Psihološka obzorja / Horizons of Psychology, 26, 54–60 (2017)
© Društvo psihologov Slovenije, ISSN 2350-5141
Povzetki s konference / Conference abstracts
CC: 3410
UDK: 159.9-075
1. konferenca o supervizirani praksi psihologov
Ljubljana, 25. – 26. avgust 2017
Supervizirana praksa je učinkovit način zagotavljanja visoke kakovosti psiholoških storitev. Uspešno zaključena supervizirana 
praksa, med katero psiholog začetnik razvije vse kompetence, potrebne za opravljanje psihološke dejavnosti, je eden od kriterijev 
za pridobitev Evropskega certifikata iz psihologije – EuroPsy. V različnih državah so prisotni različni modeli supervizirane 
prakse, mentoriranje poteka na različne načine, tudi usposabljanja za mentorje se razlikujejo. Namen konference je predstaviti 
trenutno stanje na področju supervizirane prakse v različnih evropskih državah ter izmenjati znanja in dobre prakse. Cilj 
konference je tudi ustvariti temelje za nadaljnji razvoj in poenotenje supervizirane prakse psihologov v Evropi.
Anja Podlesek
predsednica organizacijskega odbora
The 1st Conference on Supervised Practice of Psychologists
Ljubljana, Slovenia, August 25–26, 2017
Supervised practice for novice psychologists represents an effective way of ensuring the provision of high quality psychological 
services. Successfully completed supervised practice during which all the necessary competences are developed is one of the 
criteria for obtaining the European Certificate in Psychology – EuroPsy. Different models of supervised practice are present 
in different countries, and there are differences in supervisors’ practice and training. The aim of the conference is to present 
the current state of affairs in supervised practice and to exchange the expertise and good practice between different countries. 
The conference also aims to set the ground for future developments and harmonization in the field of supervised practice of 
psychologists in Europe. 
Anja Podlesek
Chair of the Organizing Committee
Uredila / Edited by
Anja Podlesek
55
EuroPsy and supervised practice in the 
education of European psychologists
Ingrid Lunt
Department of Education, University of Oxford, Oxford, UK
Former chair of EuroPsy EAC
Supervised practice is an essential and integral part of the 
EuroPsy standard for education and training of psychologists. 
This is partly a question of quality, and partly of competence. 
Psychologists need to provide evidence of their competence 
to practise, and this requires supervised practice. There are 
now 21 countries which have approved National Awarding 
Committees (NACs) and are therefore entitled to award the 
EuroPsy certificate. At the launch of the EuroPsy scheme in 
2010 there was a diversity of practice in educational require-
ments across European countries, reflecting different his-
tories, traditions and professional contexts. The majority of 
countries had no tradition of supervised practice as a require-
ment for newly qualified psychologists. The EuroPsy standard 
has succeeded in bringing greater convergence in aspirations 
and expectations of professional education for psychologists. 
This presentation will present the EuroPsy framework and 
requirements for supervised practice with a particular focus 
on the competencies framework.
Supervised practice in Portugal: Past, present 
and future challenges
Sara Bahia
Faculty of Psychology, University of Lisbon, Lisbon, Portugal; 
Order of the Portuguese Psychologists
EuroPsy NAC Portugal
All Portuguese psychologists have had at least one year of su-
pervised practice and supervisors have at least 5 years of pro-
fessional experience. This was the first challenge the Order 
of the Portuguese Psychologists had to face in its beginning 
in 2010 regarding supervised practice to guarantee that all its 
members have had it. Once the law was established and im-
plemented, the present and the future challenges now reside 
in the training of supervisors and the guarantee of quality of 
continuous professional development for all.
Supervised practice of psychologists in France
Francine Corman
Association Française des Psychologues de l’Éducation Nationale, 
Montfort-sur-Meu, France
EuroPsy NAC France
For various reasons, the implementation of Europsy certifi-
cations is difficult in France. However, to date, the training 
of Europsy supervisors has proved to be a great experience, 
meeting people who are open and engaged. This workshop 
presents the approach of our national committee, which led 
to the construction of a specific training of supervisors in 
France.
Supervised practice as a key element in 
the training of health care psychologists 
in Belgium: Professional internship of 
psychologists designed on the basis of a profile 
of professional competences required to meet 
mental health care needs in the context of a 
stepped care model 
Nady Van Broeck
Catholic University of Louvain, Louvain, Belgium; Belgian 
Federation of Psychologists
Chair of EuroPsy S-EAC Psychotherapy
Only very recently the application of scientific psychology 
in health care in Belgium has been legally regulated. The 
profession of clinical/ health care psychologist is recognized 
as a health care profession including a legally regulated ti-
tle and the requirement of a legal license to practice (Min-
istry of health, 2016). The minimum training requirement 
for recognition and practice correspond to the Europsy 5+1 
training route (Lunt, Peiró, Poortinga & Roe, 2015, EuroPsy: 
Standards and quality in education for psychologists) with a 
Master’s degree in psychological sciences followed by mini-
mum one year of supervised practice in accredited internship 
institutions. At the moment, academics, professionals and 
policy makers are in a process of operationalization of the 
content and the formal parameters of the year of supervised 
practice. Mental health care needs in the context of a stepped 
care model are taken as the basis of a model of required com-
petencies that psychologists active in health care need to ac-
quire (Superior health council, 2015, Advisory report of the 
Superior Health Council no. 9194: Definition and compe-
tency profile of the clinical psychologist in Belgium). The op-
erationalization of the content and the formal parameters of 
the supervised practice in the year of professional internship 
of the clinical/ health care psychologist trainee will be based 
on this competency profile. In this contribution the mental 
health care needs, competency profile and preliminary ideas 
on the supervised practice will be discussed. 
Supervised practice and supervisor training in 
Poland
Beata Krzywosz-Rynkiewicz
University of Warmia and Mazury in Olsztyn, Olsztyn, Poland; 
Polish Psychological Association
EuroPsy NAC Poland 
In Poland psychologists are educated in traditional (5 years) 
as well as Bologna system. Apart of theoretical program, 
students are obliged to have an internship as an introduc-
tory professional field training during university education. 
Generally it is one or two months practice organized by uni-
versity or students themselves in state or state-power institu-
tions. There is not practice program established in advance 
but students participate in regular institution’s activities un-
der supervision. Master degree in psychology is the permis-
sion to start the job practicing. One-year supervised practice 
Povzetki s konference / Conference abstracts
56
is not included as obligatory to have a license for practicing. 
Generally practice is a part of starting the work in the pro-
fession and supervision is rather informal support. It is also 
not finished with any formal assessment. However the prac-
tice under supervision is a part of professional development 
in different psychological subdisciplines, e.g. education, 
clinical psychology, psychotherapy. It is structured part of 
requirement to get specialist permission. Current challenges 
for Polish Psychological Association is to build a system for 
one-year practice for basic EuroPsy certificate: (1) to collect 
and train supervisors, (2) to prepare general structure of the 
practice and suggested ways of cooperation between supervi-
sor and trainee. The sensitive but important practical problem 
is to clarify finance issues of the process.
Supervised psychologists’ practice in Lithuania: 
recent changes and challenges
Rytis Pakrosnis
Psychology Department, Faculty of Social Sciences, Vytautas 
Magnus University, Kaunas, Lithuania; Lithuanian Psychological 
Association
EuroPsy NAC Lithuania
The intensive movement towards legal regulation and set-
ting of high standards for psychologists’ practice has start-
ed in Lithuania, following several important changes: new 
generation of active members came into governance of the 
Lithuanian Psychological Association and took an active part 
in political processes, the EuroPsy NAC of Lithuania was 
established and EuroPsy diplomas are being awarded since 
2014, awareness of the importance of professional psycholo-
gists in the development of society has grown on all levels, 
professionalism of psychologists has become a part of public 
opinion, several projects of the law of psychologists’ profes-
sional practice have been prepared and the latest one is under 
consideration in the Parliament. These developments natu-
rally bring new challenges and responsibilities for the psy-
chologists’ community. The establishment of the supervised 
practice system (which has been lacking in Lithuania), being 
one of the key elements of the EuroPsy, is one of the strate-
gic objectives for the Lithuanian Psychological Association 
at the moment. Main issues, such as preparation of profes-
sional supervisors, creating the adequate net of supervisors 
in all regions of the country, making supervisions affordable 
for young professionals just starting their careers will be dis-
cussed in the presentation along with possible solutions and 
our further steps. 
Supervised practice and supervisor training in 
Estonia
Peeter Pruul
Union of Estonian Psychologists, Tartu, Estonia
EuroPsy NAC Estonia
The presentation gives a short overview of supervised 
practice and supervisor training in Estonia and reflects on 
what is running smoothly, what are the challenges and where 
further developments are needed.
Finnish supervised practice for psychologists
Juha Holma
University of Jyväskylä, Jyväskylä, Finland
EuroPsy NAC Finland
Finland has a long tradition of supervision. This presentation 
will outline experiences of training psychologists in Finland 
and the regulation of the profession as well as will inform 
the development of supervised practice as an integral part of 
training and ongoing professional development.
Supervised practice and supervisor training in 
Sweden
Bengt A. Persson
Linnaeus University, Växjö, Sweden; Swedish Psychological 
Association
EuroPsy NAC Sweden
In Sweden, psychologist students learn basic psychotherapy 
and have clients, under supervision of authorized supervi-
sors, 60–120 hours in groups of four. In organizational psy-
chology and psychological assessment, most universities 
have practical elements, under supervision. After completing 
the psychologists programme (MSc), there is a mandatory 
supervised year of practice, Practical Services for Psycholo-
gists, PSP, after which authorization is given by the National 
Board of Health and Welfare. Many public employers have 
designated PSP-appointments; others arrange temporary 
appointments to fill in vacancies. PSP supervision require-
ments are 1 h/week given by an authorized supervisor with a 
minimum of 3 years fulltime work in the PSP field after au-
thorization. Most employers have ambitious programmes for 
PSP. The Swedish Psychological Association, SPA, and some 
universities provide non-mandatory training for supervisors. 
In psychotherapy, after authorization, there are three-year, 90 
credits programmes that give authorization as psychothera-
pists, and one-year, 30 credits formal supervisor programmes. 
There are no formal supervisor educations in other domains 
of psychology, however. SPA provides a five-year, 45 credits 
programme for specializing in all fields of psychology. This 
includes mentorship and in some fields supervised practice is 
mandatory. For those who do not specialize, many employers 
provide supervision in clinical work; this is not mandatory, 
however. In conclusion, there is a lack of supervisor training 
programmes, and no interest from authorities and universi-
ties, in most fields of psychology.
Supervised practice of psychologists in Italy: a 
shared ethical obligation and an opportunity 
for building a strong professional identity
Alessandro De Carlo
LUMSA University of Rome, Rome, Italy; Venetian Chamber of 
Psychologists, Italian Chamber of Psychologists
EuroPsy NAC Italy
In Italy, with the exception of a mandatory supervised one-
year internship at the end of the studies, supervised practice 
Povzetki s konference / Conference abstracts
57
is not a legal obligation for psychologists. In fact, Italian law 
focuses mostly on the requisites for entering the Chamber of 
Psychologists. Nevertheless, supervised practise, especially 
in the clinical area, is common, mostly among psychother-
apists. Supervision is mentioned in the Ethical Code of the 
Italian Federation of Psychotherapists’ Associations, which, 
however, is not mandatory as those associations are private 
entities. In the Ethical Code of Italian Psychologists, which, 
instead, is mandatory by law, is present the concept of “knowl-
edge and conscience”: the law gives to every psychologist the 
freedom to choose how to practice, but they are expected to 
understand when they are not able to perform a task and/or 
when they need help, and they can be subsequently judged by 
the Chamber if they fail in this evaluation. The legislator also 
showed to be in favor of supporting supervised practice as it 
can be part (both as supervisor and as supervised) of the man-
datory yearly training. Given the Italian legal system and tra-
dition it is important to actively promote supervised practice 
among clinical psychologists and psychotherapists as well as 
among those in other fields in which supervision is not as 
widespread yet. This not just in order to improve the quality 
of the performances offered and the health and well-being 
of psychologists but, as recent literature highlights, also to 
increase personal responsibility, which directly affects work 
engagement and job satisfaction.
Supervision in Malta
Benjamin Gatt
Malta Chamber of Psychologists, Gzira, Malta
Supervision in Malta has developed vastly in the past decades 
but it still faces its challenges. This presentation will take a 
look at the current situation of supervision in Malta. It will 
first start off with the presenter’s personal experience of be-
ing both a supervisee but also a supervisor to undergraduate 
students on placements. Then it will expand on the situation 
in Malta by explaining in detail the present situation and the 
challenges for the future. 
Supervised practice in the education and 
training of psychologists in the UK
Ingrid Lunt
Department of Education, University of Oxford, Oxford, UK
Former chair of EuroPsy EAC
The education and training for professional psychologists in 
the UK is an example of early ‘specialisation’ or differentia-
tion. The requirement for Chartered status (qualification to 
work as a psychologist) is six years, normally in a “3+3” for-
mat (3 years Bachelor plus 3 years doctorate or Masters plus 
supervised practice/experience). At the end of the 6 years, 
psychologists are qualified to work in one field, as a clinical, 
educational, occupational etc psychologist (there are seven 
recognised and protected titles). For clinical psychologists the 
education and training route is 3 years Bachelor degree, fol-
lowed by 3 year DClin Psy doctorate degree which integrates 
supervised practice with university study and research. All 
supervisors receive training, provided by the university, and 
also by the British Psychological Society. This presentation 
will describe the arrangements for clinical psychology.
Supervised practice of psychologists in Croatia
Ivanka Živčić-Bečirević
University of Rijeka, Rijeka, Croatia
EuroPsy NAC Croatia
The presentation will describe the organization of the su-
pervised practice of psychologists in Croatia, as well as the 
organization of the written and oral exam that all the super-
visees need to pass after one year practice and before getting 
licenced by Croatian Psychological Chamber. The written 
exam includes the knowledge about the Law of Psychology 
and Psychological Code of Ethics. At the oral exam the basic 
competences in the field where they have practiced are as-
sessed. The presentation will also include the results of the 
evaluation of supervised practice. After they pass the exam, 
the supervisees evaluate their satisfaction with their mentors, 
as well as the importance and achieved level of basic psycho-
logical competences. The problems faced in the organization 
of the supervised practice, e.g. motivation and education of 
supervisors, will be described. Plans for future improvement 
will also be discussed, e.g. organization of the supervision 
of supervisors, meetings with supervisees to exchange their 
experiences. There is a plan to conduct a survey for mentors 
to investigate their needs. The results will be used in the de-
velopment of the training program for supervisors, besides 
the experience of good practice from other countries.
Supervised practice and supervisor training in 
Czech Republic
Lenka Šulová
Katedra psychologie, Filozofická fakulta Univerzity Karlovy, 
Praga, Czech Republic
EuroPsy NAC Czech Republic
The author will briefly introduce to the audience the preparation 
of a group of mentors that was formed within the frame of 
Europsy. She will explain the difference between mentor and 
supervisor in the Czech Republic. The collaboration between 
the NAC Czech Republic committee with this expert group of 
mentors and the current questions and problems concerning 
their work will be described. She will then introduce the 
listeners to the history of supervision in the Czech Republic 
and with the current state of supervisor work in the areas of 
healthcare, social service and prison service. In the conclusion 
of the presentation, she will introduce a concrete example of 
obtaining necessary education in the field of psychotherapy.
Povzetki s konference / Conference abstracts
58
Supervised practice and supervisor training in 
Norway: Building a tradition for supervision
Eva Danielsen  
Norwegian Psychological Association, Oslo, Norway
The Norwegian Psychological Association has about 9,000 
members. The coverage of psychologists in Norway is good. 
Our members have at least 6 years university education and 
training in psychology. Integrated in these 6 years is about 
one year of supervised practice. The supervised practice 
takes place both in university clinics and in hospitals. In 1959 
the Norwegian Psychological Association decided to have a 
specialist education program. And from the start, supervision 
and supervised practice was recognised as important in the 
education of specialists. Today you have to have 240 hours of 
supervision during 5 years of practice to become a specialist. 
The program and the supervision are, as a rule, financed by 
the psychologist’s employer. Our supervision tradition under-
lines empowering, reflection, support and development of the 
psychologist. In addition to our develop-focused tradition, the 
supervisors in our specialist training have in recent years got 
the responsibility to assess the psychologists’ competences, 
against the learning objectives for the relevant specialization. 
This is an area where supervisors have expressed a need for 
more support. The Norwegian Psychological Association is 
now planning short courses around the country to help super-
visors in assessment and competence planning.
Supervised practice and supervisor training in 
Slovenia
Vlasta Zabukovec
Department of Library and Information Science and Book Studies, 
University of Ljubljana, Ljubljana, Slovenia; Department of 
Psychology, University of Primorska, Koper, Slovenia
EuroPsy EAC
The supervised practice in Slovenia is not implemented yet. 
From year 2009 there were some attempts with the aim to 
test how could supervised practice fit in several areas of psy-
chological work. These tests confirmed that there is interest 
among Slovenian psychologists to establish supervised path 
for novice psychologists. Psychologists who we engaged in the 
mentioned projects realized that supervised practice is a per-
fect opportunity to raise the standards of professional work. 
It is important to mention that in Slovenia only three fields of 
practice are regulated with a traineeship period: health care, 
education, and social welfare. So, the major challenge is an 
implementation of supervised practice in all fields of practice 
and to develop a sustainable system. Precise guidelines were 
developed to manage the main aspects of supervised practice: 
the supervisory relationship in supervised practice, supervi-
sion of supervision, trainings, web platform, financing, and 
promotion of supervised practice. The implementation of the 
system is in a beginning phase.
Supervised practice: The door to begin 
successful professional career
Monishankar Singha
Psihološke storitve, Monishankar Singha s.p., Ljubljana, Slovenia
During the studies at the university, psychologists do not get 
enough practical knowledge for their future career. Their 
head is full with all or different kinds of theories, but they do 
not have a lot of practical knowledge and skills and are not 
prepared well for work with clients. In the job market, this 
represents an obstacle for them when trying to get a proper 
job. Many times, they lose their touch in their own field of 
study as they search for the job and the time goes by. They 
may not even search for the job they were dreaming about any 
more. In this point, supervised practice opens an opportunity 
for a new career starter to start working in his/her preferred 
field of study. Therefore supervised practice is a new door for 
a beginner.
Four guiding principles for the supervisory 
relationship
Aisling McMahon
School of Nursing and Human Sciences, Dublin City University, 
Dublin, Ireland
While supervision has always been a core part of psychology 
training, the value of post-qualification, career-long supervi-
sion is gaining increasing recognition within the psychology 
profession. This is welcome as the regular consultative and 
reflective space offered by supervision has a key role in sup-
porting psychologists’ continued personal and professional 
development, in facilitating greater professional competence 
and resilience over the long term, and ultimately promoting 
better client welfare. While there is limited evidence to date 
of direct benefits for clients, supervisees report many pro-
fessional benefits from engaging in supervision. However, 
the quality of the supervisory relationship is important for 
practitioner development, supervisees reporting difficult su-
pervisory relationships and significant levels of concealment 
regarding their work within poor supervisory alliances. This 
indicates the importance of close consideration of this col-
legial relationship, and its particular ethical and professional 
complexities. Based on a reflective analysis of the author’s 
supervisory practice, and also drawing from theory and re-
search, four guiding principles are presented for the supervi-
sory relationship. These are: offering emotional presence and 
sensitivity; valuing both vulnerability and competence; offer-
ing knowledge and experience with humility; and developing 
a relationship to support continued personal and professional 
growth. In conclusion, the importance of supervisor training 
is highlighted, to develop specific competence in supervisory 
practice.
Povzetki s konference / Conference abstracts
59
Use of experiential learning for adding new 
methods for supervised practice
Vlasta Zabukovec
Department of Library and Information Science and Book Studies, 
University of Ljubljana, Ljubljana, Slovenia; Department of 
Psychology, University of Primorska, Koper, Slovenia
EuroPsy EAC
Experiential learning is a way of learning with a transfor-
mation of individual experience, where specific transactions 
between person and environment occur. Experiential learn-
ing is a holistic and continuous process which requires the 
resolution between dialectically opposed modes of adaptation 
to the world. The spiral of experiential learning leads through 
different, but interconnected steps. Two of them – concrete 
experience and abstract conceptualization – belong to the di-
mension of receiving information. The other two – reflective 
observation and active experimentation – are those which are 
related to transformation of information. Experiencing, re-
flecting, integrating and implementing are the main activities 
in a process of creating knowledge. Different learning meth-
ods could be applied into each learning activity, like role-
playing, analyzing, planning, reflecting, reading, imagining, 
deciding, etc. Supervised practice is one big learning activ-
ity, with several specific and process oriented learning activi-
ties, where individual experience should be transformed into 
knowledge. Supervised practice is a context where different 
methods of experiential learning could be implemented with 
the aim to stimulate individuals’ cognitive and affective proc-
esses.   
What to develop and what to assess in 
supervision?
Per Atle Straumsheim
Norwegian Psychological Association, Oslo, Norway
EuroPsy S-EAC Work & Organisational Psychology
Supervised practice was early implemented in the training 
program for psychologists in Norway, regardless of the area 
of practice. Inherited from psychotherapeutic training, super-
vision has traditionally focused on personal development and 
relational aspects of the psychologist’s work. In later years, 
there has been put more emphasis on the role of the super-
visor as an assessor of professional development, according 
to the learning objectives of the educational program. The 
Norwegian Psychological Association (NPA) has the respon-
sibility for psychologists’ specialist education in Norway. To 
investigate how supervisors have taken on the new role of 
assessing professional development, we performed a survey 
targeting all those recognized as supervisors. A representa-
tive sample (N = 1432) completed the survey. We found that 
the supervisors had limited knowledge regarding the learning 
objectives of the specialisation in which they supervised. This 
means that their ability to assess the supervisee’s professional 
development is limited. We also found that direct observation 
or observation by video, sound-recording, was used only to a 
small degree. This gives reason to question the foundation on 
which supervision and assessment of professional develop-
ment is based. We discuss the plans NPA have for supporting 
supervisors and enabling them to make reasonable assess-
ment of the supervisee’s professional development, and, how 
they together can plan on how to reach the learning objectives 
of the training program.
Supervision at a distance: How to evaluate the 
supervisee
Matic Kadliček1 and Brigita Vončina2
1Trgotur, d.o.o., Velenje, Slovenia; Video center, d.o.o., Ljubljana, 
Slovenia
2Zavod RS za zaposlovanje, Ljubljana, Slovenia
Swift and substantial changes in the labour market increas-
ingly call for supervision not only at the beginning of a ca-
reer, but also during a person’s later career transitions. This 
holds especially true for complex jobs, where skills alone do 
not suffice and a congruent professional identity and behav-
iour are needed. Supervision is beneficial as it steepens the 
learning curve, while the supervisor provides the proximal 
learning zone for the supervisee. This invites active devel-
opment and planning of the supervising process with a cur-
riculum that enables self-regulation and metacognition on the 
part of the supervisee, rather than the supervisor teaching 
a subject in a top-down manner. The present paper touches 
upon increasingly frequent instances where the supervisor 
and supervisee come from different organizations and where 
solutions for supervision at a distance are needed. This con-
figuration has a positive potential of sharing a wider range of 
experiences across both organizations and the possibility of a 
wider application and faster revision of the competence mod-
el used. Potential downsides of this could be issues regarding 
business secrets and sensitive personal information. In sum-
mary, 18 different approaches to supervising at a distance are 
proposed, together with some examples and the possible ad-
vantages and disadvantages of each.
Filling the gap – competence based assessment 
and development in supervision 
Ingvild Stjernen Tisløv
The Norwegian Directorate for Children, Youth and Family 
Affairs, Tønsberg, Norway
Based on my background as a therapist, supervisor and con-
sultant in the family and community based treatment program 
Multisystemic therapy (MST) I will talk about skill focused 
supervision. I will show how highly structured frames, an 
instructive and active form of supervision and use of continu-
ous feedback set the stage for individual development in clini-
cal skills. I will show examples from my own practice on how 
supervisors can identify skill gaps in therapists, use deliber-
ate practice to improve skills, and how to assess progress. 
The workshop consists of lecture, individual exercises and 
plenum discussions. 
Povzetki s konference / Conference abstracts
60
Incorporating supervised practice placements 
within educational training programmes
Rosaleen McElvaney
School of Nursing and Human Sciences, Dublin City University, 
Dublin, Ireland
Chair of EuroPsy EAC
This presentation will provide an overview of how supervised 
practice is managed in Ireland in training programmes in 
clinical, counselling and educational psychology. In Ireland, 
supervised practice is embedded within postgraduate uni-
versity training programmes, involving close collaboration 
between universities and public services (both governmental 
and non-governmental) and are referred to as ‘placements’. 
Funding for training varies, depending on the specialty (clini-
cal psychology trainees are salaried employees of the national 
health authority). The training of psychologists is considered 
to be a shared responsibility between the national profession-
al body, The Psychological Society of Ireland (PSI), academic 
institutions, and service agencies. A minimum number of and 
duration of placements are required in order to meet accredi-
tation requirements set down by the national professional 
body. Supervised practice is undertaken by the psychologist-
in-training in a range of settings that provide opportunities for 
working with diverse client groups with a range of presenting 
difficulties. This presentation will outline case examples of 
placement settings, how placements are organised and re-
viewed, the structures and processes of supervision, and how 
the individual psychologist’s competencies are evaluated.
Prispelo/Received: 21. 8. 2017
Sprejeto/Accepted: 22 8. 2017
Povzetki s konference / Conference abstracts