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Permanent link (DOI): https://doi.org/10.7939/R3439J

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Developing professional identity through supportive networks: a proposed conceptual framework for School Psychology Open Access

Descriptions

Other title
Subject/Keyword
School Psychology
Developmental Networks
Professional Identity
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Martens, Chadwick Dean
Supervisor and department
Buck, George (Psychological Studies in Education)
Examining committee member and department
Dust, Tom (Department of Secondary Education)
Pei, Jacqueline (Psychological Studies in Education)
Buck, George (Psychological Studies in Education)
Department
Department of Educational Psychology
Specialization

Date accepted
2009-10-29T16:47:23Z
Graduation date
2010-06
Degree
Master of Education
Degree level
Master's
Abstract
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.
Language
English
DOI
doi:10.7939/R3439J
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File title: Martens_Chadwick_Spring 2010
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