Identifying and Responding to Problematic School Psychology Supervisees: The Evaluation Process and Issues of Impairment

Author： Lamb Douglas H Swerdlik Mark E

Publisher： Haworth Press

ISSN： 0732-5223

Source： The Clinical Supervisor, Vol.22, Iss.1, 2004-07, pp. : 87-110

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Abstract

Identifying and responding to problematic supervisee behavior in a practice setting is a difficult challenge for clinical supervisors. This article identifies trainee transitions associated with shifting from an academic to a practice setting, as well as suggestions on how training personnel can address transition stresses. Then, several conceptual, procedural, and format considerations associated with the evaluation of school psychology trainees and postgraduate supervisees are described. Professional impairment is then defined and distinguished from problematic behavior. Setting expectations, trainee rights, and other due process considerations are then reviewed. Finally, issues associated with responding to impairment are described, including proactive measures designed to minimize difficulties with the evaluation process.