Best Practices in Supervision of School Psychologists: - PowerPoint Presentation

Slide1

Best Practices in Supervision of School Psychologists:Perspectives from the Field and the University Setting

Ashley Arnold, MA, LSSP, NCSP

Jennifer L. Schroeder, PhD, LP, LSSP, NCSPSlide2

ObjectivesReview legal and ethical guidelines for providing supervision

Review effective techniques for supervision of practicum students, interns, and first-year

LSSPsSlide3

NASP Principles for Professional Ethics

Standard IV.4.2

“School psychologists who supervise practicum students and interns are responsible for all professional practices of the supervisee. They ensure that practicum students and interns are adequately supervised as outlined in the NASP Graduate Preparation Standards for School Psychologists. Interns and graduate students are identified as such, and their work is cosigned by the supervising school psychologist.”Slide4

NASP Principles for Professional EthicsStandard IV.4.3

“School psychologists who employ, supervise, or train professional provide appropriate working conditions, fair and timely evaluation, constructive supervision, and continuing professional development opportunities.”Slide5

NASP Principles for Professional EthicsStandard IV.4.4

“School psychologists who are faculty members at universities or who supervise graduate education field experiences apply these ethical principles in all work with school psychology graduate students. In addition, they promote the ethical practice of graduate students by providing specific and comprehensive instruction, feedback, and mentoring.”Slide6

Supervisor QualificationsTSBEP Rule 465.38(5)

Supervision may only be provided by a LSSP, who has a minimum of 3 years of experience providing psychological services in the public schools of this or another state. To meet supervisor qualifications, a licensee must be able to document the required experience by providing documentation from the authority that regulate the provision of psychological services in the public schools of that state…Slide7

Supervisor QualificationsTSBEP Rule 465.38(5)

(continued)…

…and proof that the licensee provided such services, documented by the public schools in the state in which the services were provided. Any licensed specialist in school psychology may count one full year as an intern or trainee as one of the 3 years of experience required to perform supervision.Slide8

Supervision Rules TSBEP Rule 465.38(4)(A)(i-iv)

(4) Supervision. (A) Direct, systematic, face-to-face supervision must be provided to:

Interns as defined in

§463.9

of this title

Individuals who meet the training requirements of

§

463.9 of this title and who have passed the National School Psychology Examination at the Texas cutoff score or above and who have been notified in writing of this status by the Board. These individuals may practice under supervision in a Texas public school district for no more than one calendar year. They must be designated as trainees. Slide9

Supervision Rules TSBEP Rule 465.38(4)(A)(i-iv) (continued)

(4) Supervision. (A) Direct, systematic, face-to-face supervision must be provided to:

(iii) LSSPs for a period of one academic year following licensure unless the individual also holds licensure as a psychologist in Texas. This supervision may be waived for individuals who legally provided full-time, unsupervised school psychological services in another state for a minimum of 3 academic years immediately preceding application for licensure in Texas as documented by the public schools where services were provided and who graduated from a training program approved by NASP or accredited in school psychology by APA or who hold NCSP certification.

Slide10

Supervision Rules TSBEP Rule 465.38(4)(A)(i-iv) (continued)

(4) Supervision. (A) Direct, systematic, face-to-face supervision must be provided to:

(iv) LSSPs when the individual is providing psychological services outside his or her area of training and supervised experience. Slide11

Supervision Rules TSBEP Rule 465.38(4)(B)

(B) Nothing

in this rule applies to administrative supervision of psychology personnel within Texas public schools, performed by non-psychologists, in job functions involving, but not limited to, attendance, time management, completion of assignments, or adherence to school policies and procedures.Slide12

INTERNSHIP AND TRAINEE REQUIREMENTSSlide13

Internship RulesTSBEP 463.9 (c)

(

c) M

inimum

of 1200 hours, of which 600 must be in a public

school

M

ust

be provided through a formal course of supervised study from a regionally accredited institution of higher education

S

upervised

by an individual qualified in accordance with Board rule §465.38 of this title (relating to Psychological Services in the Schools).

Internship

which is not obtained in a public school must be supervised by a licensed psychologist.

No

experience with a supervisor who is related within the second degree of affinity or within the second degree by consanguinity to the person, or is under Board disciplinary order, may be considered for specialist in school psychology licensure. Slide14

Internship RulesTSBEP 463.9 (c)

Internships may not involve more than two sites (a school district is considered one site) and must be obtained in not less than one or more than two academic years.

These individuals must be designated as interns.

Direct, systematic supervision must involve a minimum of one face-to-face contact hour per week or two consecutive face-to-face contact hours once every two weeks with the intern. Slide15

Internship RulesTSBEP 463.9 (c)

The internship must include direct intern application of assessment, intervention, behavior management, and consultation, for children representing a range of ages, populations and needs. Slide16

Who Can Practice in the Schools?TSBEP Rule 463.9 (g)

(g) Provision

of psychological services in the public schools by unlicensed individuals. An unlicensed individual may provide psychological services under supervision in the public schools pursuant to section §501.004(a)(2) of the Act. Services may be provided if:

(

1) the individual is enrolled in an

internship

,

practicum

or

other

site based

training

in a

school

psychology

program in a

regionally

accredited

institution

of higher education,

OR

Slide17

Who Can Practice in the Schools?TSBEP Rule 463.9 (g)

(g) Provision

of psychological services in the public schools by unlicensed individuals. An unlicensed individual may provide psychological services under supervision in the public schools pursuant to section §501.004(a)(2) of the Act. Services may be provided if:

(

2) the individual has completed an internship in a school

psychology program

in a regionally

accredited institution of higher

education

AND

has

an application for licensure as an LSSP pending

before

the

Board

AND

the

Board has not notified the applicant that he or she

does

not meet the training requirements for this licensure, Slide18

Who Can Practice in the Schools?TSBEP Rule 463.9 (g)

(g) Provision

of psychological services in the public schools by unlicensed individuals. An unlicensed individual may provide psychological services under supervision in the public schools pursuant to section §501.004(a)(2) of the Act. Services may be provided if:

OR

(3) the individual has been issued a trainee status letter by the Board. Slide19

Trainee Requirements TSBEP Rule 463.9 (f)

Trainee Requirements. An applicant for the specialist in school psychology license who meets all requirements, prior to taking and passing the Jurisprudence examination, may, in accordance with Board rule §465.38(4) of this title (relating to Psychological Services in the Schools), practice under supervision as a trainee for not more than one calendar year. Slide20

Qualifications and ObligationsSite Supervisors

Meet the NCSP credentialing requirements

Complete a minimum of 3 years’ supervised experience as a LSSP

Helpful if employed full time in the district

Knowledge that supervision takes considerable time

Possesses significant interpersonal skills

Familiar with basic ethical and legal responsibilities and requirements for field workSlide21

Qualifications and ObligationsUniversity Supervisors

Ensure university and state requirements are met

Serves as liaison between training site and university program

Develop a relationship with the site supervisor

Monitors appropriateness of site

Ensures the student is sufficiently competent to warrant licensure

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Qualifications and ObligationsUniversity Supervisors

Formal opportunities for students to compare notes, ask questions, and formulate conclusions

Makes site visits

If a student encounters difficulty, serves as both mediator and problem solver

Slide23

Clinical vs. Administrative SupervisionSlide24

Supervision Competencies (Dunsmuir & Leadbetter, 2010)Slide25

Clinical SupervisionClinical Supervisors:

Demonstrate and teach techniques and skills

Examine student work with supervisees

Help supervisees conceptualize cases

Assist supervisees as they design intervention strategies

Assist supervisees as they disaggregate and interpret dataSlide26

Clinical SupervisionClinical Supervisors:

Ensure that supervisees practice only within areas of professional competence

Help supervisees learn how to work with different types of people

Debrief supervisees after difficult or crisis situations

Provide second opinionsSlide27

Clinical SupervisionClinical Supervisors:

Help supervisees address their blind spots resulting from personal experiences

Provide training and professional development opportunities

Encourage induction into the profession via membership in professional organizationsSlide28

Supervisee Experience and Developmental Model (Ronnestad & Skovholt, 2003)

Expertise requires 5-7 years of

corrected

experience to develop

Lifelong, slow, continuous, erratic

Relationships have most impact on development, not workshops

What to expect…the development of competenceSlide29

Supervisee Experience and Developmental Model (Ronnestad & Skovholt

, 2003)

Six stages of professional growth

Lay helpers – sympathetic, advice giving, low emotional regulation

Beginning student – rely heavily on supervisors, highly anxious

Advanced students/interns – Excessively thorough, conflicts during supervision are common due to trying to assert themselves

Novice professionals – Explore their roles, become disillusioned

Experienced professionals – lack of interest in professional development

Senior professionals – increased sense of reality in terms of what they can accomplishSlide30

Developmental Stages Model (Benner, 1984; Stoltenberg et al., 1998)

Focuses on cognitive changes with the practitioner

Five stages

Novices – Rule-governed, “know about” not “how to,” anxious, focus on skill acquisition

Advanced beginners – Begin to take into account context, concerned with learning and mastering techniques

Competence – Less preoccupied with own performance, engage in planning and goal setting

Proficiency – Reflect and integrate

Experts – Intuitive, efficientSlide31

Developmental SupervisionALL school psychologists are novices when they encounter situations with which they have no experience

Need to match style with stage at which supervisee is

Novice – needs close supervision, encourage, suggest, integrate

Advanced beginner – give more autonomy, introduce alternative views, provide comments on processes, use tapes, role plays, etc.

Competent – let supervisees lead supervision, case-based

Proficient and expert –supervision helps maintain and upgrade skill, supervising supervisors Slide32

Administrative Supervision

Administrative Supervisors:

Provide leadership

Recruit and hire

Delegate assignments

Conduct formal personnel evaluations

Design corrective action

Take ultimate responsibility for services provided by superviseesSlide33

Can a person be both clinical and administrative supervisor?Slide34

Example of MOU between University and School DistrictSlide35

Rationales for SupervisionSkill MaintenanceSkill Improvement and Expansion

Professional Development

Reduced Stress

Enhanced AccountabilitySlide36

Challenges in Supervising School Psychological ServicesEvaluation Procedures

Supervisory Structures

Lack of Supervision Training

Only 11% of supervisors have supervision training (Ross &

Goh

, 1993)

What kinds of things would training need to include (develop an idea of what you might need)? Slide37

Training SupervisorsWorkshops, Informal Self-Study, and Peer Supervision Networks

NASP has an online forum for supervisors

University-Run Training for Field Supervisors

Formal Coursework in Supervision or AdministrationSlide38

Supervisor CharacteristicsPersonal Characteristics

Integrity

Secure Attachment Styles

Sufficient Cognitive Development

Mentally healthy

Sensitive and responsive to multicultural issues

Motivation

Leadership Skills

Delegation SkillsSlide39

Theoretical Orientation and Supervision Models

Psychodynamic – focuses on developing relationships

Person-centered – focuses on developing UPR, congruence, empathy and warmth

Behavioral and cognitive behavioral – focuses on teaching appropriate skills and behaviors

Constructivism – construction of stories that influence future behavior

Discrimination model – focuses on matching supervisee needs and supervisor skills

Integrative approaches –combines multiple approaches Slide40

Supervisor Role and Style (Hart & Nance, 2003)

High

Direction

Low

High

Support

Low Slide41

Learning Principles

Provide experiential learning

Provide collaborative and interactive learning

Focus on important information

Tie new information to known information

Space and repeat learning trials

Incorporate corrective feedback

Encourage the monitoring of learning

Ensure comprehension

Foster self-regulation and self-appraisal of learningSlide42

Supervision GoalsReconcile your goal with the supervisee’s goals early

Write it down (may include in supervision contract)

Treat similar to treatment goals

Begin each supervision session with a working agendaSlide43

Supervision FormatIndividualIndividual within a small group

Group (4-8 supervisees)

Peer

Collaborative work

Mixed formatSlide44

Technology & SupervisionEmailEnsure confidentiality

Watch nonverbal cues (e.g., ALL CAPS)

Telephone

VideoconferencingSlide45

Helpful Tips Have LSSP call parent prior to testing and review informed consent, including informing parent of training status

Sign in blue ink

Maintain copy of trainee letter

Field Supervisor EvaluationSlide46

Helpful TipsSTRUCTURE!!!

Regular intervals of evaluation

Scheduled time weekly for supervision

Same day, same time

Documentation of supervision time

App: Hours Tracker

Structured FormsSlide47

Helpful TipsDevelop a handbook for new supervisees

List materials you would want to include

Set goals based on personal interests and developing competencies

Proactive interns are persistent with their supervisors

Adapt with flexibility

Think criticallySlide48

Helpful Tips Handout 1.1 Field Supervisor Competencies

Handout 2.1 Supervisory Strategies to Meet Supervisees’ Psychological Needs

Handout 2.2 Strategies to Reduce Supervisee Anxiety

Handout 14.8 School Psychology Position Interview Questions

Handout 15.15 Intern Evaluation of Internship

Handout 15.17 Supervisor EvaluationSlide49

FREQUENTLY ASKED QUESTIONSWho’s responsibility is it to ensure the practicum student/intern/trainee can practice?

Licensees

ensure that their

supervisees have legal

authority to

provide psychological

services

in

adherence

to

Board

rules.

TSBEP Rule 465.2(b)Slide50

FREQUENTLY ASKED QUESTIONSDo I have to document the supervision in writing?

Yes!

Licensees shall document their

supervision

activities in writing.

TSBEP Rule 465.2(e)Slide51

FREQUENTLY ASKED QUESTIONSSigning Reports

____________________

Kid Rock, School Psychology Practicum Student

Supervised by

:

_____________________

Mick

Jagger

,

MA, LSSP

______________________

Derek Holland, LSSP Trainee

______________________

Nolan Ryan, MA, LSSP, NCSP

LSSP SupervisorSlide52

ReferencesSmith Harvey, V.

&

Struzziero

, J. A. (2008).

Professional Development and Supervision of School Psychologists

(Second ed.). Thousand Oaks, CA: National Association of School Psychologists and Corwin Press

.

Douglas,

K.

&

Valsamis

(2013). Making the Most of Supervision.

Communiqu

e

,

41

(8).