Abstract
Aims:It has been suggested that ‘Supervision is central to the delivery of high quality psychological services’ (Dunsmuir & Leadbetter, 2010, p.2). This paper identifies key principles and practice necessary to make this a reality in an Educational Psychology Service (EPS).Method/Rationale:One service’s supervision approach for Educational Psychologists (EPs), Trainee Educational Psychologists (TEPs) and other professionals is explored.Findings:Factors identified as being necessary for effective supervision include: a high profile for supervision; protected supervision time; a service policy for supervision; ongoing supervision training for all EPs; supervision for supervisors; an EPS Supervision Strategy Group; and ongoing evaluation of supervision practice.Limitations:Challenges around maintaining and developing supervision are explored, along with some planned future developments.Conclusions:Issues that may be helpful for colleagues to consider and debate further are raised.
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