Utilizing a Vertical Model to Train School Psychology Students in Supervision: Reflections and Training Implications

Abstract

This article presents the vertical supervision training structure utilized in the doctoral supervision course at the University of Denver and reflections by the instructor and one student on the supervision course. The supervision course integrated a developmental, strengths-based, multicultural approach to vertical training experiences, whereby the doctoral students provided supervision to less advanced students. Reflections on the benefits and challenges of implementing a vertical supervision structure within the school psychology program’s supervision course are offered. Our key insights included that (1) clinical experiences in supervision are difficult to orchestrate but extremely valuable; (2) to develop as a supervisor, you need to recognize your strengths, as well as how your identities impact your practice and how you are perceived by supervisees; (3) a full vertical supervision structure would provide all students the opportunity to be supervised and be a supervisor in training; and (4) it is important to support the professional development of our supervisors