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Lookup NU author(s): Emeritus Professor Simon Gibbs
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
Objective: In common with other professional disciplines, supervision within school psychology has attracted considerable attention within recent years. Despite this, systematic review of current literature reveals a dearth of empirical literature proposing underlying theoretical structures. Method: The study extends recent qualitative research by use of a survey of 310 school psychology interns undertaking a preparatory doctoral training programme within the 12 approved universities in England and Wales. Data were obtained from a closed questionnaire containing 21 items developed from previous empirical findings and subjected to Principal Components Analysis. Results: Findings reveal three key supervisory components: safe space for authentic learning, instructional support, and reference points for professional learning. Conclusions: Comparisons with other theoretical models are made and implications for practice explored. A framework for professional practice, based on key findings and other important theoretical developments, is proposed.
Author(s): Gibbs S, Atkinson C, Woods K, Bond C, Hill C, Morris S, Howe J
Publication type: Article
Publication status: Published
Journal: School Psychology International
Year: 2016
Volume: 37
Issue: 4
Pages: 410-431
Print publication date: 01/06/2016
Online publication date: 01/06/2016
Acceptance date: 22/04/2016
Date deposited: 17/05/2016
ISSN (print): 0143-0343
ISSN (electronic): 1461-7374
Publisher: Sage Publications Ltd.
URL: http://dx.doi.org/10.1177/0143034316653443
DOI: 10.1177/0143034316653443
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