Emotional Literacy Support Assistants' views on supervision provided by educational psychologists: what EPs can learn from group supervision

被引:12
|
作者
Osborne, Cara [1 ]
Burton, Sheila [2 ]
机构
[1] Hampshire Cty Council, Hampshire Educ Psychol, Res & Evaluat Unit, Winchester, Hants, England
[2] Hampshire Cty Council, Hampshire Educ Psychol, Winchester, Hants, England
关键词
supervision; group; inter-professional; emotional literacy support assistants;
D O I
10.1080/02667363.2014.899202
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
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.
引用
收藏
页码:139 / 155
页数:17
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