Assessing School Psychology Supervisor Needs: Questionnaire Development and Findings

Flanagan, Rosemary; Grehan, Patrick M.

doi:10.1037/e604572009-001

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“…Mailings were sent to a random sample of 1,000 National Association of School Psychologists (NASP) members who identified themselves as practitioners in public schools (there was no way to limit the mailing to supervisors) and a mailing to the internship directors listed in the Council of Directors of School Psychology Programs Internship directory. Posts were made to state and national list servs such as SPTRAIN and American Psychological Association Division 16 list as well as numerous posts to the NASP listserv (Flanagan & Grehan, 2008, 2009). The questionnaire was available for completion online.…”

Section: Methodsmentioning

confidence: 99%

Assessing School Psychology Supervisor Characteristics: Questionnaire Development and Findings

Flanagan

Grehan

2011

Journal of Applied School Psychology

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The practice of supervision is crucial to the development of novice and future school psychologists. Given the changes in contemporary practice, it is valuable to determine the supports and continuing education opportunities that could benefit supervisors. One hundred forty-two school psychology supervisors completed a 34-item questionnaire that surveyed the following: (a) their practice as school psychologists, (b) their use of contemporary practices, (c) their training in supervision, (d) their knowledge of supervision, (e) their role as supervisor, (f) their ongoing education as supervisors, and (g) their beliefs about the needs of supervisors. Respondents practice in a variety of states, with a concentration from the northeast. Data indicate that supervisors receive little training for the role and use varied strategies to remain current and address training gaps. Findings and their implications for training programs are discussed. KEYWORDS supervisors, needs assessment, school psychology, questionnaire, training program needsThe past decade has seen dramatic changes to the knowledge and skills expected of school psychologists. Essential to meeting that challenge is effective clinical supervision for school psychologists by school psychologists.

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Section: Methodsmentioning

confidence: 99%