TY - JOUR
T1 - Changing conceptualization of the role of educational psychologists in Singapore
AU - Kit, Phey Ling
AU - Garces-Bacsal, Rhoda Myra
AU - Burgetova, Kristina
N1 - Funding Information:
The university’s institutional review board (IRB) approved the ethics of this study, which was funded by a university research grant. The researchers used Corbin & Strauss’s (2015) grounded theory method as it provided an explicit set of techniques and guidelines for data gathering and analysis. This data analysis process gave rise to a theory that resembled reality, which provided insight into the phenomena, and served as a meaningful guide to implementation (Corbin & Strauss, 2015).
Publisher Copyright:
© 2016, © 2016 International School Psychology Association.
PY - 2016/7/2
Y1 - 2016/7/2
N2 - Psychology is a young discipline in Singapore. Hence, perceptions of the roles and responsibilities of an educational psychologist (EP) are still constantly being negotiated and redefined. This qualitative study examined how role negotiations and redefinitions could be actively facilitated through an experiential and intensive two-day Basic Counseling Skills training course. This course was attended by eight trainee EPs enrolled in the only master's-level educational psychology training program in Singapore. A grounded analysis of their pre- and posttraining qualitative questionnaires and focus group discussion revealed the group's evolving conceptualizations about the role of an EP from that of a mere test administrator to a recognition of the need for a more systemic approach in providing intervention. The EPs also recognized their lack of capacity to respond to emotionally distressed parents with compassion and sensitivity, and acknowledged the value of basic counseling skills training. Implications for training and future research are discussed.
AB - Psychology is a young discipline in Singapore. Hence, perceptions of the roles and responsibilities of an educational psychologist (EP) are still constantly being negotiated and redefined. This qualitative study examined how role negotiations and redefinitions could be actively facilitated through an experiential and intensive two-day Basic Counseling Skills training course. This course was attended by eight trainee EPs enrolled in the only master's-level educational psychology training program in Singapore. A grounded analysis of their pre- and posttraining qualitative questionnaires and focus group discussion revealed the group's evolving conceptualizations about the role of an EP from that of a mere test administrator to a recognition of the need for a more systemic approach in providing intervention. The EPs also recognized their lack of capacity to respond to emotionally distressed parents with compassion and sensitivity, and acknowledged the value of basic counseling skills training. Implications for training and future research are discussed.
KW - change agents
KW - change in role conceptualization of EP
KW - educational psychology
KW - school psychology
KW - self-awareness of EP
KW - training of educational psychologists
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U2 - 10.1080/21683603.2015.1112331
DO - 10.1080/21683603.2015.1112331
M3 - Article
AN - SCOPUS:85050728708
SN - 2168-3603
VL - 4
SP - 187
EP - 200
JO - International Journal of School and Educational Psychology
JF - International Journal of School and Educational Psychology
IS - 3
ER -