Developing professional identity through supportive networks: a proposed conceptual framework for School Psychology
School Psychologists spend a disproportionate amount of time assessing students despite a stated desire to be recognized as performing a broader role. One approach to ameliorating this discrepancy is by facilitating the professional identity development of individual School Psychologists, since tho...
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ndltd-LACETR-oai-collectionscanada.gc.ca-AEU.10048-8242012-03-21T22:50:08ZBuck, George (Psychological Studies in Education)Martens, Chadwick Dean2009-10-29T16:47:23Z2009-10-29T16:47:23Z2009-10-29T16:47:23Zhttp://hdl.handle.net/10048/824School Psychologists spend a disproportionate amount of time assessing students despite a stated desire to be recognized as performing a broader role. One approach to ameliorating this discrepancy is by facilitating the professional identity development of individual School Psychologists, since those with a strong professional identity are likely to advocate and elicit change. To this end, it is necessary to look beyond the narrow confines of the profession for models of professional identity development. An existing network development model that has identity-building potential is explored, and two existing professional networking mechanisms, one from the field of Veterinary Medicine and the other from School Psychology, are examined. The resulting School Psychology Professional Identity Development (SPPID) Framework provides a basis for a future professional collaboration mechanism that specifically assists school psychologists in professional identity building and eliciting change. Limitations and future directions for research are also discussed.2921511 bytesapplication/pdfSchool PsychologyDevelopmental NetworksProfessional IdentityDeveloping professional identity through supportive networks: a proposed conceptual framework for School PsychologyThesisMaster of EducationMaster'sDepartment of Educational PsychologyUniversity of Alberta2010-06Psychological Studies in EducationBuck, George (Psychological Studies in Education)Pei, Jacqueline (Psychological Studies in Education)Dust, Tom (Department of Secondary Education) |
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School Psychology Developmental Networks Professional Identity |
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School Psychology Developmental Networks Professional Identity Martens, Chadwick Dean Developing professional identity through supportive networks: a proposed conceptual framework for School Psychology |
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School Psychologists spend a disproportionate amount of time assessing students despite a stated desire to be recognized as performing a broader role. One approach to ameliorating this discrepancy is by facilitating the professional identity development of individual School Psychologists, since those with a strong professional identity are likely to advocate and elicit change. To this end, it is necessary to look beyond the narrow confines of the profession for models of professional identity development. An existing network development model that has identity-building potential is explored, and two existing professional networking mechanisms, one from the field of Veterinary Medicine and the other from School Psychology, are examined. The resulting School Psychology Professional Identity Development (SPPID) Framework provides a basis for a future professional collaboration mechanism that specifically assists school psychologists in professional identity building and eliciting change. Limitations and future directions for research are also discussed. === Psychological Studies in Education |
author2 |
Buck, George (Psychological Studies in Education) |
author_facet |
Buck, George (Psychological Studies in Education) Martens, Chadwick Dean |
author |
Martens, Chadwick Dean |
author_sort |
Martens, Chadwick Dean |
title |
Developing professional identity through supportive networks: a proposed conceptual framework for School Psychology |
title_short |
Developing professional identity through supportive networks: a proposed conceptual framework for School Psychology |
title_full |
Developing professional identity through supportive networks: a proposed conceptual framework for School Psychology |
title_fullStr |
Developing professional identity through supportive networks: a proposed conceptual framework for School Psychology |
title_full_unstemmed |
Developing professional identity through supportive networks: a proposed conceptual framework for School Psychology |
title_sort |
developing professional identity through supportive networks: a proposed conceptual framework for school psychology |
publishDate |
2009 |
url |
http://hdl.handle.net/10048/824 |
work_keys_str_mv |
AT martenschadwickdean developingprofessionalidentitythroughsupportivenetworksaproposedconceptualframeworkforschoolpsychology |
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