Search

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, is proposed.

Systematic literature reviews can play a key role in underpinning evidence-based practice. To date, large-scale reviews of interventions for individuals with Autism Spectrum Disorder (ASD) have focused primarily on research quality. To assist practitioners, the current review adopted a broader framework which allowed for greater consideration of educational utility. Between July and August 2013, 20 databases were searched, alongside web searches and hand searches, to identify ASD intervention studies published between 2008 and 2013. This search yielded 6,232 articles and the subsequent screening and evaluation process identified 85 best evidence studies. Studies were grouped into categories and individual interventions were assessed and classified as providing most; moderate; some; or a small amount of evidence. Interventions with most evidence tended to focus on younger children and core difficulties associated with ASD. Emerging trends, such as increasing evidence for technology-based interventions and peer-mediated interventions, were identified. An encouraging finding for practitioners is that in 59% of the studies, interventions were undertaken with or by school staff. Implications for school psychology practice as well as factors to consider when selecting educational interventions are discussed.

In 2014, the 25th anniversary of the United Nations Convention on the Rights of the Child presents an opportunity for school psychology to evaluate its achievements relevant to the Convention, as well as its current and future strategic adherence to the Convention's principles. With analysis of key school psychology documentation from the UK, it is shown that for school psychologists the achievements and strategy relating to the international Convention have been directly, albeit implicitly, supported from "top down", by the post-ratification governance processes and structures of national level agencies which operate school psychology preparation, statutory professional regulation, and non-statutory professional quality enhancement. On account of their use of a scientist-practitioner model, school psychologists are positioned to make a unique contribution to enacting the Convention's agenda and from recent Convention evaluations five priority areas for strategic development in relation to the Convention are identified. An account of the authors' commissioned work following a non-accidental child death in the UK illustrates how school psychologists can make significant contributions to Convention priorities from "bottom up" as a result of significant contemporaneous events at local or national level. Implications of the "top down" and "bottom up" linking of school psychologists' work with the CRC agenda are discussed with reference to both the national and international school psychology communities and regulatory bodies.

Child protection and safeguarding are important aspects of work for all professionals working with children. The current article outlines the international context of school psychologists' work in relation to child protection and safeguarding and describes the United Kingdom context in more detail. Given the relatively recent broadening of the UK legislative focus, to include safeguarding in addition to child protection, a review of current practice is needed. A UK survey was commissioned and undertaken in order to identify the current and potential contributions of school psychologists in relation to child protection and safeguarding. This mixed methods survey included an initial focus group with school psychologists, a questionnaire survey of all school psychology services in the UK, and site visits to four selected school psychology services. The research found that school psychologists undertake a wide range of child protection and safeguarding work at universal, targeted and specialized levels. This work includes partnership with a wide variety of other professionals. Future development of school psychology's role in child protection and safeguarding in the UK is discussed, and implications for school psychologists in other countries are considered. (Contains 7 notes.)