ABSTRACT
Clinical supervision can contribute to professional development, work-related stress management, self-care, professional satisfaction, and clinical competence across the career lifespan. Even though defined as a core professional competency, supervision in school psychology in particular lacks a sufficient research base to fully guide practice. The introduction of the Developmental, Ecological, Problem-solving (DEP) supervision model has provided a comprehensive framework that is specific to school psychology, addressing its unique and diverse professional roles and the school setting. Integrating developmental, ecological, and problem-solving perspectives on school psychology practice and supervision, DEP has defined behavioral markers (specific supervisory actions and processes) for contemporary best practices that can guide supervision from preservice field work through veteran practice. From constructive feedback to targeted remediation plans, clinical supervision is tasked with both support and gatekeeping functions. Implications of a developmental career lifespan approach to clinical supervision include establishing structures to increase access to supervision at all levels of practice, designing innovative programs to support training in supervisory skills for graduate students and credentialed psychologists, and increasing research efforts on school psychology supervision practices as applied across the professional developmental continuum.
