Abstract
A survey of school psychology practitioners serving as internship supervisors was conducted to gather information regarding preparation for the role of intern supervisor, use of a theoretical supervision model, frequency of supervision provided, and how the university was involved in both supervision of interns and support of supervisors. Data were collected from a sample of 98 self-selected school psychologists who responded to a letter or email forwarded to them by NASP-approved program directors. Results from quantitative analyses showed that over half of the respondents had no formal coursework or training in supervision, and nearly 60% indicated that they were not evaluated as supervisors nor did they receive orientation from their university for serving as supervisors. Results from qualitative analyses revealed that only 4 out of 98 respondents reported using a theoretical model of supervision, which has been cited in the literature as essential for quality supervision, however, 97.5% reported that they were competent to supervise interns. This article discusses the discrepancy between the supervisors’ perceived competence and their reported knowledge-based training in supervision. It provides recommendations for how school psychology trainers and programs can improve supervision of interns and offer support to supervisors.
