Authors : Angelica L. Solomon

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/mpmxymkh

Scribd : https://tinyurl.com/ymauajd6

DOI : https://doi.org/10.38124/ijisrt/26jan650

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This research examined the perspectives and meaning-making processes of educational psychologists in supporting students with emotional and behavioral disorders (EBD) in selected schools in the Philippines., specifically in South Luzon and the National Capital Region. It employed a qualitative research design utilizing Interpretative Phenomenological Analysis (IPA) as the methodological framework. Ten (10) licensed educational psychologists were selected through purposive sampling, each with a minimum of two years of experience in school settings. Data were gathered through one-on-one, semi-structured interviews conducted in person or via secure online platforms, depending on participant availability. Transcriptions were thematically analyzed to interpret the psychologists’ lived realities. This study was anchored in the interpretivist/constructivist paradigm, aiming to uncover the subjective meanings and rich personal narratives of the participants. From the analysis, ten (10) superordinate themes emerged: Emotional Challenges, Holistic Adversities, Adaptive Communication and Strategies, Resilience in Students, Professional and Personal Boundaries, Emotional Resilience, Purpose-Driven Accomplishments, Emphatic Management, Role Clarity, and Role Fulfillment. These themes capture the dynamic, multifaceted experiences of educational psychologists as they navigate the complexities of their roles in supporting students with EBD. The study highlighted the central role of emphatic management in fostering inclusive, supportive, and trauma-informed environments for students with EBD. Grounded in Resilience Theory and Figley’s Compassion Fatigue Framework, the findings underscored the importance of institutional support, psychological safety for professionals, and collaborative practices among stakeholders to mitigate burnout and sustain well-being. As a key output, the BEACON Program (Building Empowered and Compassionate Advocacy through Ongoing Nurturing) was developed—a holistic intervention designed to support school psychologists across five areas: role clarity, emotional well-being, professional growth, stakeholder collaboration, and passion reinforcement. Ultimately, these experiences underscore the critical importance of sustained support systems to empower educational psychologists in their vital work.

Keywords : Educational Psychologist, Emotional and Behavioral Disorders, Lived Experience, Resilience, Emphatic Management.

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