Group Supervision of School Psychologists in Training

Abstract

Eshel and Koriat (2001) have suggested that training programs for school psychologists possess both a manifest (`formal') and latent (`informal') curriculum pertaining to the enhancement of both technical competencies and more autonomous professional functioning, respectively. In addition to influencing coursework, the informal curriculum also shapes the manner in which training programs provide supervision. Although effective supervision is believed to lead to more effective school psychology practice, much of the literature has emphasized the technical skills which supervision aims to improve. Little has been written about the nature of group supervision for school psychologists in training, especially from the standpoint of utilizing a more process-oriented approach as a vehicle for realizing the informal curriculum. In organizing the supervisor's approach to running such a group, the following theoretical models may prove effective: attachment theory, object relations theory, group theory and self psychology. Case examples will be discussed in order to illustrate the application of these theoretical frameworks to the supervisory process. Ethical challenges to running supervision groups within a training program will also be discussed.

What we know and do not know about supervision in school psychology: A systematic mapping and review of the literature between 2000 and 2017

“…Newman, Nebbergall, and Salmon () described a structured peer group supervision model conceptually borrowed from the counseling literature, which could be applied to preservice training in consultation practice. Two other group supervision articles were structured from therapeutic frameworks (Haboush, ; Lasser, Arcos, Hicks, Slagle, & Kelly‐Kahn, ). Drawing from psychodynamic and narrative, respectively, these approaches focused on supervisee self‐awareness and personal development rather than specific skill competencies.…”

Discutindo a formação em Psicologia: a atividade de supervisão e suas diversidades

“…Parece ser consenso que a supervisão se relaciona diretamente com a prática e as habilidades necessárias ao exercício profissional (Huhra, Yamokoski, & Prieto, 2008;Loe, Jones, Crank, & Krash, 2009). Em realidades e contextos diferentes, os grupos de supervisão configuram-se como espaços para desenvolver a competência e a autonomia profissional, assim como para frisar a necessidade de colaboração entre atores distintos (Haboush, 2003;Harvey & cols., 2010). A literatura internacional é central nesse debate, pois as ex-é central nesse debate, pois as exnesse debate, pois as experiências de outros países podem ajudar a propor práticas e fundamentar trabalhos de supervisão no Brasil, bem como esclarecer a importância desse momento do processo formativo do psicólogo na realidade nacional.…”

Skills Training and Self-Esteem: Educational and Clinical Perspectives on Giving Feedback to Clinical Trainees

“…Self-esteem can be defined as the evaluative component of self, or "how one feels about one's self" (Street & Isaacs, 1998, p. 47). It is most often conceptualised as a unitary, global construct (that is, a single quality that may be higher or lower for specific individuals; Baumeister, Campbell, Krueger, & Vohs, 2003;Decker, 1999;Haboush, 2003;Sharif & Armitage, 2004). More specific aspects of self-esteem can also be described, such as "collective self-esteem", defined as the extent to which an individual positively perceives their social group (Butler & Constantine, 2006).…”

“…This is challenging, highly skilled work which can be affected by students' personal characteristics such as emotional stability and personality traits (O'Donovan & Dyck, 2005). Thus, it may be seen as a legitimate goal for clinical supervisors to help maintain or restore students' selfesteem (Haboush, 2003;Hahn, 2001;Hess, 1987;Lawson, Hem, & Stuart, 2009). However, an overly positive self-concept (in relation to either global self-esteem or clinical selfefficacy) may be detrimental to students' motivation and clinical performance (Baumeister et al, 2003;Kohn, 1994;Overholser, 2010).…”