What Matters When Training Matters Most: The Successful Field Experience

1. What Matters When Training Matters Most: The Successful Field Experience Meghan C. McCombs, M.Ed. M. Thea Showstack, M.Ed. University of Massachusetts - Boston

2. Introduction • Purpose: to investigate what was important for both interns and practicum students in their field experiences. • Little research has been specifically conducted in the field of school psychology with respect to supervision (Harvey & Struzziero, 2008) • Pilot Study

3. Population Sample • Participants: former and current school psychology students of the University of Massachusetts, Boston. • N=16 students (3 male, 13 female) • At minimum, completion of semester-long practicum • 2 students also completed internship

4. Population Sample & methodology • Institutional Review Board approval was obtained • Participants were not excluded based on: • age • Gender • socioeconomic status • cultural affiliation. • Respondents must have been able to: • read English • have access to email • be able to use a computer with an internet connection • The typical participant was a Caucasian female, over the age of 20.

5. methodology, continued • Short online survey • Sent to past & present students via email • Survey based on the work of Barbara Fiscetti (2006) • Examined process & content issues in supervision • Likert-type scale • Anonymous (survey program does not track users with “cookies”)

6. Results – Practicum Students • Most reliable & valid data came from the practicum student results (N=14) • Items identified as “critical” for practicum students: • Ready access to their site supervisor • Supervisor’s willingness to help • Supervisor to support the student in conflicts with school staff/parents. • Other “very important”  “critical” factors: • Supervisor having positive relationships with school staff • Supervisor provides supplementary education • Supervisor shares a similar view as to the purpose of the field • Supervisor empathy with the student • Instruction from supervisor as events occur • A collaborative relationship

7. Results – Practicum Students, Cont’d • Practicum students identified that they did not feel it was important to spend time off site with their supervisor • More than half of participants identified it as “important” to have regularly scheduled supervision, 28% as somewhat or not important, and 14% as very important or critical.

8. Data, 1 • It is _____________ that my practicum supervisor is readily available to discuss problems and concerns.

9. Data, 2 • It is _____________ that my practicum supervisor supports me when I have a conflict with school staff or parents.

10. Data, 3 • It is _____________ that my practicum supervisor views our relationship as collaborative.

11. Data, 4 • It is _____________ that my practicum supervisor has a similar view as to the purpose of the field.

12. Data, 5 It is _____________ that my practicum supervisor spends time with me outside of placement.

13. Data, 6 • It is _____________ that my practicum supervisor and I have regularly scheduled meetings with a defined structure and agenda.

14. Results – Interns • All interns report wanting: • Supervisor to keep them informed of school/system issues (“important”“very important”) • Supervision as events occurred (“important””very important”)

15. Conclusions • Practicum students desire more structured experiences and opportunities for modeling their skills and direct support • Practicum students & interns both agreed that the supervisor/supervisee view of the purpose of the field were important • Interns indicated that they wanted their supervisor to keep them up-to-date on system/school-wide issues. This is possibly due to the amount of time spent in the system, and the difference in responsibilities • All students worked either part- or full-time during their field experience • Helpful for supervisors to be aware of this

16. Future Research • Current limitations • Small N - interns • Future research – focus on: • larger sample size of practicum & internship students • participants from other school psychology training programs • distinction of experiences in both types of practica offered with most training programs—assessment versus intervention practica • factors surrounding the management of multiple responsibilities (e.g. the sensitivity of supervisors to the supervisee’s work schedule, etc.)

17. References • Fiscetti, B. (2006). Unpublished Manuscript. Westport, Connecticut Schools, Westport, CT. • Harvey, V., Struzziero, J. (2008). Professional Development and Supervision of School Psychologists: From Intern to Expert (Second ed). Thousand Oaks, CA: Corwin Press. • Kovaleski, J. (2007). Response to intervention: Considerations for research and systems change. School Psychology Review, 36, 638-646. • McIntosh, D.E., & Phelps, L. (2000). Supervision in school psychology: Where will the future take us? Psychology in the Schools, 37 (1), 33-38. • Phelps, L., & Power, T. (2008, January). Integration of educational and health services through comprehensive school-based service delivery: Commentary on special issue. Psychology in the Schools, 45, 88-90. • Shriberg, D., Bonner, M., Sarr, B., Walker, A., Hyland, M., & Chester, C. (2008). Social justice through a school psychology lens: Definition and applications. School PsychologyReview, 37, 453-468. • Sugai, G., & Horner, R. (2006). A Promising Approach for Expanding and Sustaining School- Wide Positive Behavior Support. School Psychology Review, 35, 245-259. • Tarquin, K.M., & Truscott, S.D. (2006). School psychology students’ perceptions of their practicum experiences. Psychology in the Schools, 43 (6), 727-736.

18. Acknowledgements • Dr. Joan A. Struzziero, Ph.D., NCSP • Dr. Virginia Smith-Harvey, Ph.D., NCSP • Angela Piranosian, M.Ed. • Shana Gleason, M.Ed. • Rebecca Rogowski, M.Ed.

19. Discussion Questions • Was anything surprising about the results? • How can you apply this information to your site? • What more would you want to know with regard to supervision of students in the field of school psychology? • Considering that the purpose of the profession was seen as a critical point, how can we use this to inform placements? • Given the views of supervision by practicum students, should we change what is done?