Supervision in Professional Training of Educational and Child Psychologists
Aims to promote effective integration of theory, research and practice to support the development of competent, creative and accountable practitioners. This is underpinned by a competency framework developed by UCL tutors, in collaboration and consultation with Principal Educational Psychologists and Trainee Educational Psychologists. This is included in supervisory guidelines and is designed and operationalised to ensure that the BPS Required Learning Outcomes are achieved.
Specialist Cognitive Behaviour Therapy (CBT) and Video Interactive Guidance (VIG) supervision is provided during training by experienced and accredited practitioners. This is distinct and separate from generic casework supervision.
The doctoral thesis research is supervised by a UCL thesis supervisor.
Frameworks, Models and Processes
We recommend the use of two particular models of supervision. These are: coaching (Kearney, 1995) and developmental supervision (Carrington, 2004; Hamilton-Farrell, 1993; Powell et al., 1990).
Supervision
Professional training in Educational Psychology is a partnership between Trainees, University-based professional Training Programmes and Local Authority Psychological Services. Supervision has always been important but current demands for high quality effective services and accreditation make it a topic for serious scrutiny.
The importance of supervision is evidenced in both research (Jennings, 1995; Lunt & Sayeed, 1995; Nash 1999; Pomerantz & Lunt, 1993) and by professional bodies (BPS/DECP, 2002).
E-Learning Support
A set of on-line resources have been created on UCL’s new virtual learning environment, Moodle, to support the supervisory process.
Dr Sandra Dunsmuir, CoDirector, Doctorate in Dr Sandra Dunsmuir
Educational & Child Psychology, s.dunsmuir@ucl.ac.uk
Michelle Sancho, Academic & Professional Tutor, , m.sancho@ucl.ac.uk
Supervision Media
Supervision is provided in groups and individually. Various media, including web cameras and video are used.
Recorded – Video Interactive Guidance
VIG is a way of clients and professionals reviewing video clips of their own successful communication. It involves micro-analysis of positive interactions.
Trainee educational psychologists have initial training in video editing, then go on to film CBT sessions using web-cams connected to their UCL laptop computers for the purpose of training and supervision.
Throughout Years 2+3, trainees record practice using video to fulfil course requirements and assist professional development.
Video analysis (alongside other methods) are used as a tool for reflection with peers and in tutor-led supervision.
We are seeking to develop…
1. Effective frameworks to support CBT supervision for practitioners working with children and young people
2. Evaluation of models of supervision