Supervision in School Psychology: The Developmental/Ecological/Problem‐solving Model

Abstract

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:

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

“…All school psychology trainees receive field and university supervision during graduate training, and approximately one‐third of practitioners receive clinical supervision focused on the ongoing development of school psychology knowledge and skills (Curtis, Castillo, & Gelley, ; Silva, Newman, Guiney, Valley‐Gray, & Barrett, ). Much has been written about “best practices” in supervision in school psychology (e.g., Harvey & Desai, ; Harvey & Struzziero, ; National Association of School Psychologists, ; Simon & Swerdlik, ). However, what is written about school psychology supervision is informed primarily by literature outside of the field.…”

“…School psychologists are health service psychologists the same as other psychologists, so the use of strategies informed by related areas such as counseling psychology, clinical psychology, and social work is not far afield. Further, broad‐based supervision models have applicable components that can be adapted to school psychology (Simon & Swerdlik, ). Developmental considerations in supervision are as relevant to school psychology supervision as they are to supervision in other fields.…”

“…Several studies indicated that there is a critical need for supervision training in school psychology (Flanagan & Grehan, ; Harvey & Pearrow, ; Newman et al, ; Simon, Cruise, Huber, Swerdlik, & Newman, ; S. B. Ward ).…”

“…Harvey and Pearrow () argued that supervisors should broaden their responsibilities to become system change leaders and address systemic considerations throughout clinical supervision. The Developmental, Ecological, Problem Solving (DEP) model (Simon et al, ) underscored the importance of supervision for all indirect and direct service roles outlined in the 10 National Association of School Psychologists () practice domains.…”

“…However, it remains unclear to what extent the broad supervision research base generalizes to supervision of psychological services in schools or in preservice training. Presuming generalization of supervision research from related fields to school psychology is potentially problematic given (a) the multifaceted nature of school psychologist roles being supervised as compared with other health service psychologists, (b) multiple unique features of school‐based contexts in which supervision takes place, and (c) limitations of extant supervision research (Simon, Swerdlik, Cruise, Huber, & Newman, ). Therefore, school psychology scholars have long called for discipline‐specific supervision research (Knoff, ; McIntosh & Phelps, ).…”