Participating in Supervision in School Psychology: A National Survey of Practices and Training

Abstract

The results of a national survey (n = 331) examining the training and involvement of school psychologists in supervision indicate that one-quarter of the sample had some graduate coursework or training in supervision. Only 11.2% of the sample received this training in school psychology programs. Training typically came after graduate work was completed and infrequently included the types of training experiences considered essential for skill building. Compared to the number actually involved in supervision, more school psychologists wanted to be supervised and supervise others. Results suggest that there is a large pool of potential supervisors meeting NASP qualifications to draw from within the school psychology profession. Additional efforts directed toward securing appropriate supervision training seem warranted.

Additional information

Notes on contributors

Roslyn P. Ross

Roslyn P. Ross, PhD, is Assistant Professor, School Psychology Program, Queens College and the Graduate School of the City University of New York. Her research interests include assessment, issues in learning disability identification, gender issues in school psychology practice, and school psychology supervision practices.

David S. Goh

David S. Goh, PhD, is Professor, Graduate Programs in School Psychology, Queens College and the Graduate School, City University of New York. His research interests include psychological testing and assessment, behavioral intervention, and ethnic minority mental health.