Skovholt Profesyonel Sağlamlık ve Öz Bakım Envanterinin Geçerlik ve Güvenirlik Çalışması

Abstract

Keywords: Professional resilience and self-care; validity; reliability

Introduction

Psychological resilience is defined as positive adaptation when faced with a risky or difficult conditions (Masten & Powell, 2003). The resilience involves risk and protective factors. The protective factors include intelligence, hope or good personal relations that increase the occurrence of positive outcomes (Rutter, 1985; Masten, 2001; Masten & Powell, 2003). On the other hand, the risk factors include poverty or domestic violence that may increase the occurance of negative outcomes for individuals (Luthar, Cicchetti & Becker, 2000). Each profession has an impact on the mental and physical health of its members. However, counselors and the other helping professionals such as nurses, social workers, and teachers who provide care and help to individuals regarding their mental and physical health issues are under great risk for burnout (Skovholt, Grier & Hanson, 2001). People in those occupations who are dedicated themselves in helping others also have difficulty in maintaining balance between self-care and other-care. Skovholt (2012) proposes that health care professionals can end up not taking care of themselves while providing help to others (Skovholt, 2012). In Turkey, majority of the psychological counselors work in public schools (Korkut-Owen & Yerin-Güneri, 2015). Research findings show that many counselors feel burned out due to providing counseling services to high number of students (Gündüz, 2012). The high level of burn out among school counselors brings up the importance of psychological resilience. Although there have been studies investigating the burnout and professional issues of counselors in Turkey, the number of research that investigates the psychological resilience of psychological counselors are very limitted. Furthermore, there 17

has not been any instrument measuring the psychological resilience of psychological counselors. Thus, the current study aimed at adapting “Skovholt Practitioner Professional Resiliency and Self-Care Inventory” (Skovholt, 2012) into Turkish and conducting its reliability and validity study.

Method

Participants The study consisted 204 (141 Female, 63 Male) psychological counselors working either in public schools or RAM’s (Guidance and Research Center) in Ankara. The convenient sampling method was used in data collection. The age range of participants changed from 25 to 55; and their work experience was between 2 to 30 years. Most of the participants were graduates of Psychological Counseling and Guidance Department (n=111). The Exploratory and Confirmatory Factor Analysis were used to analyze the data. Instruments “Demographic Information Form” and “Skovholt Practitioner Professional Resiliency and Self-Care Inventory (SPRI)” were used as data collection instruments. SPRI was developed by Skovholt (2012) to measure psychological resiliency of professionals. The inventory has 38 items, rated on a 5-point Likert type scale from 1 (Strongly disagree) to 5 (Strongly agree). Skovholt (2012, 2016) proposes that the inventory has four subscales named as “Professional Vitality”, “Personal Vitality”, “Professional Stress” and “Personal Stress” and higher scores indicate high psychological resiliency among professionals. Procedure Prior to data collection, the Human Subjects Ethics Committee approval was received from the Middle Eact Technical University. During the translation of SPRI into Turkish following steps suggested by Sousa and Rojjanasrirat (2011) were followed: a) translation of the measure, b) comparison translated measure by the experts and c) testing psychometric properties with the target population. The SPRI was translated into Turkish by five experts independently. The three experts were advanced PhD students in Guidance and Counseling Psychology program and two experts were instructors of English 18

language. The best fitting translated items were picked by the reseachers among the five translated versions of the measure. The final Turkish version of SPRI was also checked by an English language expert regarding accuracy of the translation. Data were collected from the counselors in schools and Research & Guidance Centers after the data collection approval of the administrators in those institutions.

Results

In data analysis firstly, Exploratory Factor Analysis (EFA) with Principal Axis Component method was utilized. The KMO was calculated as .86 and Bartlett’s Test of Sphericity was significant indicating the edaquacy of the sample size for EFA. The results of EFA indicated one-factor solution. The second EFA was conducted to test the four factor structure suggested by Skovholt (2012, 2016). The results indicated that items did not load on suggested four factors. In the next step, four factor structre was also tested by Confirmatory Factor Analysis (CFA). Unlike the results of EFA, CFA confirmed the four factor structure. The model was estimated with Robust Maximum Likelihood estimation and tested with the Satorra Bentler chi square. According to the results, the two items (item 20 and the item 34) were eliminated from the scale due to non-significant t values. The final CFA results indicated that Turkish version of Skovholt Practitioner Professional Resiliency and Self-Care Inventory consisted 36 items and showed good fit indices: (Satorra-Bentler χ2/df (1163.02/590)=1.97; RMSEA=0.07, CFI=.94; NNFI=.94; SRMR=.08). The internal consistency calculated by Cronbach Alpha was .92 for the whole scale and the Cronbach Alpha values for the subscales changed from .71 to 82.

Conclusion

The current study aimed at adapting Skovholt Practitioner Professional Resiliency and Self-Care Inventory (Skovholt, 2012) into Turkish and conducting its reliability and validity studies. In the present study, four-factor structure of Skovholt Practitioner Professional Resiliency and Self-Care Inventory proposed by Skovholt (2012) was tested and confirmed with a sample of counselors. The Turkish version of the scale had good fit indices. Overall, the current study conducted with counselors working in public schools and Research and Guidance Centers provided evidence for the reliability and validity of SPRI.

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