Development and validation of the professional sense of competence scale (ProSOCS) for practitioners who treat disruptive behaviours in children

Abstract

Purpose

The purpose of this paper is to develop a measure of practitioner sense of competence when treating children with disruptive behaviours.

Design/methodology/approach

Two online surveys were conducted with health, social work and psychology practitioners (n = 113 and n = 239, respectively) working within varied Australian clinical settings. Study 1 developed scale items and conducted an exploratory factor analysis of the initial Professional Sense of Competence Scale (ProSOCS). Study 2 conducted confirmatory factor analysis and tested the construct validity of the scale.

Findings

Study 1 established a three-factor model, which accounted for 56.9% of variance in the ProSOCS items. Study 2 confirmed the three-factor model and considered an alternative unidimensional model. Study 2 demonstrated good convergent validity with measures of knowledge and general sense of competence.

Originality/value

The ProSOCS is a valid and reliable way to measure three subscales of a more global composite score of practitioner sense of competence when treating children with disruptive behaviours. Disruptive behaviour represents one of the most common reasons for child presentation in mental health care settings. Understanding how sense of competence among professionals who treat disruptive behaviours in children relates to their level of training, treatment decisions and outcomes could help to enhance use of evidence-based treatment strategies and complement strategies for measuring competence-based training in post-graduate settings.

Citation

Swan, K., Shanley, D.C. and Zimmer-Gembeck, M.J. (2022), "Development and validation of the professional sense of competence scale (ProSOCS) for practitioners who treat disruptive behaviours in children", Higher Education, Skills and Work-Based Learning, Vol. 12 No. 4, pp. 645-660. https://doi.org/10.1108/HESWBL-08-2021-0167