Training and Supervision Practices in Clinical, Counseling, and School Psychology Programs

This study surveyed the training directors of counseling, clinical, and school psychology programs accredited by the American Psychological Association on training and supervisory practices and perceptions of various modalities of supervision. Response rates were 74%, 56%, and 45%, respectively. Cli...

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Bibliographic Details
Published in:Professional psychology, research and practice research and practice, 1995-08, Vol.26 (4), p.407-412
Main Authors: Romans, John S. C, Boswell, Donald L, Carlozzi, Alfred F, Ferguson, Dennis B
Format: Article
Language:English
Subjects:
Clinical Psychology
Counseling
Counseling Psychology
Graduate Psychology Education
Human
Perceptions
Professional Supervision
Psychology
School Psychology
Supervision
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Summary:This study surveyed the training directors of counseling, clinical, and school psychology programs accredited by the American Psychological Association on training and supervisory practices and perceptions of various modalities of supervision. Response rates were 74%, 56%, and 45%, respectively. Clinical and counseling psychology training directors reported that videotape review was the most used modality of supervision; school psychology training directors reported that self-report only was the most frequently used. The amount of time involved in conducting live supervision and cotherapy as supervision was seen as a moderate barrier to their use. Cotherapy as supervision was rated as having the most strengths by all program directors.
ISSN:0735-7028
1939-1323
DOI:10.1037/0735-7028.26.4.407