Sue Morris

Aim:In the UK the change from a one-year Master’s to a three-year doctoral training programme has provided extended opportunities and challenges for trainee educational psychologists in developing their practitioner skills and professional role. Supervision is a key foundation for supporting trainees in this process. This paper provides an analysis of the supervision experiences of trainee educational psychologists informed by developmental theories of supervision.Method:In order to explore the developmental experiences of trainee educational psychologists across the three years of training, focus groups were undertaken with each year group of trainee educational psychologists at four initial educational psychology training programme sites. These 12 focus groups were analysed using thematic analysis.Findings:Five key themes relating to the development of practitioner skills were identified; developing professional learning and professional role; responsiveness to developmental learn...

Similar to other professional disciplines, the importance of supervision within school psychology has attracted considerable attention within recent years. Despite this, systematic review of current literature reveals a dearth of empirical literature proposing underlying theoretical structures. This study extends recent qualitative research by surveying 310 school psychology students undertaking a preparatory doctoral training programme within the 12 approved universities in England and Wales. Data were obtained from a 21-item closed questionnaire developed from previous empirical findings and subjected to Exploratory Factor Analysis. Findings reveal three key supervisory components: Safe space for authentic learning, instructional support, and reference points for professional learning. Comparisons with other theoretical models are made and implications for practice explored. A framework for professional practice, based on key findings and other important theoretical developments, ...

Summary In May 1997 the Membership and Qualifications Board (MQB) of the British Psychological Society (BPS) accepted a proposal from the Division of Educational and Child Psychology (DECP) Training Committee that all professional training courses in ...

In this short article, a group of educational psychologist representatives on the DfEE Working Group on the future role and training of educational psychologists and their Services, consider some of the outcomes of the ‘Role’ Report. They describe the positive aspects of the Report, especially its ambitious description of what educational psychologists can do to make a difference. They also describe some of the problems of impact and implementation associated with the report. Rob Stoker is Principal Educational Psychologist for the London Borough of Westminster and a Director of Applied Psychology Associates; Glenys Fox is an HMI; Irvine Gersch is Professor and Director of Professional Training in Educational Psychology at the University of East London; Jackie Lown is Specialist Senior Educational Psychologist in York, and is also seconded to the University of Sheffield, where she works as an academic and professional tutor; and Sue Morris is Director of Professional Training in Edu...

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