A Grounded Theory of Model School Psychology Internship Supervision

Abstract

Supervision is recognized as a critical component of preservice training in health service psychology (HSP), particularly during the internship experience. However, little is known empirically about what constitutes effective internship supervision for school psychologists. For this constructivist grounded theory study, we interviewed 16 highly accomplished internship supervisors regarding their approaches to supervision. Data from supervisors’ former interns and colleagues were also analyzed. Findings indicated that supervisors’ personal and professional selves are central to how they implement supervision within a broader developmental and ecological context. Fundamental aspects of supervision emerged as bidirectional, including establishing and maintaining a strong working alliance, planning the internship experience, and processes of learning for both interns and supervisors. The grounded theory is discussed with reference to the HSP supervision literature, and specific implications are drawn for the practice of and further research on supervision in school psychology.

Impact Statement

This study presents a theory of effective school psychology supervision based on interviews with winners of the NASP Model School Psychology Intern Supervisor recognition. Given the lack of available research specific to supervision in school psychology and the fact that the majority of school psychology intern supervisors receive no formal training, this work has considerable potential to enhance the practices of school psychology supervisors, and as a result the training experiences and ultimate competence of school psychology interns.

Keywords:

• supervision
• school psychology
• interns
• internship
• grounded theory

Associate Editor:

• Prerna Arora

ACKNOWLEDGMENTS

We thank Samantha Barkhordari, Jesenya DeLeon, Aarti Govani, and Meagan Scott for their assistance with conducting focus groups and transcribing data.

DISCLOSURE

We have no conflicts of interest to disclose.

Notes

1 HSP refers specifically to the specialties of clinical, counseling, and school psychology (American Psychological Association [APA], 2015).

2 All names used are pseudonyms.

Additional information

Funding

This work was supported by a Strategic Goal Grant from the National Association of School Psychologists.

Notes on contributors

Meaghan C. Guiney

Meaghan C. Guiney, PhD, NCSP, is an Assistant Professor in the School of Psychology and Counseling at Fairleigh Dickinson University in Teaneck, NJ. She teaches and conducts research on supervision in school psychology and has supervised interns at the specialist and doctoral level for nearly a decade.

Daniel S. Newman

Daniel S. Newman, PhD, NCSP, is an Associate 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.