The professional identity of intern psychologists during the COVID-19 pandemic in South Africa

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Heidi Lourens, Sarah Uren
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引用次数: 0

Abstract

PurposeThe purpose of this paper was to explore the development of the professional identity of South African intern psychologists during the COVID-19 pandemic. This paper – that presents a historical reflection borne from a significant moment in time – aimed to capture what the authors can learn from this specific cohort of intern psychologists and their experiences of work-based learning.Design/methodology/approachThrough the lens of the interpretative phenomenological approach, the authors analysed seven semi-structured interviews. Data analysis involved a line-by-line analysis of each individual transcript, where after a thorough, in-depth analysis was conducted across all the cases.FindingsAgainst the background of the COVID-19 pandemic, the findings demonstrated the interns' initial uncertainties, severe exhaustion, perceived gaps in their training, and resilience despite unusual and difficult circumstances in their WBL internship.Research limitationsThe study was limited to seven intern psychologists in South Africa.Practical implicationsThe findings suggest that support – during and after the COVID-19 pandemic – is crucial throughout the training of psychologists and means to facilitate and develop professional identity and resilience. This will provide the opportunity to safeguard emerging healthcare professionals from burnout while simultaneously advocating for supportive WBL and continual professional development spaces protecting healthcare professionals and the public.Originality/valueWith this article, we explored the impact of the COVID-19 pandemic on the professional identity development of intern psychologists (psychologists in training). The authors expand on the aforementioned original contribution, since the authors situate their research within the Global South. More specifically, the authors explored how intern psychologists' developed their professional identities against the backdrop of a largely resource-scarce context of South Africa.
南非新冠肺炎大流行期间实习心理学家的职业身份
目的探讨新冠肺炎疫情期间南非实习心理学家职业认同的发展。这篇论文呈现了一个重要时刻的历史反思,旨在捕捉作者可以从这群实习心理学家身上学到什么,以及他们的工作学习经历。设计/方法论/方法通过解释现象学方法的视角,作者分析了七次半结构化访谈。数据分析包括对每个单独的记录进行逐行分析,在对所有病例进行彻底、深入的分析后。调查结果在新冠肺炎大流行的背景下,调查结果表明,实习生最初的不确定性、严重的疲惫、在培训中的明显差距,以及在WBL实习中遇到异常困难的情况下的韧性。研究限制这项研究仅限于南非的七名实习心理学家。实际意义研究结果表明,在新冠肺炎大流行期间和之后,支持对心理学家的培训以及促进和发展职业认同和复原力的手段至关重要。这将提供一个机会,保护新兴的医疗保健专业人员免受倦怠,同时倡导支持性的WBL和持续的专业发展空间,保护医疗保健专业人士和公众。原创/价值通过这篇文章,我们探讨了新冠肺炎大流行对实习心理学家(培训中的心理学家)职业认同发展的影响。由于作者将他们的研究置于全球南方,因此作者对上述原始贡献进行了扩展。更具体地说,作者探讨了实习心理学家是如何在南非资源匮乏的背景下发展自己的职业身份的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Higher Education Skills and Work-based Learning
Higher Education Skills and Work-based Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.80
自引率
12.50%
发文量
36
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