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Journal articles on the topic 'Psychologists Supervision of Australia'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Ding, Nina, and Janene Swalwell. "School Psychology and Supervision in Australia." Educational and Developmental Psychologist 35, no. 1 (April 26, 2018): 1–17. http://dx.doi.org/10.1017/edp.2018.2.

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Clinical supervision is an essential feature of high-quality psychological practice. However, it has been under-investigated within the field of school psychology and particularly in Australia. An overview of the field of school psychology, its clinical supervision, and its use by school psychologists is provided. Past literature has suggested inadequate engagement with supervision among these practitioners. In order to examine current work contexts and supervision experiences, 77 school psychologists were surveyed. Engagement in supervision appears to have markedly increased since the Australian Health Practitioner Regulation Agency (AHPRA) Continuing Professional Development mandates in 2010. However, the data indicated that further organisational and policy support of school psychologists is warranted.

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2

Gilmore, Linda, Janet Fletcher, and Alan Hudson. "A Commentary on the Current and Future Status of Educational and Developmental Psychology in Australia." Australian Educational and Developmental Psychologist 30, no. 1 (May 28, 2013): 1–12. http://dx.doi.org/10.1017/edp.2013.6.

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Educational and developmental psychology faces a number of current and future challenges and opportunities in Australia. In this commentary we consider the identity of educational and developmental psychology in terms of the features that distinguish it from other specialisations, and address issues related to training, specialist endorsement, supervision and rebating under the Australian government's Medicare system. The current status of training in Australia is considered through a review of the four university programs in educational and developmental psychology currently offered, and the employment destinations of their graduates. Although the need for traditional services in settings such as schools, hospitals, disability and community organisations will undoubtedly continue, the role of educational and developmental psychologists is being influenced and to some extent redefined by advances in technology, medicine, genetics, and neuroscience. We review some of these advances and conclude with recommendations for training and professional development that will enable Australian educational and developmental psychologists to meet the challenges ahead.

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3

Watt, Helen M. G., John Ehrich, Sandra E. Stewart, Tristan Snell, Micaela Bucich, Nicky Jacobs, Brett Furlonger, and Derek English. "Development of the Psychologist and Counsellor Self-Efficacy Scale." Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 485–509. http://dx.doi.org/10.1108/heswbl-07-2018-0069.

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Purpose The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors. Design/methodology/approach An initial opportune sample of postgraduate psychology and counselling students (n=199) completed a ten-minute self-report survey. A subsequent independent sample (n=213) was recruited for cross-validation. Findings A series of exploratory analyses, consolidated through confirmatory factor analyses and Rasch analysis, identified a well-functioning scale composed of 31 items and five factors (research, ethics, legal matters, assessment and measurement, intervention). Originality/value The Psychologist and Counsellor Self-Efficacy Scale (PCES) appears a promising measure, with potential applications for reflective learning and practice, clinical supervision and professional development, and research studies involving psychologists’ and counsellors’ self-perceived competencies. It is unique in being ecologically grounded in national competency frameworks, and extending previous work on self-efficacy for particular competencies to the set of specified attributes outlined in Australian national competency documents. The PCES has potential utility in a variety of applications, including research about training efficacy and clinical supervision, and could be used as one component of a multi-method approach to formative and summative competence assessment for psychologists and counsellors. The scale may be used to assess students’ perceived competencies relative to actual competency growth against national standards, and to identify trainees’ and practitioners’ self-perceived knowledge deficits and target areas for additional training.

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Mak, Anita S., and Tamara L. Shaw. "Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice." Journal of Psychologists and Counsellors in Schools 25, no. 2 (July 2, 2015): 183–99. http://dx.doi.org/10.1017/jgc.2015.13.

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Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the knowhow to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced by supervising, practising and intern psychologists. Transcripts from five focus groups were open-coded on four occasions and the final themes compared with the EXCELL (Excellence in Cultural Experiential Learning and Leadership) program's six key sociocultural competencies (Mak, Westwood, Barker, & Ishiyama, 1998). We found that many challenges reported by psychologists (regardless of their qualifications) were related to difficulties — for psychologists and clients — in executing one or more of key sociocultural competencies: seeking help or information, participating in a group, making social contact, giving feedback, refusing a request, and expressing disagreement. We also identified barriers to cultural competence in therapeutic relationships, including cultural identity issues, needing to address difficulties in intimate relationships, cultural variation in values/beliefs/social norms, mismatched expectations, psychologists’ perceived deficit in intercultural training, and challenges in self-reflection. Based on our findings, we propose a model of culturally competent counselling practice and discuss implications for counsellor and psychologist training, and for future research.

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Murray-Harvey, Rosalind, and Phillip T. Slee. "EDITORIAL." Australian Journal of Guidance and Counselling 23, no. 2 (September 20, 2013): iii—v. http://dx.doi.org/10.1017/jgc.2013.25.

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Welcome to the special edition on wellbeing and the prevention of violence in young people. This edition is special in two ways. It is the first edition since the name change of the Australian Guidance and Counselling Association (AGCA) to the new name of Australian Psychologists and Counsellors in Schools (APAC). Second, this edition has been supported by the Flinders Centre for Student Wellbeing & the Prevention of Violence (SWAPv; http://www.flinders.edu.au/ehl/swapv/), which draws together a number of major streams of research being undertaken within Flinders University, situated in Adelaide, South Australia. The Centre also calls upon the expertise of staff members in other parts of the faculty and across the university, in collaboration with national and international researchers and colleagues. The work of the Centre focuses on research that spans the fields of mental health and wellbeing, and violence prevention, primarily in education settings. The Centre is dedicated to making a difference to the wellbeing of young people's lives, focusing on promoting mental health and preventing violence in educational settings. The Centre represents the multiple research, consultancy, professional learning and higher degree research supervision interests of its members, and is broadly inclusive of a rich and varied mix of approaches to undertaking research in the particular fields that provide the foci of the Centre.

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6

Nolan, Anna. "Supervision for Educational Psychologists." Educational Psychology in Practice 15, no. 2 (June 1999): 98–107. http://dx.doi.org/10.1080/0266736990150205.

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7

Pomerantz, Michael. "Educational psychologists and supervision." DECP Debate 1, no. 104 (November 2002): 9–10. http://dx.doi.org/10.53841/bpsdeb.2002.1.104.9.

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8

HARPER, DAVID. "Assistant Psychologists and Supervision*." Clinical Psychology Forum 1, no. 26 (April 1990): 33–36. http://dx.doi.org/10.53841/bpscpf.1990.1.26.33.

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9

Crespi, Tony D., and Barbara A. Fischetti. "Clinical Supervision for School Psychologists." School Psychology International 18, no. 1 (February 1997): 41–48. http://dx.doi.org/10.1177/0143034397181004.

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10

Fischetti, Barbara A., and Tony D. Crespi. "Clinical Supervision for School Psychologists." School Psychology International 20, no. 3 (August 1999): 278–88. http://dx.doi.org/10.1177/0143034399203003.

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11

Taylor, Ann-Marie. "Supervision experiences of assistant psychologists." Clinical Psychology Forum 1, no. 125 (March 1999): 26–28. http://dx.doi.org/10.53841/bpscpf.1999.1.125.26.

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McCarthy, Patricia, Donna Kulakowski, and Julie A. Kenfield. "Clinical supervision practices of licensed psychologists." Professional Psychology: Research and Practice 25, no. 2 (1994): 177–81. http://dx.doi.org/10.1037/0735-7028.25.2.177.

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13

Thielking, Monica, Susan Moore, and Shane R. Jimerson. "Supervision and Satisfaction Among School Psychologists." School Psychology International 27, no. 4 (October 2006): 405–14. http://dx.doi.org/10.1177/0143034306070426.

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14

Ayres, Jane, Annabel Clarke, and Jon Large. "Identifying principles and practice for supervision in an Educational Psychology Service." Educational and Child Psychology 32, no. 3 (September 2015): 22–29. http://dx.doi.org/10.53841/bpsecp.2015.32.3.22.

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Aims:It has been suggested that ‘Supervision is central to the delivery of high quality psychological services’ (Dunsmuir & Leadbetter, 2010, p.2). This paper identifies key principles and practice necessary to make this a reality in an Educational Psychology Service (EPS).Method/Rationale:One service’s supervision approach for Educational Psychologists (EPs), Trainee Educational Psychologists (TEPs) and other professionals is explored.Findings:Factors identified as being necessary for effective supervision include: a high profile for supervision; protected supervision time; a service policy for supervision; ongoing supervision training for all EPs; supervision for supervisors; an EPS Supervision Strategy Group; and ongoing evaluation of supervision practice.Limitations:Challenges around maintaining and developing supervision are explored, along with some planned future developments.Conclusions:Issues that may be helpful for colleagues to consider and debate further are raised.

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Franke, Helena, and Anna Vozková. "Techniky kolegiálního sdílení ve školství očima školních psychologů a psycholožek." PSYCHOLOGIE PRO PRAXI 55, no. 2 (July 1, 2022): 27–42. http://dx.doi.org/10.14712/23366486.2022.1.

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169 school psychologists participated in a questionnaire survey asking them about collegial sharing techniques in educational setting. The survey was part of the research project “Supervision – prevention of teacher burnout”. The aim of the study was to find out if school psychologists play a role in providing collegial sharing in schools and their attitude towards it. A questionnaire was created for the purposes of the research, it included quantitative and qualitative answers. Organized forms of collegial sharing (supervision and intervision) took place in only 21 percent of the monitored schools. However, 90 percent of participating school psychologists considered them important, and they believe that these techniques should be introduced to schools. They see the lack of time and interest in teachers as the main obstacles to the spread of these techniques in educational settings. School psychologists were interested in their own supervision and training in conducting of supervision or intervision.

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Fleming, Ian, Rupa Gone, Amanda Diver, and Barry Fowler. "Risk supervision in Rochdale." Clinical Psychology Forum 1, no. 176 (August 2007): 22–25. http://dx.doi.org/10.53841/bpscpf.2007.1.176.22.

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Donaldson-Feilder, Emma, and Kris Bush. "Achieving effective supervision for coaching psychologists: Exploring a peer supervision/reflective learning group model." Coaching Psychologist 5, no. 1 (June 2009): 34–38. http://dx.doi.org/10.53841/bpstcp.2009.5.1.34.

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Workshop presented at the 1st European Coaching Psychology Conference, December 2008.Following the establishment of a peer supervision group for coaching psychologists in late 2007, this paper provides a progress report on how the group is working, together with background on why it was set up, its aims and practical arrangements. It also provides a summary of the discussions at a workshop held as part of the 2008 SGCP conference. The workshop provided information on the supervision group and asked those who attended about their supervision arrangements, and their views on what works well and what could be different in supervision for coaching psychologists.

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Haboush, Karen L. "Group Supervision of School Psychologists in Training." School Psychology International 24, no. 2 (May 2003): 232–55. http://dx.doi.org/10.1177/0143034303024002007.

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Birnie, Jo. "Guidelines for the supervision of assistant psychologists." Clinical Psychology Forum 1, no. 102 (April 1997): 7–8. http://dx.doi.org/10.53841/bpscpf.1997.1.102.7.

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Hill, Vivian, Caroline Bond, Cathy Atkinson, Kevin Woods, Simon Gibbs, Julia Howe, and Sue Morris. "Developing as a practitioner: How supervision supports the learning and development of trainee educational psychologists in three-year doctoral training." Educational and Child Psychology 32, no. 3 (September 2015): 119–31. http://dx.doi.org/10.53841/bpsecp.2015.32.3.119.

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Aim:In the UK the change from a one-year Master’s to a three-year doctoral training programme has provided extended opportunities and challenges for trainee educational psychologists in developing their practitioner skills and professional role. Supervision is a key foundation for supporting trainees in this process. This paper provides an analysis of the supervision experiences of trainee educational psychologists informed by developmental theories of supervision.Method:In order to explore the developmental experiences of trainee educational psychologists across the three years of training, focus groups were undertaken with each year group of trainee educational psychologists at four initial educational psychology training programme sites. These 12 focus groups were analysed using thematic analysis.Findings:Five key themes relating to the development of practitioner skills were identified; developing professional learning and professional role; responsiveness to developmental learning needs; sensitive management of emotional aspects of learning; developing critical analysis of professional work and meta-analysis of professional activity and professional role.Limitations:There is a need for longitudinal research into developmental models of supervision and their application to EP training specifically.Conclusions:The five themes provide some support for the utility of developmental models of supervision in informing the future development of UK educational psychology training.

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Spitsyna, Larysa. "THE SOCIO-PSYCHOLOGICAL FEATURES OF SUPERVISION GROUPS FOR NOVICE PSYCHOLOGISTS." PSYCHOLOGICAL JOURNAL 7, no. 4 (April 30, 2021): 38–47. http://dx.doi.org/10.31108/1.2021.7.4.4.

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This article highlights the socio-psychological aspects of supervision groups organised for psychologists who are just starting their practical activities, based on the analysis of the methodological framework of supervision in a group. Supervision is seen as a counselling form aimed at improving the quality of communication and cooperation in the professional sphere, as a form of professional support, primarily in the areas of helping professions - psychology, psychotherapy, social work, as well as in management. In the last twenty years, the interest in supervision has been associated with the rapid growth of consultative and therapeutic services, due to wider use of the biopsychosocial approach and the model of "community care". The European model of supervision, which focuses on the integrative approach to supervision, has become relevant to these new demands of increased practice. In this article, we proceed from the idea that the modern methodology for supervision, relevant to the complex and multi-level tasks of modern practice, is based on the vision and principles of the integrative approach. The integrative approach used in groups and organizational supervision involves a combination of the capabilities of the systemic, humanistic, cognitive, behavioral, psychodynamic directions with the principles of inter-subjective interaction, where the focus is on relationships between a supervisor and a supervisee. We also point out the expediency principle for choosing an approach used by a supervisor in a specific situation, depending on a subject, a supervision request and the supervisor’s focus at a certain stage of work. In this case, the main procedural model of practical work is the seven-dimensional model of supervision. A supervisor’s activity is implemented on the basis of the system of methodological principles given in the article. The central subject of our research was group dynamics under supervision, since it was proven that group supervision work was largely based on a supervisor’s understanding and conscious use of the resources of group dynamics. The effectiveness of this work largely depended on taking into account the regularities of stages, processes and phenomena of group dynamics.

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Coles, Sarah, Helen Caird, and James Stacey. "Facilitated group supervision of Trainee Clinical Psychologists on core learning disability placement." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 10, no. 1 (March 2012): 28–33. http://dx.doi.org/10.53841/bpsfpid.2012.10.1.28.

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This paper describes a supervision group for two cohorts of second year Trainee Clinical Psychologists on their core learning disability placement. The group was facilitated by the authors (three qualified Clinical Psychologists). The authors begin by describing their working context. They then discuss the theoretical models and practical considerations involved in planning the supervision group, before describing trainees’ and their own experiences of the group.

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Overchuk, Viktoriia, Marianna Yaroshchuk, Tetiana Danylchenko, Anastasiia Litvinova, and Larysa Absalyamova. "Psychological counselling methodology for overcoming a life crisis." LAPLAGE EM REVISTA 7, Extra-E (August 2, 2021): 359–68. http://dx.doi.org/10.24115/s2446-622020217extra-e1204p.359-368.

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The aim of the present study is to determine a set of interconnected methods and techniques of psychological counseling in overcoming life crises for clients of all ages. In an online survey, 182 psychologists-practitioners (Ukraine) took part. The list of positive and negative elements of normative crises in human life according to four life stages was outlined. It was determined, that in order to reveal the life crisis of patients at the age of 20-23 years practical psychologists recommend using the following methods: analysis of the content of metaphors, psychological testing within the framework of personality constructs and the specialized method of semantic differential. Practical psychologists recommend the following techniques for identifying the life crisis of patients aged 27-33 years: psychotherapy-based supervision models, developmental supervision models, and social role models. Practicing psychologists recommend the following techniques for identifying the life crisis of patients aged 39-45 years: developmental supervision models and social role models. For revealing of life crisis of patients at the age of 55-65 years old practical psychologists recommend to use the technique of the structured diagnostic interview.

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Rawlings, Emma, and Naina Cowell. "Educational psychologists’ experience of taking part in group supervision: A phenomenological study." Educational and Child Psychology 32, no. 3 (September 2015): 51–64. http://dx.doi.org/10.53841/bpsecp.2015.32.3.51.

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Aim:The aim of this study was to explore the experience of educational psychologists (EPs) undertaking group supervision.Rationale:Against a rapidly changing educational and political landscape, the authors anticipated that group supervision across the children’s workforce would become an area of rapid growth.Method:Eight practising EPs, experienced in participating in group supervision were interviewed. A qualitative design was adopted using semi-structured interviews as the research method and Interpretative Phenomenological Analysis (IPA) as the research methodology.Findings:This study found that the experience of EPs in group supervision could be described as a multilayered phenomenon where the PURPOSE and PROCESS of group supervision and the PERSONAL NEEDS met by group supervision (the three P’s of group supervision), interacted simultaneously. The theoretical transferability rather than generalisability of the findings was discussed in relation to understanding the experience of educational psychologists taking part in group supervision. Implications of the findings in relation Educational Psychology Services are offered.

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Morris, Penny, Sally Phillott, Yvonne Lewis, and Jane Haworth. "Establishing a peer supervision group." Clinical Psychology Forum 1, no. 164 (August 2006): 26–29. http://dx.doi.org/10.53841/bpscpf.2006.1.164.26.

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The process of establishing a peer supervision group by four newly qualified clinical psychologists is discussed. Its aims were to support and manage the transition from clinical training to post-qualification practice. We also reflect on what we have gained.

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Brennan, Barrie. "School Psychologists as Professionals." Australian Educational and Developmental Psychologist 7, no. 2 (November 1990): 16–21. http://dx.doi.org/10.1017/s0816512200026158.

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ABSTRACTThe article discusses the occupational status of school psychologists, and the implications of that status. The question as to whether school psychologists are professionals is quickly dealt with. They are. Then questions are raised concerning problems in professional practice in contemporary Australia, and possible sources of support for the professional in his or her own practice. Continuing professional education (CPE) is suggested as the means of supporting professionals, such as school psychologists, in their practice. Three bases for the type of CPE being advocated are suggested: professional practice; a consortium for provision; clearly defined goals. The perspective of the article is that of all professionals working in Australia. Experience and research in other professions in Australia and from overseas are related to the professional practice of school psychologists in Australia.

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Smith, Hayley. "Clinical supervision for assistant psychologists: Existing provision and unmet needs." Clinical Psychology Forum 1, no. 163 (July 2006): 42–45. http://dx.doi.org/10.53841/bpscpf.2006.1.163.42.

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The purpose of this study was to find out about existing supervisory practice between assistant psychologists and their supervisors. A survey was sent to 50 assistant psychologists practising in East Anglia and Birmingham. Issues in providing effective training in supervision were highlighted.

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Akhurst, Jacqui, and Kevin Kelly. "Peer group supervision as an adjunct to individual supervision: Optimising learning processes during psychologists’ training." Psychology Teaching Review 12, no. 1 (2006): 3–15. http://dx.doi.org/10.53841/bpsptr.2006.12.1.3.

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Peer group supervision has had little attention in the research literature, although it is a common form of supervision utilised by psychologists in practice. The development and implementation of a structured peer supervision group (PSG) with nine trainee psychologists, within the training setting of university–based services, is described in this study. Audio–recordings of nine hour–long PSG sessions, four individual supervision sessions, a focus group evaluation and individual trainee interviews were gathered, to explore the potential contributions of PSG to a training programme. The data were subjected to a systematic data analytic procedure based on the principles of grounded theory. The findings illustrate a different form of learning experience in PSG, which may complement the learning in dyadic supervision. Strategies which seem to facilitate learning for trainees are derived from a comparison of case material presented in the contexts of both PSG and dyadic supervision. Potential ways of optimising supervision experiences are discussed, and recommendations are made for the further development of the PSG model.

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East, Philippa. "Supervision: The supervisee’s perspective (and the way we want you to do it)." Clinical Psychology Forum 1, no. 218 (February 2011): 21–26. http://dx.doi.org/10.53841/bpscpf.2011.1.218.21.

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This article presents findings from an email survey of newly-qualified clinical psychologists exploring the dos and don’ts of supervision. The responses reflect the breadth and significance of the supervision role and provide some helpful guidance on conducting effective supervision.

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Sayeed, Z. N., and I. Lunt. "Induction and Supervision for Newly Qualified Educational Psychologists." Educational Psychology in Practice 8, no. 3 (October 1992): 156–64. http://dx.doi.org/10.1080/0266736920080305.

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Welsh, J. Steven, Jessica D. Stanley, and Christopher Wilmoth. "Competency-Based Pre-Internship Supervision of School Psychologists." Clinical Supervisor 22, no. 1 (July 7, 2004): 177–89. http://dx.doi.org/10.1300/j001v22n01_12.

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Turtle, Alison M. "The First Women Psychologists in Australia." Australian Psychologist 25, no. 3 (November 1990): 239–55. http://dx.doi.org/10.1080/00050069008260019.

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Lashkova, Yevgenia, Sveta Berdibayeva, Akmaral Syrgakbayeva, Mariya Mun, Mariyam Bapayeva, and Marta Abdykalikova. "Development of professional thinking in the setting of group multimodal supervision." Psychiatria i Psychologia Kliniczna 21, no. 3 (November 10, 2021): 183–88. http://dx.doi.org/10.15557/pipk.2021.0019.

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The aims of this article are multifaceted: to change the ideas about the traumatic nature of supervision, to reveal its potential in the development of young specialists, to preserve and maintain professional identity among experienced psychologists, and to develop supervision as an integral part of the full-fledged activity of practising psychologists and specialists in the helping professions in Kazakhstan. The article is devoted to the analysis of the main definitions of professional thinking which are developing in the setting of group multimodal supervision. Based on the analysis, three definitions were identified – the unity of affect and intelligence, theoretical thinking, and the principle of differentiation. The article shows the importance of the development of these definitions of professional thinking among practising psychologists, and describes the features of the development of these definitions in group multimodal supervision. The following definitions of thinking were identified in the course of data analysis: the unity of affect and intelligence, theoretical thinking, and the principle of differentiation. These definitions productively describe what professional competencies are formed in the process of supervision by a specialist. The described competencies of professional thinking fill in the existing gap of knowledge in this area, showing how the experience of supervision in the multimodal supervision group works towards the establishment of professional identity, and what specific mental competences are developing. It is worth noting that this is the first experience of highlighting the formation of the definitions of professional thinking. The study is based on the following theoretical traditions in psychology: general psychology, psychoanalysis, and professional multimodal model of supervision.

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Oddy, Jennifer, John Ormrod, Melinda Firth, and Jamie Dibdin. "Joint supervision for trainee clinical psychologists: Pros and cons and issues to consider." Clinical Psychology Forum 1, no. 210 (June 2010): 45–48. http://dx.doi.org/10.53841/bpscpf.2010.1.210.45.

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Joint supervision is one format used for supervising trainee clinical psychologists on clinical placement. This article outlines important issues related to joint supervision and the process of developing a checklist to ensure it is successful.

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Ferreira-Correia, Aline. "Supervision in clinical neuropsychology: standards and practices." South African Journal of Psychology 47, no. 1 (August 2, 2016): 60–71. http://dx.doi.org/10.1177/0081246316649093.

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Clinical supervision is fundamental to the training and development of professional psychologists; however, no clear supervision methods have been developed, and the ideal competencies for psychologists and supervisors are yet to be defined. This lack of consensus is aggravated in the field of clinical neuropsychology supervision due to the dearth of literature available, which has an impact not only in the supervisory activities and the training of new professionals, but also ultimately in the quality of service provided to people that in many cases could be considered to be a vulnerable population. The theoretical background provided in this review covers conceptual developments and debates in relation to clinical supervision. Specifically, it reflects on the definition of supervision in the context of neuropsychology, as well as competencies and practices required in order to render supervision. A brief review of supervision in the field of clinical neuropsychology is included. Additionally, some insights are offered into the dearth of research and theoretical developments in this area. Finally, some comments are included in relation to the professional progress of clinical neuropsychology in developing countries, with particular reference to South Africa.

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Bell, Henry D., and Vicki McKenzie. "Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia." Australian Educational and Developmental Psychologist 30, no. 1 (May 22, 2013): 54–73. http://dx.doi.org/10.1017/edp.2013.1.

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This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.

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Hirschfeld, Rachel, Paul McDonald, and Debra Williams. "Practice based learning: The impact of psychodynamic supervision groups on the development of psychodynamic clinical skills." Clinical Psychology Forum 1, no. 240 (December 2012): 27–31. http://dx.doi.org/10.53841/bpscpf.2012.1.240.27.

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This study explored the experience and skills development of newly qualified clinical psychologists attending fortnightly psychodynamic supervision groups for 30 months, using a questionnaire and qualitative methods. The emotional complexity of learning and the effectiveness of group supervision are discussed.

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Hutter, R. I. (Vana), Tanja Oldenhof-Veldman, and Raôul R. D. Oudejans. "What trainee sport psychologists want to learn in supervision." Psychology of Sport and Exercise 16 (January 2015): 101–9. http://dx.doi.org/10.1016/j.psychsport.2014.08.003.

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Duignan, Kieran. "Strategic risk management in the supervision of coaching psychologists." Coaching Psychologist 2, no. 2 (September 2006): 10–14. http://dx.doi.org/10.53841/bpstcp.2006.2.2.10.

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A critique is offered on Caroll’s review of key issues in supervision in coaching psychology. It challenges an apparent latent error, inattention to risks, which is attributed to his failure to acknowledge the philosophy of science that underpins his review. Sharing his emphasis on the task-centred character of coaching, contexts of coaching are discussed in terms of three classes of risk that characterise a market economy. Examples of three kinds of tools are suggested as ways of framing these risks and of controlling for latent error.

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Dunsmuir, Sandra, Jane Lang, and Jane Leadbetter. "Current trends in educational psychology supervision in the UK." Educational and Child Psychology 32, no. 3 (September 2015): 8–21. http://dx.doi.org/10.53841/bpsecp.2015.32.3.8.

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Aim:To investigate developments in supervision for qualified educational psychologists, trainee educational psychologists and other professionals.Rationale/Method:A semi-structured online questionnaire containing a mix of multiple-choice options and open questions was developed to explore views regarding both giving and receiving supervision. A total of 246 practising EPs (84 per cent female and 16 per cent male) returned completed surveys.Findings:Questionnaire returns were subject to content analysis. The data reported provides a detailed snapshot of current EP practices with regard to aspects of supervision such as: the setting in which supervision occurs; from whom or to whom supervision is delivered; the relationship between supervisor and supervisee; the purpose of supervision; models and psychological approaches underpinning supervisory arrangements; and practical details such the use of contracts and the frequency, format and arrangements for payment for supervision.Limitations:Data reported were derived from a self-selecting sample using self-report methods which contain all the attendant biases and limitations inherent in such approaches and limit the extent to which generalisations can be drawn.Conclusions:This paper highlights the high proportions of EPs that are both receiving and providing supervision within changing patterns of service delivery. It is argued that there is a continued need for professionals to access high quality supervision to maintain individual professional development and well-being and ensure delivery of safe and effective services.

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Bayley, Sydney. "The development and evaluation of clinical supervision in the Essex Educational Psychology Service." DECP Debate 1, no. 134 (March 2010): 7–9. http://dx.doi.org/10.53841/bpsdeb.2010.1.134.7.

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This article has been written in order to inform and stimulate debate amongst educational psychologists about the issue of clinical supervision. At present a British Psychological Society DECP Working Party, in conjunction with the AEP, is meeting to produce guidance on Policy, Practice and Competencies for supervision of EPs.

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Goodliffe, Delilah, Sofia Janjua, Laura Scoles, Kate Partridge, Alexandros Bardis, and Amy Beesley. "Adapting to online group clinical supervision in a CAMHS during Covid-19: Reflecting on experiences and lessons learnt." PsyPag Quarterly 1, no. 119 (June 2021): 29–33. http://dx.doi.org/10.53841/bpspag.2021.1.119.29.

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Clinical supervision is a professional activity, facilitated through a collaborative process between supervisor and supervisee. Our supervision group, of one supervising clinical psychologist, a co-supervising trainee clinical psychologist, and five assistant psychologists, kept reflective journals on weekly online supervision sessions during the first Covid-19 lockdown. Group members’ reflections were combined, and several themes identified through an iterative process: Significance and Purpose of Supervision, Managing Online Distractions, Negotiating Communication, The Impact on Connection and Advantages of Technology. We aimed to capture the transition to online supervision and discuss themes and learning points from the reflections, which can be applied when adapting to online supervision.

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Massey, Cheryl, Ali Taylor, Irvine S. Gersch, and Simon Gibbs. "A possible method for operationalising the British Psychological Society Division of Educational and Child Psychology quality standards:A case study in one Educational Psychology Service and an evaluation." Educational and Child Psychology 19, no. 4 (2002): 27–34. http://dx.doi.org/10.53841/bpsecp.2002.19.4.27.

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AbstractIn June 1999, the principal educational psychologist of one London service invited two trainee educational psychologists to ‘inspect’ the service using the British Psychological Society (BPS) Division of Educational and Child Psychology quality standards for educational psychology services. In order to do this, a rating scale was devised, using the BPS framework, and three judgement categories: fully met, partially met and not met. Studies of service documentation and a questionnaire to a small number of staff followed. Finally, the service was rated in respect of each BPS standard, namely: guidelines for professional practice; induction; continuing professional development; supervision of educational psychologists in training; appraisal – performance review; supervision of educational psychologists. Areas of strength, weaknesses and further development were identified, which proved to be very helpful indeed to the service in preparing for an OFSTED inspection. The BPS standards do appear to be capable of being operationalised realistically into a system which services could use for self-evaluation.

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Beal, Catherine, Mary Chilokoa, and Sharon Ladak. "Critical reflection on peer supervision underpinning inter-agency work: EPs working experientially with a Youth Offending Service." Educational and Child Psychology 34, no. 3 (September 2017): 109–18. http://dx.doi.org/10.53841/bpsecp.2017.34.3.109.

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Aims:This article offers critical reflections on experiences of peer supervision as a form of inter-agency working between educational psychologists (EPs) and a Youth Offending Service (YOS).Method/Rationale:Our rationale was that peer supervision could be used as a vehicle for the critical exploration of inter-agency work between two services. As EPs, our theoretical assumption was that we were developing our own peer supervision and reflective practice in parallel with our supervision of this process in the YOS. Supervision sessions included (explicit) descriptions of reflections on personal and professional engagement with reflective practice within peer supervision, from both EPs and YOS.Findings:Our method of engagement with critical reflection offers readers the notion that exploration of identity, within a boundaried non-hierarchical space, such as peer supervision, can act as a basis for effective inter-agency working involving mutual understanding of roles, open communication and acknowledgement of established experiences of inter-agency working.Limitations:This article presents critical reflections from three psychologists on the basis of their (our) own experiences of reflection and practice. The reader is offered an opportunity to reflect on these experiences and to engage with concepts and selected discourses around inter-agency work, peer supervision and reflective practice. The influence of these ideas will be particular to each reader, and may be constructed and reconstructed over time.Conclusion:We propose that peer supervision can be constructed as a vehicle to facilitate and support inter-agency practice in a principled and embodied way. We offer the reader theoretically informed reflections to support thinking around the future practice of EPs engaged with inter-agency work.

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Green, David, and And Louise Dye. "How Should We Best Train Clinical Psychology Supervisors? A Delphi Survey." Psychology Learning & Teaching 2, no. 2 (June 2002): 108–15. http://dx.doi.org/10.2304/plat.2002.2.2.108.

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Although clinical supervision plays a major part in the professional training of clinical psychologists, there are as yet no agreed guidelines for preparing supervisors for this key educational role. This article uses the Delphi approach to see whether an expert panel of UK clinical psychologists could come to a consensus on what the most suitable components of such a supervisor training programme might be.

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HUNT, CAROLINE, and LOUISE SHARPE. "Within-session supervision communication in the training of clinical psychologists." Australian Psychologist 43, no. 2 (June 2008): 121–26. http://dx.doi.org/10.1080/00050060801933402.

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Atkinson, Cathy, and Kevin Woods. "A Model of Effective Fieldwork Supervision for Trainee Educational Psychologists." Educational Psychology in Practice 23, no. 4 (November 28, 2007): 299–316. http://dx.doi.org/10.1080/02667360701660902.

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Gabbay, M. B., G. Kiemle, and C. Maguire. "Clinical supervision for clinical psychologists: existing provision and unmet needs." Clinical Psychology & Psychotherapy 6, no. 5 (November 1999): 404–12. http://dx.doi.org/10.1002/(sici)1099-0879(199911)6:5<404::aid-cpp209>3.0.co;2-b.

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Telmanova, Elena V. "The impact of supervision on the thinking of counseling psychologists." Herzen University Conference on Psychology in Education, no. 5 (2022): 424–31. http://dx.doi.org/10.33910/herzenpsyconf-2022-5-54.

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Sullivan, Karen, and Stephen C. Bowden. "Using Logical Memory in Australia." Psychological Reports 79, no. 3 (December 1996): 799–808. http://dx.doi.org/10.2466/pr0.1996.79.3.799.

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Australian neuropsychologists, who use tests developed in North America such as Wechsler's Memory Scales, have expressed some concerns about the relevance of test materials for Australian clients. In Australia, concern about the American content of Logical Memory prompted Ivison to recommend modifications to adapt this test for local conditions. Consequently, when Australian psychologists administer Logical Memory they may be using Wechsler's stories, the stories Ivison adapted for Australian conditions, or stories modified on an individual basis, as was reputedly common practice in the past. We conducted a nationwide survey of members of the Australian Psychological Society, College of Clinical Neuropsychologists, to assess which stories neuropsychologists use and whether they modify the standard instructions for Logical Memory. Recommendations for psychologists who use modified versions of Logical Memory in clinical practice are discussed and may also be useful for those who use modified versions of other standardised tests.

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