Implementation of psychological services
In some instances, supervision is known as the “signature pedagogy” of psychology and often presents essential prospects for skill augmentation, development, and learning. Implementation of school psychological services can be supervised by evaluating the overall quality and positive impact of psychological services in a school setting. Supervisors should access the rate of positive feedback from the psychologist’s clients to determine whether their services were exemplary. The implementation of psychological services should be done effectively and efficiently. Therefore, supervisors should ensure that school psychologists use their data-based decision-making skills to offer evidence of the influence of their services on the social and academic well-being of students in a school setting.
Supervisors can ensure effective implementation of psychological services by ensuring supervisors comply with state and federal guidelines on implementing psychological services (Harvey et al., 2010). Supervisors should therefore ensure that psychologists report data related to graduation rates, achievements in several disciplines, occurrences of bullying frequency of any class disruptions, drug and alcohol use in school, etc. With these reports, psychologists can keep up with their professional requirements while delivering services to students. The best way supervisors can supervise the implementation of this service is by consistently asking for the said data to ensure psychologists are up to date on students’ current academic and social progress.
Supervisors can also supervise implementation by supervising and managing the depth and breadth of psychological services in a school. This can be done by ensuring broad screening for academic, behavioral, and social-emotional risks, and reasons that add to those risks helps recognize the deterrence and intercession agendas necessary (Harvey & Pearrow, 2010). Supervision of psychological services implementation is essential because it ensures the effective and efficient delivery of psychological services in a school setting. This, in turn, provides the academic and social development of students.
References
Harvey, V. S., & Pearrow, M. (2010). Identifying challenges in supervising school psychologists. Psychology in the Schools, 47(6), 567-581.
Harvey, V. S., Amador, A., Finer, D., Gotthelf, D., Hintze, J., Kruger, L., … & Wandle, C. (2010). Improving Field Supervision through Collaborative Supervision Institutes. Communiqué, 38(7), 22-24.