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Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 29, 2013 - Issue 4
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Articles

An investigation of factors involved when educational psychologists supervise other professionals

Katie CallicottAccess to Education, Vauxhall Gardens, Barrack Street, Birmingham, UKCorrespondence[email protected]
&
Jane LeadbetterSchool of Education, University of Birmingham, Birmingham, UK
Pages 383-403 | Published online: 28 Nov 2013

Citations (17)

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Read on this site (4)

David Soares & Kevin Woods. (2022) Examination anxiety: a school-based intervention. Pastoral Care in Education 40:4, pages 433-454.
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Emily France & Kate Billington. (2020) Group supervision: understanding the experiences and views of Emotional Literacy Support Assistants in one county in England. Educational Psychology in Practice 36:4, pages 405-421.
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Lauren Nicholas & Jenny Feeney. (2015) What are “Complex Case Discussions” and how do they impact on key-workers?. Educational Psychology in Practice 31:4, pages 397-411.
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Shona McGuinness & Suzanne Guerin. Interprofessional supervision among allied health professionals: a systematic scoping review. Journal of Interprofessional Care 0:0, pages 1-20.
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Articles from other publishers (13)

Clare Anderson & Ben Hayes. (2023) How can Educational Psychologists evaluate group supervision to ensure positive impact for supervisees’ development and skills, and for the children and families for whom they work?. Educational and Child Psychology 40:4, pages 84-105.
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Kirsty Beech, Anthea Gulliford & Nathan Lambert. (2023) Supervision as a mechanism in teacher wellbeing: A Q-methodological study of school staff viewpoints. Educational and Child Psychology 40:4, pages 7-23.
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Bernadette Cairns, Clare Daly & James Boyle. (2023) Is there a felt need from head teachers to support their wellbeing through the offer of professional reflective supervision? If so, what model would suit them best?. Educational and Child Psychology 40:4, pages 24-43.
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Michelle Styles, Ellen Schafheutle, Sarah Willis & Matthew Shaw. (2023) Pharmacy professionals’ perceptions of educational supervision in primary care through the lens of Proctor’s model. BMC Medical Education 23:1.
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Kerry Brown, Kevin Woods & Clare Nuttall. (2022) ‘I'm going to feel stressed, but now I know how to handle it’: reducing test anxiety and improving student well‐being at GCSE. Support for Learning 37:2, pages 351-372.
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Bernadette Cairns. (2021) Reflective professional supervision in education. Educational Psychology in Scotland 21:1, pages 10-15.
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Erica Douglas-Osborn & Clare Nuttall. (2017) ’We are much more reflective aren’t we?’: The role of the educational psychologist in providing supervision in schools. DECP Debate 1:165, pages 32-38.
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Maria Wedlock & Mark Turner. (2017) ‘You kind of pull back the layers’: The experience of inter-professional supervision with educational psychologists. Educational and Child Psychology 34:3, pages 130-147.
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Simon Gibbs, Cathy Atkinson, Kevin Woods, Caroline Bond, Vivian Hill, Julia Howe & Sue Morris. (2016) Supervision for school psychologists in training: Developing a framework from empirical findings. School Psychology International 37:4, pages 410-431.
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Sandra Dunsmuir, Jane Lang & Jane Leadbetter. (2015) Current trends in educational psychology supervision in the UK. Educational and Child Psychology 32:3, pages 8-21.
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Anita Soni. (2015) A case study on the use of group supervision with learning mentors. Educational and Child Psychology 32:3, pages 65-77.
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Emma Rawlings & Naina Cowell. (2015) Educational psychologists’ experience of taking part in group supervision: A phenomenological study. Educational and Child Psychology 32:3, pages 51-64.
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Jane Ayres, Annabel Clarke & Jon Large. (2015) Identifying principles and practice for supervision in an Educational Psychology Service. Educational and Child Psychology 32:3, pages 22-29.
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