津巴布韦马斯文戈省在高通胀环境下提供教育心理服务的情况

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Elliott Nkoma, Moses Kufakunesu
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引用次数: 0

摘要

本研究采用了现象学研究设计的定性研究方法,对马斯温戈省教育心理学家的生活经历进行了仔细研究,旨在确定教育心理学家在高通胀环境下在多大程度上符合与其专业业务有关的既定规范。研究人员特意挑选了三名男性和两名女性进行深入访谈。研究产生了四个主题:(a) 重要角色、成功经验和不成功经验;(b) 对主要政策文件的不同看法;(c) 提供支持服务的障碍;(d) 感知到的解决方案。结果表明,政策文件已经过时,需要修订。人力和物力资源被认为是影响绩效的障碍,所认为的解决方案包括多学科团队工作、权力下放和增加心理学家人数、心理学家培训和减少持续专业发展点数。教育心理学家更侧重于城市学校的诊断和行为咨询。他们根据心理学家的居住地在城市地区分配学校。对农村学校的评估很少,很少提供干预、预防和健康促进服务。研究结果对资源提供和政策制定具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Provision of educational psychological services under a high inflationary environment in Masvingo Province, Zimbabwe
The study employed a qualitative research approach using a phenomenological research design since the lived experiences of educational psychologists in Masvingo Province were scrutinized with the intention of establishing the extent to which educational psychologists matched the laid down specifications pertaining to their professional operations during a high inflationary environment. Three males and two females were purposely selected and in-depth interviews were utilized. Four themes emerged from the study: (a) vital roles, successful, and unsuccessful experiences, (b) diverse views on major policy documents, (c) barriers in rendering support services, and (d) perceived solutions. Results indicated that policy documents are outdated and need revision. Human and material resources were viewed a barriers to performance and perceived solutions included multidisciplinary team work, decentralization and increasing the number of psychologists, training of psychologists and reduced continuous professional development points. Educational psychologists focused more on diagnostic and behavioral consultations in urban schools. They distributed schools in urban areas depending on psychologists’ place of residences. Rural schools were minimally assessed with little provision of intervention, prevention, and health promotion services. The results provide important implications for resource provision and policy formulation.
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来源期刊
School Psychology International
School Psychology International PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.90
自引率
8.70%
发文量
40
期刊介绍: The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer
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