Identifying Challenges in Supervising School Psychologists

Autor/inn/en	Harvey, Virginia Smith; Pearrow, Melissa
Titel	Identifying Challenges in Supervising School Psychologists
Quelle	In: Psychology in the Schools, 47 (2010) 6, S.567-581 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20491
Schlagwörter	School Psychologists; Supervision; Elementary Secondary Education; Models; Beliefs; Interviews; Data Analysis + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Analogiemodell; Belief; Glaube; Interviewing; Interviewtechnik; Auswertung
Abstract	Previous studies suggest that the majority of school psychologists do not believe they receive sufficient supervision, despite a growing body of research providing empirical support for supervision to maintain and improve skills. This study explores the dynamics underlying the challenges of providing adequate supervision to school psychologists. Findings suggest that supervision of school psychologists is characterized by challenges that extend beyond the traditional demarcations of clinical and administrative supervision typical in clinical settings. Supervisors of school psychologists encounter systemic challenges, unique to school settings, which must be addressed for their supervisees to be able to function successfully. The findings suggest that a "clinical-administrative-systemic" model of supervision is most appropriate in the supervision of school psychologists. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10