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Abstract

Eshel and Koriat (2001) have suggested that training programs for school psychologists possess both a manifest (`formal') and latent (`informal') curriculum pertaining to the enhancement of both technical competencies and more autonomous professional functioning, respectively. In addition to influencing coursework, the informal curriculum also shapes the manner in which training programs provide supervision. Although effective supervision is believed to lead to more effective school psychology practice, much of the literature has emphasized the technical skills which supervision aims to improve. Little has been written about the nature of group supervision for school psychologists in training, especially from the standpoint of utilizing a more process-oriented approach as a vehicle for realizing the informal curriculum. In organizing the supervisor's approach to running such a group, the following theoretical models may prove effective: attachment theory, object relations theory, group theory and self psychology. Case examples will be discussed in order to illustrate the application of these theoretical frameworks to the supervisory process. Ethical challenges to running supervision groups within a training program will also be discussed.

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Group Supervision of School Psychologists in Training

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