School Psychology Forum

Topics in Training and Supervision
Volume 7, Issue 1 (Spring 2013 )

Editor: Steven R. Shaw

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  • Making the Invisible Visible: Understanding Social Processes Within Multicultural Internship Supervision

    Sherrie L. Proctor & Margaret R. Rogers

    pp. 1-12

    ABSTRACT: Despite a clear need, few resources exist to guide field-based multicultural internship supervision practices in school psychology. This article draws on literature from counseling and clinical psychology and related disciplines to ground and define multicultural internship supervision within the context of school psychology professional practice. We delineate factors that influence the quality of multicultural supervision relationships—particularly those between interns of color and White supervisors—including power, racial microaggressions, relational safety, supervisory working alliance, and intern empowerment. We also identify implications for field-based internship supervisors who endeavor to initiate and maintain research-supported multicultural supervision practices with their interns.

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  • Mega-Analysis of School Psychology Blueprint for Training and Practice Domains

    Matthew K. Burns, Rebecca Kanive, Anne F. Zaslofsky, & David C. Parker

    pp. 13-28

    ABSTRACT: Meta-analytic research is an effective method for synthesizing existing research and for informing practice and policy. Hattie (2009) suggested that meta-analytic procedures could be employed to existing meta-analyses to create a mega-analysis. The current mega-analysis examined a sample of 47 meta-analyses according to the School Psychology: A Blueprint for Training and Practice III domains (Ysseldyke et al., 2006), tiered level of support, and grade level. Findings support the effectiveness of school psychology services across the Blueprint domains, tiered levels of support, and grade level. However, the effect size was smallest for systems interventions (median d 5 .15), and there was limited research regarding the effect of assessment data on student outcomes.

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