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ABSTRACT
Structured peer group supervision (SPGS) supports applied skill growth for novice mental health professionals. Whereas previous SPGS research has focused on counseling, consultation is a core competency for school psychologists, with unique features meriting consideration during SPGS. This case study describes the influence of SPGS on applied communication and problem-solving skills of nine graduate students taking a school consultation course. Structured interviews measured participants’ perceptions, including information about how SPGS influenced consultation skills. Thematic coding revealed positive impacts of SPGS on communication skill development, and as logistical and conceptual support. Implications for school consultation training and practice are discussed.
Acknowledgments
The authors would like to thank Jenna Belgard and Susan Easton for their contributions to this project.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Elizabeth L. W. McKenney
Elizabeth L. W. McKenney, PhD, is an Associate Professor of Psychology at Southern Illinois University Edwardsville, where she is a faculty member in the Clinical Child and School Psychology graduate program. Her research interests are in school-based consultation as a form of implementation support for educators delivering evidence-based services, particularly to students with Autism Spectrum Disorder and/or students from culturally/linguistically diverse backgrounds.
Daniel S. Newman
Daniel S. Newman, PhD, is an Assistant Professor in the School Psychology Program in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. His research interests include school consultation practice and training, clinical supervision, and professional issues in school psychology.
Amanda Faler
Amanda Faler, MEd, is a doctoral student in School Psychology at the University of Cincinnati. Her research interests include school-based consultation surrounding evidence-based behavior intervention, parent and community involvement, and social-emotional learning.
Keisha L. Hill
Keisha L. Hill, EdS, is a doctoral student in School Psychology at the University of Cincinnati. Her research interests include school-based consultation to educators providing services to English-language learners, children and families from culturally and linguistically diverse backgrounds, and children with severe behavior disorders.