Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Has files: YesSubject: search.filters.subject.School psychologists

Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    How do New Zealand teachers like to be supported by psychologists? : a thesis presented to the Institute of Education at Massey University, Albany, New Zealand in partial fulfillment of the requirements for the degree of Master in Educational Psychology
    (Massey University, 2017) Canning, Melissa
    Educational psychology as a profession has undergone many changes over the past few years, warranting an exploration of the current understandings of key stakeholders’ perceptions and requirements of the profession. While there have been numerous studies investigating the perceptions of teachers who are one of the main stakeholders, regarding the roles of educational psychologists, there are no empirical studies internationally, as well as locally, that have investigated how teachers want to be supported by psychologists who work in schools. This study explored how teachers in New Zealand would like to be supported by psychologists working in their schools, which can include educational, developmental and clinical psychologists, as well as their perceptions of the roles of educational psychologists in particular. The study used a mixed method qualitative research design, combining surveys with an instrumental case study approach. The first phase of the study, involved 50 teachers completing a web-based survey, while the second phase consisted of semi-structured interviews with three teachers. Key findings indicate that teachers had limited knowledge surrounding services that psychologists provided in schools. Overall they believed that psychologists working in schools took an ecological approach to their work, but their role had very rarely been explained to them. Some teachers sought the support of psychologists because they did not feel their training had sufficiently prepared them to meet the extent of needs in their classrooms. The support they wanted from psychologists was professional conversations on a range of issues concerning students, as well as professional development. Even though they identified an increased need for psychological assistance, they were not consistent in seeking this support. The findings have some key implications for the future practice of psychologists in New Zealand Schools. Among others, it highlighted the importance of increasing teachers understanding of the role of psychologists in their school, in particular, educational psychologists. The small sample size and other limitations of the study warrant that further research across primary, intermediate and secondary schools to better understand the nature of support that teachers actually want from psychologists, and if there are differences between the three sectors in the nature of support required. Findings from the study can be useful to inform and tailor the services offered by psychologists, in particular educational psychologists, to the needs of teachers.
  • Thumbnail Image
    Item
    The career perceptions of educational psychology students and professionals : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2016) Seymour, Jacqueline N
    Contemporary career literature indicates that careers are becoming less traditional. Two new careers concepts are that of the boundaryless and protean career orientations. Career adaptability is also essential for individuals to maintain personal flexibility and the ability to cope. The current study used an online survey to investigate whether or not these new concepts of career applied to educational psychology students and practicing educational psychologists. Quantitative results from the survey indicated that both students and professionals held boundaryless and protean attitudes. Late-career psychologists and psychologists working outside the Ministry of Education held more boundaryless attitudes. A high degree of career adaptability was also found, especially in terms of career agency, and with students reporting higher levels of perceived support than did professionals. Quantitative data from the survey were consistent with these findings. Overall, it appeared that participants combined contemporary career attitudes with aspects of the traditional career. They understood the hierarchical opportunities available to them but also favoured innovative new endeavours.
  • Thumbnail Image
    Item
    Ethical dilemmas experienced by early career educational psychologists in Australia and Aotearoa New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Institute of Education, Massey University, Palmerston North, New Zealand
    (Massey University, 2017) Martis, Debra Kaye
    The ethical dilemmas confronting early career psychologists (those with less than five years’ experience) employed in school settings in Aotearoa New Zealand and in Australia, are explored in this research. Responses were sought through requests to professional bodies to publicise the survey to their members. Sixteen responses were received, seven from New Zealand, and nine from one state in Australia, giving a total of 14 eligible responses. The research was carried out with the goal of developing an understanding of the ethical situations confronting early career educational psychologists, and the processes used to resolve ethical challenges, with findings being used to inform training practices. Being aware of the types of challenges typically confronting educational psychologists allows educators to prepare them as well as possible for those challenges. Given the small data set, at most the study can be seen as a preliminary consideration of the ethical issues confronting early career educational psychologists in the two countries however the research has provided some foundations on which future research can build. It was found that the use of inappropriate assessment tools, and issues related to security of school records were the most commonly reported ethical transgressions, and issues related to interventions, such as failure to follow up on interventions were also encountered frequently by respondents. Uncertainty about contacting child protective services in cases of suspected child abuse was the most frequently experienced and highly challenging ethical dilemma, followed by challenges related to disclosure to parents of minors engaging in risky behaviour. iii Data suggest that increased collaboration between educational psychologists, the professional bodies representing them, school stakeholders, and other agencies representing students with educational challenges, is likely to be beneficial to all parties. Additionally, research to identify the strategies used by more experienced practitioners to cope with extensive work commitments and limited time is another area worthy of consideration. Exploration of the different types of supervision and their effectiveness is indicated to enhance the supervision process, and finally ensuring that educational psychologists are familiar with current best practice to ensure the security of electronic data is recommended.
  • Thumbnail Image
    Item
    An exploration of the profession of psychology in Aotearoa New Zealand schools : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, New Zealand
    (Massey University, 2016) Poole, Johanna Clare
    In order to make inferences based on, or create theories around aspects of the profession of school based psychology in New Zealand, we must know what the profession looks like. The roles of, and services provided by, psychologists in schools have been the subject of research by numerous authors internationally, however few studies have been conducted within the New Zealand context. The present study utilised a survey methodology to gather information regarding the characteristics, training, employment, and service provision of psychologists working in Aotearoa / New Zealand schools, and their perceptions of barriers to the provision of services. Results from 59 New Zealand psychologists working in the school context are used to provide a description of the profession of psychology in Aotearoa / New Zealand schools. Data indicates that the respondents provide a wide range of services in the school context including a focus on consultation, assessment, and intervention based services. Respondents identified lack of knowledge surrounding available services, limited availability of psychologists, funding issues, and systemic issues to be barriers that inhibit provision of psychological services to schools.