school psychology, including the National Association of School Psychologists (NASP, 2010b) and the Council of Directors of School Psychology Programs (2012).To integrate these diverse factors into a framework that can guide supervisors in the day-to-day provision of effective supervision, it is necessary to formulate a coherent supervisory model that provides an overall conceptual organization of the supervisory process. A supervisory model grounds supervision in reflective and purposeful practice. A comprehensive model strives to conceptualize, organize, and execute supervisory tasks and functions in a manner that links theory, emerging research, and practice. Although this overarching model guides supervisory practice, it must be firmly grounded in the profession's current understanding of best practices within school psychology. When the formulation of this organizing model is shared with the trainee, it provides a transparent Correspondence to:

The authors describe For Children's Sake, an innovative program at Illinois State University focused on serving children who have witnessed domestic violence and on training graduate students in working with this special population. Unique aspects of the program, including its funding source, child maltreatment focus, and training model in complete program delivery, are highlighted. Additionally, a multilevel integration of the For Children's Sake program into the School Psychology doctoral program is discussed. Challenges, dilemmas, and successes that faculty and graduate students involved with For Children's Sake have experienced are mentioned to assist and encourage trainers in developing other innovative programs.Public Schools system. She also served in a student leadership role on the For Children's Sake program while attending ISU.

In the last 2 decades, various forms of child maltreatment, including physical abuse, sexual abuse, psychological abuse, and neglect, have gained the increased attention of the general public and mental health professionals. In this article, the authors review relevant literature to assist counselors in conducting quality clinical assessments of child victims and adult survivors of child maltreatment. Guidelines are discussed, and specific measures and procedures are recommended.

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Adolescence is a time of great transition, with pubertal changes accompanying cognitive, emotional, and social advancement. As youth begin exploring dating and romantic relationships, they are also faced with a greater risk of sexual assault. Adolescents may have histories of childhood sexual abuse, but the majority of sexual assaults during adolescence are perpetrated by peers. Middle school and high school students are sexually coerced by peer acquaintances at school and in other settings, as a result of which they suffer acute and long‐term physical, psychological, and behavioral consequences, including likely subsequent revictimization. Effective prevention and intervention strategies should be more easily accessible at school and more trauma‐focused treatment offered by outside mental health providers.