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
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/824 |
| Date | 06 1900 |
| Creators | Martens, Chadwick Dean |
| Contributors | Buck, George (Psychological Studies in Education), Buck, George (Psychological Studies in Education), Pei, Jacqueline (Psychological Studies in Education), Dust, Tom (Department of Secondary Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
| Type | Thesis |
| Format | 2921511 bytes, application/pdf |
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