Supervision NASP 2015

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Of Course, I’ll Supervise This Year: �Effective Field Supervision�

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Kristy Kelly, PhD, NCSP, LCP & Shanna Davis, PhD, NCSP

National Association of School Psychologists Annual Meeting Orlando, FL

February 20, 2015

Today’s Session

Why it’s important

Role of supervisor

Model of practice

Common issues

NASP Posi.on Statement on Supervision

•  Qualifica.ons include a minimum of 3 years of prac0cal experience as a school psychologist, as well as training or experience in supervision of school personnel. They should have a valid state creden.al as a school psychologist.

•  Prac..oners in training should receive an average of 2 hours of face-‐to-‐face supervision per week with addi.onal .me allocated for review of work products.

•  Novice prac00oners should receive a minimum average of 1 hour per week of supervision and/or mentoring.

•  Proficient and expert-‐level school psychologists should receive face-‐to-‐face supervision as needed. They con.nue to engage in the supervision process.

•  School systems need to provide the .me for school psychologists to par.cipate in supervision and/or mentoring.

•  Frequent, direct supervision by advanced and beginner school psychologists is necessary to enhance skill development and to ensure effec.ve prac.ce.

•  School systems should have a coordinated supervision plan that is accountable and evalua.ve of all school psychological services.

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In a na.onal survey of school psychology supervisors,

90% reported no coursework and 83% reported no addi.onal training in supervision

(Hunley et al., 2000)

Let’s start with some self-assessment

What is Supervision?

It’s training. � It’s a process. � It’s a relationship.

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Grow a Practitioner Facilitate Skill Development Provide Formal Supervision Evaluate and Promote Advancement

Common Training Issues

Resolving skill and performance issues Remediation Plans Balancing fieldwork with coursework Collaboration between field and university site

Supervision in School Psychology

Improve trainee,

supervisor, students, school

Share Knowledge

Assess Competence

Provide Feedback

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Developmental Model

Novice • LiZle to no experience in field

Advanced Beginner • Some independence

Competent • 2-‐3 year of experience

Proficient • 3-‐5 years of experience

(Stoltenberg et al., 1998; Benner, 1984)

Facilitate Ac.vi.es Provide Models Assist w/Case Conceptualiza.on

Provide guidelines Monitor func.oning Provide advanced casework

Encourage self-‐directed supervision Provide .me for consulta.on

Engage in Metasupervision

Training Model Training

Facilita.on

Feedback

Evalua.on

�Training and Guidance:

Developmental Sequence� Objectives Experiences

Year 1 • Orientation to the field and position of SP • Professional Conduct

• Observations • Applied components • Career Development

Year 2 • Competence in 10 NASP Domains • Independent Practice • Case Consultation

• 500-600 field hours • Direct and in-direct service • Feedback and evaluation

Year 3 • Competence in 10 NASP Domains • Prep for Entry-level SP • Case Consultation

• 1200 field hours • Certification or Licensure exams • Examining personal model • Direct and in-direct service • Feedback and evaluation

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Let’s Focus on Practicum!

Beginning Stages ü Entry into the Prac.cum Experience ü Orienta.on to School System ü Developing Ini.al Casework ü Founda.ons of SPED & Processes

After Winter Break

ü Moving Towards Independence ü Exploring New Activities ü Planning for Internship

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Spring has Sprung

ü Building a Portfolio of Work

ü Internship

Preparation ü Termination

Activities

Activity #1

Structured Supervision Individual

1-‐on-‐1 Face-‐to-‐face

Group 1 supervisor meets with a group of trainees Mul.ple supervisors meet with a group of trainees

Post-‐session Other formats (e.g., crisis situa.ons)

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Structuring Supervision

Goals

Feedback Opportuni.es for Growth

Objec.ves for consulta.on, feedback and growth

ü What does the student want from supervision? ü How do you help them achieve these goals?

Opportuni0es for Growth How are the experiences and supervision you are providing consistent with student training goals? What have you done? What do you need to do next? Requires development and maintenance of plans.

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What is feedback? – A communica.on tool used to maintain or change behavior

When do you give feedback? – Facilitate skill development – Change or “fix” problems – Specific skill requests

Useful Feedback

Specific

Provides direc.on

Response is

monitored

Barriers to Feedback •  a fear of upsekng the trainee or damaging the trainee–supervisor rela.onship

•  a fear of doing more harm than good •  the trainee being resistant or defensive when receiving cri.cism.

•  feedback being too general •  feedback not giving guidance on how to change behavior

•  inconsistent feedback from mul.ple sources •  a lack of respect for the source of feedback.

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Evalua.on

Forma.ve – Format – Frequency – Monitoring and Documenta.on of Progress

Summa.ve – Training Program Requirement – Promo.on to advanced prac.ce and experiences

Communica0on with Training Program

Purpose Documen.ng progress in program Documen.ng concerns Shouldn’t just be for the evalua.on Peer support

Format Visits Phone, email, etc Professional Development

Frequency More than 1x per semester/year! Ongoing

Activity #2

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Common Issues Difficul0es Strategies

Skills Inadequate Knowledge Applica.on Issues Dependence

Provide addi.onal, supervised opportuni.es Normalize experience and prompt integra.on of prac.cal and conceptual Provide frequent, pre-‐ and post-‐session supervision

Common Issues Difficul0es Strategies

Comportment Organiza.on Interpersonal Accep.ng Feedback

Clear expecta.ons Demand accountability Share tools and approach Reflec.ve prac.ce Helping understanding impact on work Share effec.ve strategies and approach Normalizing experience Suppor.ng response Reflec.ve prac.ce

Self-‐Care q Stress of proving that you are skilled supervisor

q Stress of learning how to work with a new student

q Stress of star.ng your regular posi.on

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Strategies ü Assess your caseload and be realis.c.

ü Set healthy boundaries for yourself including with the intern/supervisor and the children you serve.

ü Vary professional ac.vi.es to prevent isola.on and burnout.

ü Gauge your own level of well-‐being.

ü Maintain balance

ü Take care of your physical needs

Other Sources of Support

•  Access support from the training program – Saying no or enough – Pushing students to be more independent – Difficult feedback

•  Access support from colleagues or disciplines – Other experiences a student may need/want

•  Access personal space!

Let’s end with some professional goals

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Contact Information

Kristy K. Kelly, Ph.D. [email protected] Shanna Davis, Ph.D. [email protected]

References Harvey, V.S., & Struzziero, J. (2008). Professional development and supervision

of school psychologists: From intern to expert (2nd ed.). Bethesda, MD: Na.onal Associa.on of School Psychologists.

Hunley, S. A., Harvey, V. S., Cur.s, M. J., Portnoy, L.A., Grier, J.E.C., & Helffrich, D

. (2000). School psychology supervisors: A na.onal study of demographics and professional prac.ces. Communique, 28(8), 32-‐33.

Na.onal Associa.on of School Psychologists (2011). NASP posiDon

statement: Supervision in school psychology. Bethesda: MD: Author

Newman, D.S. (in press). DemysDfying the school psychology internship: A

dynamic guide for interns and supervisors. New York: Routledge.

Supervision NASP 2015

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