Preservice to in-service: impact of structured peer group supervision in the training of school psychology interns

ABSTRACT

Evidence-based frameworks of peer supervision training are needed to enhance the preparation and practice of future school psychologists. This quasi-experimental pilot study found that school psychology interns provided with direct instruction in and opportunities to practice peer supervision (n = 6) developed similar levels of competency in completing academic and behavioral case studies as their counterparts who were exclusively provided with hierarchical supervision during internship (n = 8). Additionally, interns with preservice exposure to peer supervision demonstrated significantly higher levels of engagement in peer supervision as early career school psychologists. Implications of these findings for training are explored.

KEYWORDS:

• Peer supervision
• preservice school psychologist
• early career school psychologist

Additional information

Notes on contributors

Mary Stone

Mary Stone, Ph.D., is an Assistant Professor of Psychology and Portfolio Coordinator for the School Psychology Program at Marist College. She is also a Nationally Certified School Psychologist and Certified School Psychologist in New York State. Her research interests include the development of cognitive and emotional regulation skills, educational applications of mindfulness-based strategies, assessment, and the training of school psychologists.

Patrick O’Donnell

Patrick O’Donnell, Psy.D., is an Associate Professor of Psychology and Program Director of the School Psychology Program at Marist College. He is also a Nationally Certified School Psychologist and Certified School Psychologist in New York State. His research interests include the training of school psychologists and other school professionals, the acceptability of interventions and assessment instruments, and test anxiety.

Stacy Williams

Stacy Williams, Ph.D., is an Associate Professor of Psychology and Fieldwork Coordinator for the School Psychology Program at Marist College. She is also a Licensed Psychologist, Nationally Certified School Psychologist, and Certified School Psychologist in New York State. At the national level, Dr. Williams serves on the Trainers of School Psychologists (TSP) executive board, where she co-chairs the Social Justice task force and serves as membership coordinator. In addition, Dr. Williams mentors students and early-career faculty of color through the National Association of School Psychologists (NASP) mentoring program.