Lacey Pomerantz’s research while affiliated with University of Denver and other places

Clinical supervision is a functional competency for health service psychologists, but how supervisor competency develops through coursework is not yet well understood. This study is the first to investigate the state of supervision training in American Psychological Association (APA) accredited school psychology doctoral programs. Descriptive results of a survey of course instructors (N = 23) and a systematic qualitative analysis of syllabi (N = 15) are reported, with a focus on characteristics of course instructors; course content and instructional methods; and the alignment of syllabi with APA (2015) supervision competency domains (i.e., their coverage, and evaluation). Findings indicate that instructors had limited supervision training and syllabi focused on clinical supervision but also issues specific to supervision in school psychology (e.g., systems-level change in schools, and the multifaceted school psychologist role). Only some syllabi indicated applied supervision practice opportunities, with few techniques to support these experiences. Coverage of the APA (2015) supervision competency domains of Diversity; Professionalism; and Professional Competence Problems were limited in their coverage and evaluation. Implications of these findings are discussed.

Compared to the general student population, gender and sexual minority (GSM) students are at increased risk of low academic achievement, poor attendance, and not completing high school with their cohort. One construct that has the potential to identify GSM students at increased risk for negative educational outcomes is school engagement. Based on self-report data from 411 middle and high school GSM students who attended community sexual minority youth support programming, this study utilized statistical stepwise regression to develop a model of behavioral and demographic variables that predicted a sexual minority student’s engagement with school. Confirmatory hierarchical regression found that school grades, feeling unsafe, and presence of a school-based Gay/Straight Alliance support group accounted for 31% of the variance seen in student school engagement scores. Recommendations for supporting the engagement of GSM students and future research are given.