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Exploring the Graduate School of Applied and Professional Psychology's school psychology group supervision program through grounded theory
Descriptive
TitleInfo
Title
Exploring the Graduate School of Applied and Professional Psychology's school psychology group supervision program through grounded theory
Name
(type = personal)
NamePart
(type = family)
Murray
NamePart
(type = given)
Elizabeth Rose
NamePart
(type = date)
1990-
DisplayForm
Elizabeth Rose Murray
Role
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(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Schneider
NamePart
(type = given)
Kenneth
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Kenneth Schneider
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Segal
NamePart
(type = given)
Jeffrey
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Jeffrey Segal
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
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theses
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2019
DateOther
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2019-08
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2019
Language
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(authority = ISO 639-3:2007);
(type = text)
English
Abstract
This study explored the perspectives of key stakeholders in the Graduate School of Applied and Professional Psychology's (GSAPP) school psychology training program regarding their group supervision experiences. The American Psychological Association (APA) and the National Association of School Psychologists (NASP) revere supervision as essential to the practice of school psychology and the professional development of school psychologists (McIntosh & Phelps, 2000). The Principal Investigator used Grounded Theory to explore student and supervisor perspectives of the program's group supervision program through a one on one interview between the Principal Investigator and participant. The PI interviewed 22 students and four supervisors using a semi-structured interview protocol consisting of 19 question items. Strauss and Corbin's (1990) qualitative approach was employed in coding interview content across a three-step process of categorical analysis: open coding, axial coding, and selective coding. The PI used Scott and Howell's (2008) conditional relationship guide to form categories during open and axial coding phases. During the last phases of coding, selective coding, the PI referred to the reflective coding matrix (Scott & Howell, 2008) to integrate all of the interpretive categories of the analysis to explain the story line and evoke theory. Through using these two interpretive instruments, important questions were addressed in relation to the structure of the central phenomenon and the nature of the dynamic process (Scott & Howell, 2008). Interview data provided valuable qualitative evidence of student and supervisor experience and perceptions of the supervision program in the following areas: supervisor prior experience and current involvement factors; purpose and importance factors, structural factors, experience and processes in group supervision, evaluative factors, impact factors, and points for programmatic consideration. These data serve as a preliminary evaluation of the group supervision program and may inform necessary programmatic modification or amendment of current practices. Recommendations are made for the stakeholders to consider.
Subject
(authority = ETD-LCSH)
Topic
Supervision
Subject
(authority = RUETD)
Topic
School Psychology
Subject
(authority = ETD-LCSH)
Topic
School psychologists -- Supervision of
Subject
(authority = ETD-LCSH)
Topic
Grounded theory
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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Identifier
ETD_9843
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application/pdf
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text/xml
Extent
1 online resource (x, 120 pages)
Note
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Psy.D.
Note
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Includes bibliographical references
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-5n5e-2g34
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Murray
GivenName
Elizabeth
MiddleName
Rose
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2019-04-12 13:41:51
AssociatedEntity
Name
Elizabeth Rose Murray
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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windows xp
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2019-04-12T14:22:52
DateCreated
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2019-04-12T14:22:52
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