Supervision Training: Effects on Supervisory Relationships, Supervisory Tasks, and Intern Satisfaction of Internship Experience

Corcoran, SLC (Stephanie)
University of Alabama at Birmingham, 1720 2nd Ave south, EB 114, 35294, Birmingham

 

Submission type

Oral only

Scheduled

Room 118, 12-07-2019, 11:00 - 12:30

Keywords

Supervision, Lifelong learning, Professional Development, Career, DEP model

Summary

Supervision is one of the most important and far-reaching professional contributions school psychologists make throughout their careers. Research has demonstrated that 75% of all school psychologists become supervisors at some point throughout their careers, yet only 10% of them receive any formal supervision training (Harvey, 2008). Therefore, the supervisors are likely figuring supervision out as they go. Approaching supervision in this manner can be stressful and potentially detrimental to interns given the importance of the internship experience for the intern’s professional growth and development.  This presentation will highlight findings from an ongoing experimental design research project that is examining the effects of a formal Supervision Training Program that is based upon the Developmental, Ecological, Problem-Solving model (Swerdlik & Simon, 2017).  The study is investigating the effect of the supervision training upon supervisory relationships, supervisory tasks, and intern satisfaction of overall internship experience. Discussion will focus on the two-group experimental design used to investigate the effects of the training program. Guidance and resources to support school psychology supervisors in this important professional role of supervision will be provided.

Auteurs