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Title: Enduring supervision : a study of trainee educational psychologists' experiences and understandings of their supervisory relationships
Author: Shaldon, C. S.
ISNI:       0000 0004 5991 3488
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2015
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The aim of this study is to explore the experiences and understandings of the supervisory relationship (SR) from the perspective of Trainee Educational Psychologists (TEPs) across their three years of doctoral training. This is an area of focus which has been under-researched in the educational psychology literature, despite the recognition that supervision plays a key role in the learning and development of psychologists. Semi-structured interviews were carried out with seven newly qualified Educational Psychologists (EPs) who had graduated from the same training course six months previously. The data was analysed using Interpretative Phenomenological Analysis (IPA) and four overarching concepts were identified: 'constructing the supervisory relationship'; 'process of learning in the supervisory relationship'; 'the dynamics of difficult supervisory relationships' and 'making sense of the journey'. The findings showed a wide experience of the supervisory relationship ranging from an 'enduring' legacy of reflexive practice to the 'enduring' of a dysfunctional dynamic. Implications of the findings for all stakeholders - supervisor, supervisee, training course, Educational Psychology Service (EPS) - are discussed, with reference to existing research, models and theory.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psych.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available