The supervisory working alliance and self-efficacy of school psychology graduate interns
Abstract
Limited research is available regarding the supervision of school psychologists. The supervisory working alliance, which consists of a bond and agreement on tasks and goals, has been identified as an important factor in supervision and has been linked to various trainee outcomes in the counseling and clinical psychology literature. The purpose of this study was to examine the relationship between the supervisory working alliance and the self-efficacy of school psychology interns. Other sources of efficacy information, such as supervisor modeling and prior training hours, were explored. School psychology interns from across the United States (N = 108) completed an internet survey to investigate the ability of the supervisory working alliance to predict the self-efficacy of school psychologists. Results of a series of hierarchical multiple regression analyses indicated that the supervisory working alliance significantly predicted overall school psychology self-efficacy and self-efficacy within each domain of school psychology functioning. Prior training hours was not related to self-efficacy. Supervisor modeling predicted counseling and intervention/consultation self-efficacy. Results suggest that the theory of the supervisory working alliance can be applied to school psychology supervision.
Subject Area
Educational psychology|Psychology
Recommended Citation
Trangucci, Karen A, "The supervisory working alliance and self-efficacy of school psychology graduate interns" (2013). ETD Collection for Fordham University. AAI3560864.
https://research.library.fordham.edu/dissertations/AAI3560864
