Abstract

Towards a Comprehensive Supervision Structure: The role of Peer Supervision for the Lifelong Development of the Sport and Performance Psychology Professional

Presenters:
Adam ONeil, Pinnacle Performance Center, USA

Theme: Professional development and mentoring

Poster Number: 138

Program ID: POS-2

Presentation: October 4, 2013 5:30 pm - 7:00 pm

Room: Napoleon

Abstract:

Direct supervision is an essential component to the professional development of graduate students both during and after graduate training. While the theoretical foundations of direct supervision are well documented in general psychology (e.g., Falender et al., 2004) as well as sport and performance psychology (e.g., Anderson & Williams-Rice, 1996) literature, similar foundations of peer supervision are less substantiated (Granello et al., 2008). This discrepancy is justified due to the central nature of direct supervision for both academic training and for post-graduation credentialing (e.g., AASP-CC certification, professional licensure, etc.). However, peer supervision provides various benefits to lifelong development, not only professionally (e.g., Ladany et al., 1996) but also personally (e.g., Van Raalte & Anderson, 2000). Three aims of this poster are to summarize and to introduce the audience to peer supervision theoretical bases (e.g., Loganbill et al., 1982; Akhurst et al., 2006); to examine the costs and benefits of both direct and peer supervision in training and in post-graduate professional experiences; and to introduce a conceptualization of peer supervision by utilizing sport psychology service delivery theory (Poczwardowski et al., 2004). The authors will recommend ways that peer supervision can complement direct supervision during and following graduate training; present ideas on the role of peer supervisors in the ongoing refinement of AASP certification guidelines and requirements; and provide the audience with first-hand accounts of how each author has benefitted from professional peers during and following graduate training. The audience will receive a handout that is designed to identify various supervisors in their own training and professional experiences. We hope to spark discussion on the application of peer supervision theory and research to the lifelong development of professionals in sport and performance psychology, and to encourage students and professionals alike to identify and utilize direct and peer supervision in their training and practice.

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