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Examining Supervisors Examining Supervisors and University Support for and University Support for School Psychology InternsSchool Psychology Interns

Wendy Cochrane, Kathleen Salyers, & Yi DingWendy Cochrane, Kathleen Salyers, & Yi DingThe University of ToledoThe University of Toledo

NASP 2010 Annual ConferenceNASP 2010 Annual ConferenceMarch 5, 2010March 5, 2010

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Internship and Internship and supervision supervision

““The internship experience is one of the most important The internship experience is one of the most important rites of passage. It is a crystallizing experience that helps rites of passage. It is a crystallizing experience that helps students make the transition to professional” (Ross & students make the transition to professional” (Ross & Sisenwien, 1990, p. 441). Sisenwien, 1990, p. 441).

Research on supervision in the field of school Research on supervision in the field of school psychology has received little attention.psychology has received little attention. Most supervisors of school psychology interns have little or no Most supervisors of school psychology interns have little or no

formal supervision training (Ross & Sisenwein, 1990). formal supervision training (Ross & Sisenwein, 1990). Ross and Goh (1993) survey results:Ross and Goh (1993) survey results:

Only 11.2% received the training as part of their school Only 11.2% received the training as part of their school psychology program. psychology program.

Ward (2001) survey results:Ward (2001) survey results: Only 12.1% of school psychologists reported having Only 12.1% of school psychologists reported having

coursework in supervision as part of their degree program. coursework in supervision as part of their degree program.

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Problems related to Problems related to internship supervisioninternship supervision

Data show that 70% of school psychology practitioners Data show that 70% of school psychology practitioners are trained at the specialist level and work in the public are trained at the specialist level and work in the public school setting. school setting.

We can infer from this that the majority of school We can infer from this that the majority of school psychologists electing to serve as intern supervisors psychologists electing to serve as intern supervisors have been trained at the specialist level. have been trained at the specialist level.

Graduate coursework in supervision is typically Graduate coursework in supervision is typically required and offered only at the doctoral level in school required and offered only at the doctoral level in school psychology programs (See APA accreditation psychology programs (See APA accreditation guidelines vs. NASP approval guidelines)guidelines vs. NASP approval guidelines)

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What does it mean to What does it mean to provide quality supervision?provide quality supervision?

A frequent assumption in helping professions is being a A frequent assumption in helping professions is being a good therapist, counselor, or school psychologist is good therapist, counselor, or school psychologist is sufficient for being a good supervisor (Bernard & sufficient for being a good supervisor (Bernard & Goodyear, 2004, p. 6). Goodyear, 2004, p. 6).

According to Bernard and Goodyear (as cited in According to Bernard and Goodyear (as cited in Harvey & Struzzuiero, 2008), in order to provide quality Harvey & Struzzuiero, 2008), in order to provide quality supervision, intern supervisors require supervision, intern supervisors require good communication and interpersonal skills,good communication and interpersonal skills, a theory/philosophy or model underlying their work a theory/philosophy or model underlying their work

as a supervisor, and as a supervisor, and good planning and decision-making skills.good planning and decision-making skills.

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Key concepts related to Key concepts related to supervisionsupervision

Grounded in theory.Grounded in theory. Requires a thorough conceptual understanding in order Requires a thorough conceptual understanding in order

to apply.to apply. Guides how supervisors make sense of and organize Guides how supervisors make sense of and organize

information. information. Guides the decision-making process.Guides the decision-making process. Self-evaluation and evaluation of the development of Self-evaluation and evaluation of the development of

the supervisee. the supervisee. Underlies and influences the supervision process at all Underlies and influences the supervision process at all

times.times.

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Examples of supervision Examples of supervision modelsmodels

Several different theoretical models of Several different theoretical models of supervision which include:supervision which include: PsychodynamicPsychodynamic Person-centeredPerson-centered Behavior and Cognitive-behavioral Behavior and Cognitive-behavioral ConstructivismConstructivism Integrative Integrative

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Purpose of our studyPurpose of our study

To gather information from intern To gather information from intern supervisors to learn more aboutsupervisors to learn more about Supervisor preparation.Supervisor preparation. University support and guidance in both the University support and guidance in both the

supervision of interns and the evaluation of supervision of interns and the evaluation of supervisors. supervisors.

Methods and theoretical supervision model Methods and theoretical supervision model used when supervising.used when supervising.

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Characteristics of Survey Characteristics of Survey ParticipantsParticipants

98 school psychologists participated98 school psychologists participated 41.8% had Ph.D, 32.7% had Ed.S., and 25.5% 41.8% had Ph.D, 32.7% had Ed.S., and 25.5%

had M.Ahad M.A 15.3% graduated over 30 years ago, 27.6%- 15.3% graduated over 30 years ago, 27.6%-

20 to 29 years ago, 31.6%- 10 to 19 years ago, 20 to 29 years ago, 31.6%- 10 to 19 years ago, and 23.5% within the last 9 yearsand 23.5% within the last 9 years

Representation from 26 states in the United Representation from 26 states in the United States and all NASP regionsStates and all NASP regions 39.7% from Central, 18.4% from Southeast, 27.6% 39.7% from Central, 18.4% from Southeast, 27.6%

from Northeast, and 13.3% from Western.from Northeast, and 13.3% from Western.

98 school psychologists participated.98 school psychologists participated. 41.8% had Ph.D, 32.7% had Ed.S., and 25.5% 41.8% had Ph.D, 32.7% had Ed.S., and 25.5%

had M.A.had M.A. 15.3% graduated over 30 years ago, 27.6%- 15.3% graduated over 30 years ago, 27.6%-

20 to 29 years ago, 31.6%- 10 to 19 years ago, 20 to 29 years ago, 31.6%- 10 to 19 years ago, and 23.5% within the last 9 years.and 23.5% within the last 9 years.

Representation from 26 states and all NASP Representation from 26 states and all NASP regions.regions. 39.7% from Central, 18.4% from Southeast, 27.6% 39.7% from Central, 18.4% from Southeast, 27.6%

from Northeast, and 13.3% from Western.from Northeast, and 13.3% from Western.

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Training in supervision Training in supervision during graduate schoolduring graduate school

54.2% reported no formal training54.2% reported no formal training 17.7% reported receiving training as a topic in 17.7% reported receiving training as a topic in

one specific courseone specific course 15.6% reported receiving knowledge and 15.6% reported receiving knowledge and

training in supervision in several courses, training in supervision in several courses, Only 14.6% of the supervisors reported having Only 14.6% of the supervisors reported having

an entire course on supervisionan entire course on supervision

54.2% reported no formal training.54.2% reported no formal training. 17.7% reported receiving training as a topic in 17.7% reported receiving training as a topic in

one specific course.one specific course. 15.6% reported receiving knowledge and 15.6% reported receiving knowledge and

training in supervision in several courses. training in supervision in several courses. Only 14.6% of the supervisors reported having Only 14.6% of the supervisors reported having

an entire course on supervision.an entire course on supervision.

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Training in supervision Training in supervision post graduate schoolpost graduate school

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University support and University support and contactcontact

55.6% did not receive incentives from the university or 55.6% did not receive incentives from the university or their school districts to supervise internstheir school districts to supervise interns

56.8% reported that the university did not provide any 56.8% reported that the university did not provide any type of orientation for site/field internship supervisorstype of orientation for site/field internship supervisors

55.6% did not receive incentives from the university or 55.6% did not receive incentives from the university or their school districts to supervise interns.their school districts to supervise interns.

56.8% reported that the university did not provide any 56.8% reported that the university did not provide any type of orientation for site/field internship supervisors.type of orientation for site/field internship supervisors.

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Methods used during Methods used during supervisionsupervision

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How are supervisors How are supervisors evaluated by the university?evaluated by the university?

60% or almost two-thirds, no evaluation.60% or almost two-thirds, no evaluation. Of those who were evaluated:Of those who were evaluated:

18% evaluated by intern18% evaluated by intern 12% by both intern and university coordinator12% by both intern and university coordinator 10% by university internship supervisor only10% by university internship supervisor only

Methods used to evaluate: Methods used to evaluate: 16% rating scales16% rating scales 8% interviews with university supervisors8% interviews with university supervisors 3% meetings with interns3% meetings with interns 2% written reports2% written reports

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Why do you supervise Why do you supervise interns?interns?

Teach (41%)Teach (41%) Improve supervisor’s skills (39%)Improve supervisor’s skills (39%) Professional development of interns (20%)Professional development of interns (20%) Professional commitment (17%) Professional commitment (17%) Provision of assistance to the district (9%)Provision of assistance to the district (9%) Work assistance to the supervisor (9%)Work assistance to the supervisor (9%) Recruitment for future school psychology Recruitment for future school psychology

positions (5%)positions (5%)

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What qualifications must What qualifications must you possess to you possess to supervise?supervise?

School Psychology license (31 %)School Psychology license (31 %) An undermined number of years of experience as a An undermined number of years of experience as a

school psychologist (45%) school psychologist (45%) Others listed:Others listed:

No requirements (5%)No requirements (5%) Skill (4%) Skill (4%) Unknown (3%)Unknown (3%) University approval (3%)University approval (3%) Tenured (3%)Tenured (3%) NASP (2%)NASP (2%) Good environment (1%) Good environment (1%) Attending meetings (1%)Attending meetings (1%)

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Goal setting and Goal setting and intervention during intervention during internshipinternship

If a goal is not met by the intern, what do you do?If a goal is not met by the intern, what do you do? 41% contact the university41% contact the university 40% no pre-determined course of action40% no pre-determined course of action 24% talk to intern24% talk to intern 11% standard district procedure used as with other staff 11% standard district procedure used as with other staff

members having problemsmembers having problems 19% would develop action plan, but only in collaboration with 19% would develop action plan, but only in collaboration with

university or districtuniversity or district Of the 19% only 3 (or 3% of the total respondents) stated as Of the 19% only 3 (or 3% of the total respondents) stated as

intern supervisor, it was their responsibility to discuss the problem intern supervisor, it was their responsibility to discuss the problem with the intern and develop a specific action plan.with the intern and develop a specific action plan.

How then does the supervisor set goals, evaluate How then does the supervisor set goals, evaluate those goals, set prescriptive measures when goals are those goals, set prescriptive measures when goals are not met, and reinforce goal attainment? not met, and reinforce goal attainment?

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Model used when Model used when supervising school supervising school psychology internspsychology interns

Over half indicated that they did not have one.Over half indicated that they did not have one. Of those who reported using a model, only 4 were Of those who reported using a model, only 4 were

able to describe a theory-based supervision model. able to describe a theory-based supervision model. All 4 of these described a developmental model for All 4 of these described a developmental model for

supervision. supervision. If supervisors do not have a model of supervision to If supervisors do not have a model of supervision to

guide them, how do they evaluate the developmental guide them, how do they evaluate the developmental progress of the intern? And more importantly, what is the progress of the intern? And more importantly, what is the map for the developmental progress of the intern?map for the developmental progress of the intern?

How is the overarching supervisory process evaluated? How is the overarching supervisory process evaluated? How does the supervisor know what to do more of and How does the supervisor know what to do more of and what to change?what to change?

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Recommendation #1Recommendation #1

Specialist-level training programs should be Specialist-level training programs should be required as part of the NASP approval process required as part of the NASP approval process to document supervisor qualifications (beyond to document supervisor qualifications (beyond the basics of holding a school psychology the basics of holding a school psychology license and years of experience) to include license and years of experience) to include documentation that every intern supervisor has documentation that every intern supervisor has some type of training/preparation in some type of training/preparation in supervision.supervision.

Harvey and Struzziero (2008) described Harvey and Struzziero (2008) described possible training to include university-led possible training to include university-led training, workshop, or coursework.training, workshop, or coursework.

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Recommendation #2 Recommendation #2

Programs should consider adding training on Programs should consider adding training on supervision models and effective methods as supervision models and effective methods as either a separate course or as a topic in an either a separate course or as a topic in an existing course or courses. existing course or courses.

Could be included during the internship year as Could be included during the internship year as part of an internship seminar. It is a logical place part of an internship seminar. It is a logical place for training because students being supervised for training because students being supervised would then have an understanding of the would then have an understanding of the supervision process, and this understanding could supervision process, and this understanding could improve the interns’ skills in evaluating the improve the interns’ skills in evaluating the supervision they are receiving. supervision they are receiving.

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Recommendation #3Recommendation #3

Provide professional training standards for supervision or Provide professional training standards for supervision or a supervisory endorsement or credential. Harvey and a supervisory endorsement or credential. Harvey and Struzziero (2008, p.21) state that….The lack of training Struzziero (2008, p.21) state that….The lack of training in supervision typical for school psychology is in direct in supervision typical for school psychology is in direct contrast to the fields of family therapy, counseling contrast to the fields of family therapy, counseling psychology….all of which provide training in and have psychology….all of which provide training in and have developed a body of literature about supervision….lack developed a body of literature about supervision….lack of training in supervision directly contradicts the dictates of training in supervision directly contradicts the dictates of professional organizations….professional standards of professional organizations….professional standards indicate that psychologists should not provide services indicate that psychologists should not provide services for which they have not had adequate training. for which they have not had adequate training. Knowledge and skills in supervision have been identified Knowledge and skills in supervision have been identified as distinct competencies that must be developed through as distinct competencies that must be developed through systematic education and training (Falender et al., 2004). systematic education and training (Falender et al., 2004).