Emotional Literacy Support Assistants' Views on Supervision Provided by Educational Psychologists: What EPs Can Learn from Group Supervision

Autor/inn/en	Osborne, Cara; Burton, Sheila
Titel	Emotional Literacy Support Assistants' Views on Supervision Provided by Educational Psychologists: What EPs Can Learn from Group Supervision
Quelle	In: Educational Psychology in Practice, 30 (2014) 2, S.139-155 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2014.899202
Schlagwörter	School Psychologists; School Psychology; Supervisory Methods; Teamwork; Supervision; Questionnaires; Supervisor Supervisee Relationship; Program Effectiveness; Incidence; Time on Task; Needs Assessment; Role Perception; Barriers; Ancillary School Services; School Aides; Special Needs Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Fragebogen; Vorkommen; Zeitaufwand; Bedarfsermittlung; Role conception; Rollenverständnis; Schulbegleitende Hilfe; Sonderpädagogischer Förderbedarf; Ausland; Großbritannien
Abstract	The Educational Psychology Service in this study has responsibility for providing group supervision to Emotional Literacy Support Assistants (ELSAs) working in schools. To date, little research has examined this type of inter-professional supervision arrangement. The current study used a questionnaire to examine ELSAs' views on the supervision provided to them. Key areas of interest were the extent to which supervision was perceived to be meeting ELSAs' needs, their relationship with their supervisor and other group members, the advantages and disadvantages of receiving supervision as a group, and the impact of supervision on practice. Questionnaires were returned by 270 ELSAs. The responses indicated that the majority felt that their supervision needs were being met and that they had a good relationship with their supervisor and other group members. Supervision was generally considered to be a useful mechanism for discussing cases, sharing ideas and problem-solving. Consequently, the majority felt better able to support pupils as a result of this support. The results are discussed in light of the dual role that educational psychologists (EPs) who provide this type of supervision have, and the implications of this for educational psychology practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10