Future models of supervision: Supporting practice and promoting professional growth and well-being in educational psychology through Collaborative Peer Support (CPS)

Abstract

Aim:To ensure professional growth and well-being educational psychologists need access to effective support. This article aims to deconstruct the concept of supervision and present research evidence for a model of peer supervision in educational psychology training that could be used in the field of practice.Rationale/Approach:The research was qualitative, phenomenological and social constructionist drawing on the context of educational psychology training. Surveys, interviews and focus groups were conducted with trainee educational psychologists in two phases of research. Qualitative data analysis was carried out through thematic analysis and an iterative process of participant feedback.Findings:Findings from the first phase of the research suggested an explicit structure or process and an implicit process facilitating collaboration based on the communication between partners within an overarching framework of professional support described as Collaborative Peer Support (CPS) in which peers came together in a dynamic, interactive, mutually supportive, working relationship that was neither peer supervision nor peer mentoring. Findings from the second phase of the research re-iterated the explicit and implicit processes within the framework of CPS re-affirming the social constructionist nature of the model.Conclusions:CPS was co-constructed through critical reflection on core skills in communication, including shared understanding and attuned interaction, with an intention to create a supportive relationship. Such skills developed in training can be extended by placement and practice in the field and so the model of CPS can co-exist alongside formal supervision to enhance professional growth and well-being in the role of supporting and improving outcomes for children and others.