1. 1 Examining Supervisors and University Support for School Psychology Interns Wendy Cochrane, Kathleen Salyers, & Yi Ding The University of Toledo NASP 2010 Annual Conference March 5, 2010

2. 2 Internship and supervision The internship experience is one of the most important rites of passage. It is a crystallizing experience that helps students make the transition to professional (Ross & Sisenwien, 1990, p. 441). The internship experience is one of the most important rites of passage. It is a crystallizing experience that helps students make the transition to professional (Ross & Sisenwien, 1990, p. 441). Research on supervision in the field of school psychology has received little attention. Research on supervision in the field of school psychology has received little attention. Most supervisors of school psychology interns have little or no formal supervision training (Ross & Sisenwein, 1990). Most supervisors of school psychology interns have little or no 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 psychology program. Only 11.2% received the training as part of their school psychology program. Ward (2001) survey results: Ward (2001) survey results: Only 12.1% of school psychologists reported having coursework in supervision as part of their degree program. Only 12.1% of school psychologists reported having coursework in supervision as part of their degree program.

3. 3 Problems related to internship supervision Data show that 70% of school psychology practitioners are trained at the specialist level and work in the public school setting. Data show that 70% of school psychology practitioners are trained at the specialist level and work in the public school setting. We can infer from this that the majority of school psychologists electing to serve as intern supervisors have been trained at the specialist level. We can infer from this that the majority of school psychologists electing to serve as intern supervisors have been trained at the specialist level. Graduate coursework in supervision is typically required and offered only at the doctoral level in school psychology programs (See APA accreditation guidelines vs. NASP approval guidelines) Graduate coursework in supervision is typically required and offered only at the doctoral level in school psychology programs (See APA accreditation guidelines vs. NASP approval guidelines)

4. 4 What does it mean to provide quality supervision? A frequent assumption in helping professions is being a good therapist, counselor, or school psychologist is sufficient for being a good supervisor (Bernard & Goodyear, 2004, p. 6). A frequent assumption in helping professions is being a good therapist, counselor, or school psychologist is sufficient for being a good supervisor (Bernard & Goodyear, 2004, p. 6). According to Bernard and Goodyear (as cited in Harvey & Struzzuiero, 2008), in order to provide quality supervision, intern supervisors require According to Bernard and Goodyear (as cited in Harvey & Struzzuiero, 2008), in order to provide quality supervision, intern supervisors require good communication and interpersonal skills, good communication and interpersonal skills, a theory/philosophy or model underlying their work as a supervisor, and a theory/philosophy or model underlying their work as a supervisor, and good planning and decision-making skills. good planning and decision-making skills.

5. 5 Key concepts related to supervision Grounded in theory. Grounded in theory. Requires a thorough conceptual understanding in order to apply. Requires a thorough conceptual understanding in order to apply. Guides how supervisors make sense of and organize information. Guides how supervisors make sense of and organize information. Guides the decision-making process. Guides the decision-making process. Self-evaluation and evaluation of the development of the supervisee. Self-evaluation and evaluation of the development of the supervisee. Underlies and influences the supervision process at all times. Underlies and influences the supervision process at all times.

6. 6 Examples of supervision models Several different theoretical models of supervision which include: Several different theoretical models of supervision which include: Psychodynamic Psychodynamic Person-centered Person-centered Behavior and Cognitive-behavioral Behavior and Cognitive-behavioral Constructivism Constructivism Integrative Integrative

7. 7 Purpose of our study To gather information from intern supervisors to learn more about To gather information from intern supervisors to learn more about Supervisor preparation. Supervisor preparation. University support and guidance in both the supervision of interns and the evaluation of supervisors. University support and guidance in both the supervision of interns and the evaluation of supervisors. Methods and theoretical supervision model used when supervising. Methods and theoretical supervision model used when supervising.

8. 8 Characteristics of Survey Participants 98 school psychologists participated 98 school psychologists participated 41.8% had Ph.D, 32.7% had Ed.S., and 25.5% had M.A 41.8% had Ph.D, 32.7% had Ed.S., and 25.5% had M.A 15.3% graduated over 30 years ago, 27.6%- 20 to 29 years ago, 31.6%- 10 to 19 years ago, and 23.5% within the last 9 years 15.3% graduated over 30 years ago, 27.6%- 20 to 29 years ago, 31.6%- 10 to 19 years ago, and 23.5% within the last 9 years Representation from 26 states in the United States and all NASP regions Representation from 26 states in the United States and all NASP regions 39.7% from Central, 18.4% from Southeast, 27.6% from Northeast, and 13.3% from Western. 39.7% from Central, 18.4% from Southeast, 27.6% 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% had M.A. 41.8% had Ph.D, 32.7% had Ed.S., and 25.5% had M.A. 15.3% graduated over 30 years ago, 27.6%- 20 to 29 years ago, 31.6%- 10 to 19 years ago, and 23.5% within the last 9 years. 15.3% graduated over 30 years ago, 27.6%- 20 to 29 years ago, 31.6%- 10 to 19 years ago, and 23.5% within the last 9 years. Representation from 26 states and all NASP regions. Representation from 26 states and all NASP regions. 39.7% from Central, 18.4% from Southeast, 27.6% from Northeast, and 13.3% from Western. 39.7% from Central, 18.4% from Southeast, 27.6% from Northeast, and 13.3% from Western.

9. 9 Training in supervision during graduate school 54.2% reported no formal training 54.2% reported no formal training 17.7% reported receiving training as a topic in one specific course 17.7% reported receiving training as a topic in one specific course 15.6% reported receiving knowledge and training in supervision in several courses, 15.6% reported receiving knowledge and training in supervision in several courses, Only 14.6% of the supervisors reported having an entire course on supervision Only 14.6% of the supervisors reported having an 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 one specific course. 17.7% reported receiving training as a topic in one specific course. 15.6% reported receiving knowledge and training in supervision in several courses. 15.6% reported receiving knowledge and training in supervision in several courses. Only 14.6% of the supervisors reported having an entire course on supervision. Only 14.6% of the supervisors reported having an entire course on supervision.

10. 10 Training in supervision post graduate school

11. 11 University support and contact 55.6% did not receive incentives from the university or their school districts to supervise interns 55.6% did not receive incentives from the university or their school districts to supervise interns 56.8% reported that the university did not provide any type of orientation for site/field internship supervisors 56.8% reported that the university did not provide any type of orientation for site/field internship supervisors 55.6% did not receive incentives from the university or their school districts to supervise interns. 55.6% did not receive incentives from the university or their school districts to supervise interns. 56.8% reported that the university did not provide any type of orientation for site/field internship supervisors. 56.8% reported that the university did not provide any type of orientation for site/field internship supervisors.

12. 12 Methods used during supervision

13. 13 How are supervisors 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 intern 18% evaluated by intern 12% by both intern and university coordinator 12% by both intern and university coordinator 10% by university internship supervisor only 10% by university internship supervisor only Methods used to evaluate: Methods used to evaluate: 16% rating scales 16% rating scales 8% interviews with university supervisors 8% interviews with university supervisors 3% meetings with interns 3% meetings with interns 2% written reports 2% written reports

14. 14 Why do you supervise interns? Teach (41%) Teach (41%) Improve supervisors skills (39%) Improve supervisors 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 positions (5%) Recruitment for future school psychology positions (5%)

15. 15 What qualifications must you possess to supervise? School Psychology license (31 %) School Psychology license (31 %) An undermined number of years of experience as a school psychologist (45%) An undermined number of years of experience as a 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%)

16. 16 Goal setting and intervention during internship 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 university 41% contact the university 40% no pre-determined course of action 40% no pre-determined course of action 24% talk to intern 24% talk to intern 11% standard district procedure used as with other staff members having problems 11% standard district procedure used as with other staff members having problems 19% would develop action plan, but only in collaboration with university or district 19% would develop action plan, but only in collaboration with university or district Of the 19% only 3 (or 3% of the total respondents) stated as intern supervisor, it was their responsibility to discuss the problem with the intern and develop a specific action plan. Of the 19% only 3 (or 3% of the total respondents) stated as intern supervisor, it was their responsibility to discuss the problem with the intern and develop a specific action plan. How then does the supervisor set goals, evaluate those goals, set prescriptive measures when goals are not met, and reinforce goal attainment? How then does the supervisor set goals, evaluate those goals, set prescriptive measures when goals are not met, and reinforce goal attainment?

17. 17 Model used when supervising school psychology 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 able to describe a theory-based supervision model. Of those who reported using a model, only 4 were able to describe a theory-based supervision model. All 4 of these described a developmental model for supervision. All 4 of these described a developmental model for supervision. If supervisors do not have a model of supervision to guide them, how do they evaluate the developmental progress of the intern? And more importantly, what is the map for the developmental progress of the intern? If supervisors do not have a model of supervision to guide them, how do they evaluate the developmental progress of the intern? And more importantly, what is the map for the developmental progress of the intern? How is the overarching supervisory process evaluated? How does the supervisor know what to do more of and what to change? How is the overarching supervisory process evaluated? How does the supervisor know what to do more of and what to change?

18. 18 Recommendation #1 Specialist-level training programs should be required as part of the NASP approval process to document supervisor qualifications (beyond the basics of holding a school psychology license and years of experience) to include documentation that every intern supervisor has some type of training/preparation in supervision. Specialist-level training programs should be required as part of the NASP approval process to document supervisor qualifications (beyond the basics of holding a school psychology license and years of experience) to include documentation that every intern supervisor has some type of training/preparation in supervision. Harvey and Struzziero (2008) described possible training to include university-led training, workshop, or coursework. Harvey and Struzziero (2008) described possible training to include university-led training, workshop, or coursework.

19. 19 Recommendation #2 Programs should consider adding training on supervision models and effective methods as either a separate course or as a topic in an existing course or courses. Programs should consider adding training on supervision models and effective methods as either a separate course or as a topic in an existing course or courses. Could be included during the internship year as part of an internship seminar. It is a logical place for training because students being supervised would then have an understanding of the supervision process, and this understanding could improve the interns skills in evaluating the supervision they are receiving. Could be included during the internship year as part of an internship seminar. It is a logical place for training because students being supervised would then have an understanding of the supervision process, and this understanding could improve the interns skills in evaluating the supervision they are receiving.

20. 20 Recommendation #3 Provide professional training standards for supervision or a supervisory endorsement or credential. Harvey and Struzziero (2008, p.21) state that….The lack of training in supervision typical for school psychology is in direct contrast to the fields of family therapy, counseling psychology….all of which provide training in and have developed a body of literature about supervision….lack of training in supervision directly contradicts the dictates of professional organizations….professional standards indicate that psychologists should not provide services for which they have not had adequate training. Knowledge and skills in supervision have been identified as distinct competencies that must be developed through systematic education and training (Falender et al., 2004). Provide professional training standards for supervision or a supervisory endorsement or credential. Harvey and Struzziero (2008, p.21) state that….The lack of training in supervision typical for school psychology is in direct contrast to the fields of family therapy, counseling psychology….all of which provide training in and have developed a body of literature about supervision….lack of training in supervision directly contradicts the dictates of professional organizations….professional standards indicate that psychologists should not provide services for which they have not had adequate training. Knowledge and skills in supervision have been identified as distinct competencies that must be developed through systematic education and training (Falender et al., 2004).