Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.

Newman, Daniel S.; Hazel, Cynthia E.; Faler, Amanda; Pomerantz, Lacey

doi:10.1037/tep0000310

Cited by 10 publications

(2 citation statements)

References 23 publications

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“…This rubric allows instruction librarians to add instruction on information literacy to a disciplinary curriculum by providing a method of obtaining and analyzing data on course syllabi. Though most syllabi reviews have made use of rubrics, some other methods of evaluating syllabi include descriptive content analysis (Pieterse et al, 2009), and qualitative analysis (Fröberg & Lundvall, 2022;Newman et al, 2021).…”

Section: Methods Of Reviewingmentioning

confidence: 99%

A Systematic Syllabi Review on Interdisciplinary Personnel Preparation Programs

Alexandre,

Szocik,

Ghildyal

et al. 2024

J Child Fam Stud

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The purpose of this study was to develop an effective evaluation tool to review course syllabi as a method for ensuring effective outcomes for interdisciplinary personnel preparation. A well-written course syllabus reflects the quality of the academic program in which the coursework is a part. A review of the syllabi across interdisciplinary programs is an attempt to align the quality of the courses and the graduate student competencies as set forth by each program. A syllabus evaluation form was developed and used systematically by three reviewers who gave each syllabus in the program a rating based on the three project target competencies and the listed indicators. For this project, three common components of syllabi were reviewed: learning outcomes, readings, and assignments. The findings suggest that a systematic syllabi review can be used to determine individual course alignment and for overall program evaluation. Findings also suggest that a syllabi evaluation form can be an effective tool to use in systematic syllabi reviews.

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Section: Methods Of Reviewingmentioning

confidence: 99%

A Systematic Syllabi Review on Interdisciplinary Personnel Preparation Programs

Alexandre,

Szocik,

Ghildyal

et al. 2024

J Child Fam Stud

View full text Add to dashboard Cite

show abstract

“…As such, taking on a supervisory role with trainees and other practitioners warrants focused study, training, and ongoing development of supervision knowledge and capability (Gonsalvez & Calvert, 2014). However, engagement in supervisor training remains limited (e.g., Malone et al, 2017; McMahon & Errity, 2014), and the availability of training programs and their content are reported to vary considerably (Milne et al, 2011; Newman et al, 2021).…”

mentioning

confidence: 99%

Analysis of supervisory interventions in a transdisciplinary youth mental health service.

McMahon¹,

Seery²,

Moorhead³

et al. 2023

Psychological Services

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Heron's six category intervention framework, delineating key intervention styles within helping relationships, was developed to guide therapeutic work but has also been applied to supervisory work. Some previous research has investigated this framework's relevance for practice but there has been no previous research analyzing its application to supervision. Following a longitudinal, naturalistic, observational case study design, this study aimed to analyze and illustrate the usefulness of the six category intervention framework as a guide for supervisory practice. Individual meetings of five supervisory dyads in an Irish transdisciplinary, brief-intervention, public youth mental health service were recorded for 6 months. A codebook applying Heron's intervention framework to supervision was developed inductively and deductively, good interrater reliability was established, and transcripts of 20 of the dyads' supervision meetings were coded and analyzed. Informative interventions were found to be most dominant, followed by supportive and prescriptive interventions. Catalytic interventions were seldom used, and confronting and cathartic interventions were rare. It is concluded that the high use of informative interventions fitted the needs of early-career supervisees and the high pace of a brief-intervention service. However, a greater balance of interventions is recommended in supervisory practice, particularly more catalytic, cathartic, and confronting interventions, in order to foster supervisee autonomy and capability. Detailed illustrations of seldom-used interventions are presented and analyzed, and opportunities for their greater use are considered. It is concluded that the six category intervention framework offers a useful guide for supervisor training and ongoing development of supervisory practice in workplace settings. Impact StatementHeron's (2001) six category intervention framework was found to be valuable for evaluating and illustrating supervisory interventions in a transdisciplinary, youth mental health service. Informative, supportive, and prescriptive interventions were predominant in the supervision of early-career practitioners within a fast-paced, brief-intervention service. This study's illustrations and analyses can help supervisors to identify opportunities for greater engagement in catalytic, cathartic, and confronting interventions, which are important in fostering supervisee autonomy and capability.

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School psychology graduate students' perspectives on multicultural training and program environment

Malone,

Barclift,

Heidelburg

2024

Psychology in the Schools

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School psychology training programs are vital to promoting culturally responsive and equity‐centered practices. However, research on multicultural training in school psychology tends to be based on faculty reports, often excluding graduate students' perspectives. The present investigation sought to obtain a more comprehensive understanding of multicultural training in school psychology. A sample of 108 graduate students completed the Multicultural Environmental Inventory‐Revised and a training experiences questionnaire to explore their perspectives on the models and methods used for school psychology multicultural training, perceptions of their program's multicultural environment, and the extent to which these perceptions are associated with programs' multicultural training offerings. Results indicate that almost all participants reported that their programs provided multicultural training. However, there was limited discussion of diversity regarding age, gender identity, national origin, and religion, and of social justice topics. Additionally, there were differences in perceptions of multicultural program environment by race, sexual orientation, and political ideology. Findings of this study suggest that programs should emphasize social justice and skills‐based instruction and create program environments that support the development of cultural competence. Recommendations for enhancing multicultural training and creating inclusive program environments are provided.

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Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.

Cited by 10 publications

References 23 publications

A Systematic Syllabi Review on Interdisciplinary Personnel Preparation Programs

A Systematic Syllabi Review on Interdisciplinary Personnel Preparation Programs

Analysis of supervisory interventions in a transdisciplinary youth mental health service.

School psychology graduate students' perspectives on multicultural training and program environment

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