Clinical Supervision for School Psychologists

Fischetti, Barbara A.; Crespi, Tony D.

doi:10.1177/0143034399203003

Cited by 19 publications

(1 citation statement)

References 10 publications

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“…Clonan, & VanAuken, 2002;Jimerson et al, 2006;Fischetti & Crespi, 1999;Pomerantz, 1993;Ryba, Annan, & Mentis, 2001;Smith Harvey & Pearrow, 2010). The findings of research conducted by ThieUcing, Moore, and suggest that concems with supervision continue.…”

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confidence: 99%

Networks of professional supervision.

Annan

Ryba

2013

School Psychology Quarterly

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An ecological analysis of the supervisory activity of 31 New Zealand school psychologists examined simultaneously the theories of school psychology, supervision practices, and the contextual qualities that mediated participants' supervisory actions. The findings indicated that the school psychologists worked to achieve the supervision goals of support, knowledge, and accountability through reciprocal interaction in multiple relationships within and outside of their professional community. With the notion of supervision broadened to include all activity undertaken to meet the supervisory goals, greater levels of participation and satisfaction with supervisory provision were shown than in many previous studies. The school psychologists utilized various opportunities for supervision support in their day-to-day practice rather than relying solely on traditional dyadic or fixed-group forms. Supervision practices of the school psychologists were situated within the activity of a networked community of supervision practice. Implications for conceptualizing supervision as a broad, situated activity are discussed.

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confidence: 99%

Networks of professional supervision.

Annan

Ryba

2013

School Psychology Quarterly

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Supervision for Preparation and Practice of School Counselors: Pathways to Excellence

Dollarhide

Miller

2006

Couns Edu & Supervision

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A national survey of current supervision and evaluation practices of school psychologists

Chafouleas¹,

Clonan

VanAuken

2002

Psychology in the Schools

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This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc.

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Clinical Supervision for School Psychologists

Cited by 19 publications

References 10 publications

Networks of professional supervision.

Networks of professional supervision.

Supervision for Preparation and Practice of School Counselors: Pathways to Excellence

A national survey of current supervision and evaluation practices of school psychologists

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