Learning from supervisor experience of increased virtual supervision for educational psychologists

Abstract

ABSTRACT This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were supervising a range of EP positions and contributed to the online semi-structured questionnaire, which focused on supervision delivery, opportunities, challenges, and contextual factors. The responses were analysed using thematic analysis, with a number of themes identified. Key conclusions related to value of supervision, differences in supervisory practice, adequate experience, and support for TEP development and competence including newly qualified EPs, emotional impact of supervising while working remotely, supervisor and supervisee wellbeing, and technological considerations. Implications for practice are explored.