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    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.
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    Teachers' perceptions of psychological services in educational settings in Aotearoa New Zealand : a thesis presented to the Institute of Education at Massey University, Manawatū, New Zealand, in partial fulfillment of the requirements for the degree of Masters in Educational Psychology
    (Massey University, 2016) Williams, Olivia J
    Despite an increasing international knowledge base, there is a lack of New Zealand based research regarding teacher and school perceptions of educational psychology. This study discusses the findings of a survey of teachers’ perceptions of educational psychology services in New Zealand. A total of 164 teachers completed the survey that yielded both quantitative and qualitative data. Findings indicate that there is considerable alignment between educational psychologists and teachers in New Zealand regarding the role of educational psychology. Teachers from this survey reported little contact with educational psychologists, and rated educational psychology services as at least ‘slightly helpful’. Consultation and collaboration with both school staff and parents was recognised as the most important service educational psychologists in New Zealand should provide. The greatest barriers to educational psychology services were identified as insufficient funds, a personal lack of knowledge regarding services and referral processes, and a shortage of educational psychologists. Teachers reported feeling overwhelmed, unsupported and underequipped to properly support the wide ranging and seemingly ever increasing needs of our learners. Overall, the teachers surveyed expressed that too many students are missing out on desperately needed support. These findings suggest important implications for the future of educational psychology services in New Zealand. An increased promotion of psychological, social, and emotional health in schools is proposed as one potential area in which the role of educational psychologists in New Zealand could be further advanced.