The Status of School Psychology Supervision

Abstract

Supervision is a core professional competency requiring specific training for the benefit of supervisees, clients, and the profession. It is no longer assumed that competent practitioners are automatically effective field supervisors. It is necessary to examine specific factors that contribute to successful supervision. The discipline of school psychology requires a unique diverse set of roles, responsibilities, and competencies. This means that supervision in school psychology presents distinct challenges specific to its practice demands and diverse core competencies. This introduction delineates the core principles of supervisory practice which are covered in depth in subsequent chapters. A school psychology-specific model of supervision must integrate the developmental process of training, the ecological contexts that impact practice, and evidence-based problem-solving strategies. The Developmental, Ecological, Problem-solving (DEP) model of clinical supervision is tailored to the diverse requirements of school psychology professional development. However, it is applicable also to related specialties such as clinical and counseling psychology and social work particularly when working with children and families. DEP principles apply to training, mentoring, and supervision from preservice preparation through each stage of the career lifespan. Integrating theory and practice, this text incorporates the field’s current understanding of best practices in supervision and evidence-based practice.