The incidence and experience of exceptional, adequate, inadequate and harmful supervision among qualified educational psychologists in the United Kingdom

Supervision is increasingly recognised as an essential component of good practice in psychological professions. The present study aimed to assess the quality of supervision that qualified educational psychologists (EPs) are receiving in the United Kingdom (UK), using an online mixed-methods questionnaire. Of the 220 EPs who participated in the study, 85.3% identified as currently receiving adequate supervision, 28% identified as currently receiving exceptional supervision, 18.3% identified as currently receiving inadequate supervision and 3.7% identified as currently receiving harmful supervision. Categories were non-mutually exclusive such that a participant could self-report experiencing multiple types of supervision with the same supervisor. Receiving adequate supervision was positively associated with having supervision monthly or more frequently, keeping a supervision record and use of a supervision policy. Use of a supervision model was positively associated with exceptional supervision. Supervisors being trained in supervision was positively associated with adequate and exceptional supervision and negatively associated with inadequate supervision. Supervisor actions and inactions described by participants as impacting their supervision experiences across quality categories related to supervision processes, qualities of the supervisory relationship, supervisor skills and supporting supervisee professional development. Implications for the supervision practice of EPs and further research areas are discussed.