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Article
Supervision and Mentoring for Early Career School Psychologists: Availability, Access, Structure, and Implications
Psychology in the Schools
  • A. Silva
  • D. Newman
  • M. C. Guiney
  • Sarah A Valley-Gray, Nova Southeastern University
  • C. Morsi
Document Type
Article
Publication Date
1-1-2015
Disciplines
Abstract
This study is the first national survey of supervision and mentoring practices for early career school psychologists (ECSPs). Respondents included 700 participants, 38% of whom reported having access to professional supervision. Time, availability, and proximity to a supervisor were found to be the most common barriers to accessing supervision and mentoring; access to technology, supervisor interest, and cost were not found to be as significant. Nearly 30% of ECSPs reported feeling pressure to practice outside their boundaries of competence because they did not have access to mentoring or supervision, suggesting a potential ethical concern. Results demonstrate the need to provide more supervision and mentoring opportunities for ECSPs, particularly given the National Association of School Psychologist's requirement that first-time Nationally Certified School Psychologist renewal applicants complete a year of mentoring or supervision. Implications of the results, strategies to support the barriers to access, and future directions for research are addressed.
DOI
10.1002/pits.21921
Citation Information
A. Silva, D. Newman, M. C. Guiney, Sarah A Valley-Gray, et al.. "Supervision and Mentoring for Early Career School Psychologists: Availability, Access, Structure, and Implications" Psychology in the Schools Vol. 53 Iss. 6 (2015) ISSN: 0033-3085
Available at: http://works.bepress.com/sarah-valley-gray/161/