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

• Author / Creator

  Martens, Chadwick Dean

• 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.

• Subjects / Keywords

  • School Psychology
  • Developmental Networks
  • Professional Identity

• Graduation date

  Spring 2010

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R3439J

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.