Current trends in educational psychology supervision in the UK

Abstract

Aim:To investigate developments in supervision for qualified educational psychologists, trainee educational psychologists and other professionals.Rationale/Method:A semi-structured online questionnaire containing a mix of multiple-choice options and open questions was developed to explore views regarding both giving and receiving supervision. A total of 246 practising EPs (84 per cent female and 16 per cent male) returned completed surveys.Findings:Questionnaire returns were subject to content analysis. The data reported provides a detailed snapshot of current EP practices with regard to aspects of supervision such as: the setting in which supervision occurs; from whom or to whom supervision is delivered; the relationship between supervisor and supervisee; the purpose of supervision; models and psychological approaches underpinning supervisory arrangements; and practical details such the use of contracts and the frequency, format and arrangements for payment for supervision.Limitations:Data reported were derived from a self-selecting sample using self-report methods which contain all the attendant biases and limitations inherent in such approaches and limit the extent to which generalisations can be drawn.Conclusions:This paper highlights the high proportions of EPs that are both receiving and providing supervision within changing patterns of service delivery. It is argued that there is a continued need for professionals to access high quality supervision to maintain individual professional development and well-being and ensure delivery of safe and effective services.