Translation and Cross-Cultural Adaptation of the Role Conflict and Role Ambiguity
Inventory in the Malay Language
Hapsah Md Yusof*1, Nurul Hasyimah Mat Rani2, Pau Kee3, Nurul Huda Md Hassan4
1,2,3Department of Psychology and Counseling, Universiti Pendidikan Sultan Idris, Malaysia 4Department of Educational Studies, Universiti Pendidikan Sultan Idris, Malaysia
hapsah@fpm.upsi.edu*1
Article History: Received: 10 November 2020; Revised: 12 January 2021; Accepted: 27 January 2021;
Published online: 05 April 2021
Abstract: Objective: To date, there are very limited instruments published in Malaysia in measuring role conflict and role
ambiguity among counselors-in-training in supervision during practicum and internship training. The Role Conflict and Role Ambiguity Inventory (RCRAI) was developed to address the critical issues in trainees’ perception of role difficulties in supervision. The original version of the RCRAI demonstrated satisfactory reliability and high internal consistency. Thus, this study aims to translate the RCRAI into the Malay language and cross-culturally adapt the instrument to be used in the Malaysia setting.
Methods: The Malay-language version of the RCRAI was developed according to the cross-cultural adaptation process
methodology. The process included the following steps: translations; a synthesized of the translated versions; back-translations; a synthesized back-translated version; review by expert comittees, pretested instrument, and revised instrument. The RCRAI was pretested among 30 CITs between the age of 23 and 48 years old who enrolled in the practicum course, with the objective of determining the comprehensibility and clarity of the items for the target population.
Results: The translation and cross-cultural adaptation of the RCRAI followed for recommendations. The linguistic issues that
emerged during the process were discussed by the subject matter experts and were slightly modified. During the pre-test, participants reported that the items on the questionnaire were clear, comprehensible and reliable to be used in the Malaysian context.
Conclusions: The translation of the RCRAI into Malay and its cross-cultural adaptation were successful. Additional studies
are needed to test the validity and psychometric properties of this Malay version in Malaysia.
Keywords: Counseling Supervision, Counselors-in-Training, Surveys and Questionnaires, Translating, Role Conflict and
Role Ambiguity
1. Introduction
Clinical supervision is a vital component in the counseling curriculum (Bernard & Goodyear, 2014). Throughout the counseling program, the counselors in training (CIT) integrate theories and skills in the practicum experience and are supervised by a clinical supervisor. Clinical supervision is conducted in three modes, namely individual supervision, peer supervision and group supervision. In the Malaysian context, during practicum practice, the CITs are supervised by a clinical site-supervisor who employs either individual or triadic supervision. Meanwhile, faculty supervisor facilitates group supervision. The main focus of supervision is to monitor client’s treatment and progress, supervisee’s professional development and supervisee self-care. During the clinical supervision process, supervisee presents relevant materials regarding the training requirements such as recording of client sessions, case discussion and case documentations, and the supervisor provides regular and ongoing feedback for supervisee to review (Borders, Glosoff, Welfare, Hays, DeKyruf & Fernando (2014).
An issue that has received significant attention in the supervision literature is role difficulty which involves the supervisee managing multiple roles at one time. In counseling training, CITs play various roles which encompass supervisee, colleague, client, student and counselor (Hess, Hess, & Hess, 2008). According to Olk & Flander (1992), role conflict in the supervision is defined as a situation in which CITs’ role expectations or behaviors are incongruent with other roles, or when supervisees’ personal judgment conflicts with the supervisor’s directive. Role ambiguity is defined as a situation where there is ambiguity in the CITs’ role expectations, how to fulfill the roles, and the consequence or information clarity in the particular role.
The counseling field in Malaysia observes that there are limited questionnaires that can sufficiently measure role conflict and role ambiguity among CITs during counseling practices. The researchers carried out a selection procees in choosing the most appropriate instrument to achieve the objective of the study. Based on the process, the researchers determined that the RCRAI, which was developed in an English–speaking country, the United States, was widely used to measure the difficulty of CITs in carrying out their role in counseling training (Kulp, 2012, Backlund, 2017 & Moore, 2020). Therefore, the RCRAI was needed to be implemented among CITs in Malaysia in 2017.
2. Methods
The present methodological study translated the RCRAI into the Malay language and cros-culturally adapted its content. The study began after receiving permission from the author of the original scale and approval from the UPSI’s Research Committee. The translation and cross-cultural adaptation procedure adopted followed the model formulated by Gjersing, Caplehorn & Clausen (2010).
Role Conflict and Role Ambiguity Inventory (RCRAI) Description
The Role Conflict Role Ambiguity Inventory (RCRAI; Olk & Friedlander, 1992) is a 29-item Likert type scale that measures role difficulties in supervision as perceived by trainees. In this scale, trainees rate the experience in supervisory relationship that indicated their agreement with the difficulties or conflicts. The RCRAI rates on a 5-point Likert scale which ranges from 1=not at all to 5= very much so. Higher scores indicated greater perceptions of role difficulties and conflict. Two subscales were used in the RCRAI which were (1) role conflict and (2) role ambiguity. The role conflict scale included 16 items such as “I have believed that my supervisor’s behavior in one or more situations was unethical or illegal and I was undecided about whether to confront him/her”, and “My supervisor wanted me to use an assessment technique that I considered inappropriate for a particular client”. Meanwhile, the role ambiguity scale measures 13 items which included “My supervisor gave me no feedback and I felt lost”, and “The criteria for evaluating my performance in supervision were not clear”. The internal consistency based on Cronbach’s alpha for role ambiguity scale ranges from .89 to .91 and role conflict was reported as .91.
Translation and Adaptation Process
In reviewing the current instruments available to measure the research objective, the RCRAI appeared as the most favorable instrument that represents our need. The Malay translated version of the questionnaire is desirable in order to initiate the survey distribution in Malaysia. The translation and adaptation processes of the RCRAI was conducted according to the models of translation and adaptation suggested by Gjersing, et al. (2010). The first step of the process was obtaining permission to use the RCRAI from the original authors. Next, two translators, who are fluent in both English and Malay, translated the original instruments into Malay. Next, a third translator synthesized the final versions of the Malay translated versions. Fourth, two translators who are fluent in English and Malay, back-translated the instruments without knowing about the existence of the original instrument. Next, a third translator synthesized the final back-translated version. Then, an expert committee comprising four faculty members in Malaysia (who are fluent in English and Malay) revised and compared the original instruments with the back-translated ones. Finally, the committee decided that one item of the RCAI required revision.
3. Results
The back-translation of the translated Malay version into English was approved by the experts that reported all the items were demonstrated as excellent as presented in Table 1.
Table 1. Description of the translated and back-translated versions assessed by Subject Matter Experts
Original version Malay Translated Version 1 Malay Translated Version 2 Synthesized Malay Version Back-translated English Version 1 Back-translated English Version 2 1. I was not certain about what material to present to my supervisor.
Saya tidak pasti tentang bahan yang sesuai untuk
ditunjukkan pada penyelia
Saya tidak pasti mengenai bahan untuk dibentangkan kepada penyelia saya. Version 2 I am unsure of the material I should present to my supervisor.
I was not certain about what material to present to my supervisor. 2. I have felt that
my supervisor was incompetent or less competent than I. I often Saya merasakan penyelia tidak cekap atau kurang cekap dari saya. Saya selalu
Saya merasa bahawa penyelia saya tidak cekap atau kurang cekap daripada saya. Saya
Version 2 I feel that my supervisor is incompetent or less competent than I am. I always feel as I feel that my supervisor is incompetent or less competent than I am. I always feel as if I
felt as though I was supervising him/her. merasakan saya yang menyelianya. sering merasakan seolah-olah saya yang menyelianya. if I am the one doing the supervising.
am the one doing the supervising. 3. I have wanted to challenge the appropriateness of my supervisor’s recommendatio ns for using a technique with one of my clients, but I have thought it better to keep my opinion to myself. Saya pernah mahu mencabar cadangan penyelia tentang teknik yang sesuai untuk salah seorang klien saya, tetapi saya berasa lebih baik untuk berdiam diri. Saya pernah terasa untuk mencabar kesesuaian cadangan penyelia saya untuk menggunakan sesuatu teknik dengan salah seorang daripada klien saya, tetapi saya fikir lebih baik untuk menyimpan pandangan saya itu pada diri saya sendiri.
Version 2 I once wanted to challenge the suitability of my supervisor's suggestion to use a certain technique with one of my client, but I figured it would be better to keep that thought to myself. I have wanted to challenge the appropriateness of my supervisor’s recommendation s for using a technique with one of my clients, but I have thought it better to keep my opinion to myself. 4. I wasn’t sure how best to use supervision as I became more experienced, although I was aware that I was undecided about whether to confront her/him.
Saya tidak pasti bagaimana untuk meneruskan penyeliaan setelah saya menjadi lebih berpengalaman, walaupun saya sedar saya belum membuat keputusan untuk berbincang perkara ini dengan penyelia.
Saya tidak pasti cara terbaik untuk mengguna penyeliaan selepas saya menjadi lebih berpengalaman, walaupun saya sedar bahawa saya tidak pasti sama ada saya perlu berdepan dengan penyelia saya atau tidak.
Version 2 I am not sure of the best way of supervising after I have gained more experience, although I realise that I am unsure whether I should confront my supervisor or otherwise I am unsure of the best way to use supervision after I have become more experienced, although I am aware that I am unsure whether I should face my supervisor or not. 5. I have believed that my supervisor’s behavior in one or more situations was unethical or illegal and I was undecided about whether to confront him/her. Saya percaya bahawa tingkah laku penyelia saya adalah tidak beretika atau menyalahi undang-undang dalam satu atau lebih keadaan dan saya tidak pasti sama ada saya perlu berdepan dengannya saya atau tidak. Saya percaya kelakuan penyelia saya pada satu atau lebih keadaan tidak beretika atau melanggar undang-undang dan saya tidak pasti sama ada untuk
berhadapan dengan penyelia mengenai perkara ini.
Version 2 I believe that my supervisor’s behaviour has been unethical or unlawful in one or two situations and I am unsure whether I should confront him/her or not. I believe that my supervisor's behaviors are either unethical or breaking the law in one or more situations, but I am unsure whether I should face my supervisor or not. 6. My orientation to therapy was different from that of my supervisor. She Orientasi saya pada terapi adalah berbeza dengan penyelia. Dia mahu saya
Orientasi terapi saya berbeza daripada orientasi penyelia saya. Version 2 My therapy orientation is different from my supervisor's My orientation to therapy was different from that of my supervisor. She
or he wanted me to work with clients using her or his framework, and I felt I should be allowed to use my own approach. menggunakan rangka kerjanya dan saya merasakan saya harus dibenarkan untuk menggunakan pendekatan saya sendiri
Dia mahu saya membantu klien dengan
menggunakan rangka kerjanya, dan saya merasa saya harus dibenarkan untuk menggunakan pendekatan saya sendiri. orientation. He/She wants me to help my client using his/her framework, but I feel that I should be allowed to use my own approach. or he wanted me to work with clients using her
or his framework, and I felt I should be allowed to use my own approach. 7. I wanted to intervene with one of my clients in a particular way and my supervisor has wanted me to approach the client in a very different way. I am expected to both judge what is appropriate for myself and also to do what I am told.
Saya mahu campur tangan dengan klien dengan cara saya tetapi penyelia mahu saya menggunakan pendekatan yang berbeza. Saya diharapkan untuk mengetahui apa yang sesuai untuk diri sendiri dan apa yang telah diberitahu. Saya mahu menguruskan salah seorang klien saya dengan cara yang tertentu dan penyelia saya mahu saya mendekati klien saya dengan cara yang sangat berbeza. Saya dikehendaki untuk menilai apa yang sesuai untuk diri saya dan juga untuk bertindak seperti yang diarahkan.
Version 2 I would like to manage one of my clients in a particular way but my supervisor wants to approach my client in a totally different way. I am required to assess what is appropriate for me and also to respond according to what is instructed. I wanted to handle one of my clients using a specific method, while my supervisor wanted me to approach my client using a completely different method. I am required to evaluate the things that are suitable for me, and yet, still act as instructed. 8 My supervisor expected me to come prepared for supervision, but I had no idea what or how to prepare. Penyelia mengharapkan saya sentiasa bersedia untuk diselia, tetapi saya tidak tahu
apa dan bagaimana saya perlu bersedia. Penyelia mengharapkan yang saya datang dalam keadaan bersedia untuk penyeliaan, sedangkan saya tidak tahu apa atau bagaimana saya perlu bersedia.
Version 2 The supervisor expects me to be present in a ready mode for supervision, but I do not know what or how to prepare myself. My supervisor expects me to come prepared during the supervision, but I am unsure of how and what should I prepare. 9 I wasn’t sure how autonomous I should be in my work with my clients. Saya kurang pasti tahap kebebasan yang saya ada semasa berkerja dengan klien.
Saya tidak pasti batas kebebasan saya dalam kerja-kerja saya dengan klien saya.
Version 2 I am not sure of the limits of freedom in my work with my client. I am unsure of my level of freedom in my work with my client. 10 My supervisor told me to do something I perceived as illegal or unethical and I was expected to comply. Penyelia mahu saya melakukan perkara yang saya dapati melanggar undang-undang dan tidak beretika dan saya dijangka Penyelia menyuruh saya untuk melakukan sesuatu yang saya dapati menyalahi undang-undang atau tidak
Version 2 The supervisor has asked me to do something which I find is unethical or unlawful and I am expected to obey his/her My supervisor instructed me to do something that was against the law or unethical, and I was expected to comply.
untuk patuh. beretika dan saya dijangka untuk mematuhinya. instruction. 11 My supervisor’s criteria for evaluating my work was not specific.
Kriteria penyelia dalam menilai kerja saya tidak spesifik. Kriteria penyelia saya untuk menilai kerja saya adalah tidak spesifik. Version 2 My supervisor’s criteria for assessing my work is unspecific. My supervisor's criteria when evaluating my work are not specific.
12 I was not sure that I had done
what my supervisor expected me to do in session with a client. Saya kurang pasti jika saya telah melakukan apa yang dimahukan oleh penyelia semasa sesi dengan klien.
Saya tidak pasti sama ada saya telah melakukan apa yang penyelia saya harap saya lakukan dalam sesi bersama klien. Version 2 I am unsure whether I have done as required by my supervisor in my session with the client.
I am unsure whether I have done as my supervisor expected of me during my
session with the client.
13 The criteria for evaluating my performance in supervision were not clear.
Kriteria untuk menilai prestasi penyeliaan saya tidak jelas. Kriteria untuk menilai prestasi saya dalam penyeliaan tidak jelas.
Version 2 The criteria for assessing my performance in supervision is unclear.
The criteria that were used to evaluate my performance during supervisions were not clear. 14 I got mixed signals from my supervisor and I was unsure of which signals to attend to. Saya mendapat isyarat yang berbeza-beza dari penyelia dan tidak pasti isyarat mana yang harus saya patuh. Saya mendapat isyarat bercampur-campur daripada penyelia saya dan saya tidak pasti isyarat mana harus saya patuhi.
Version 2 I receive mixed signals from my supervisor and I am not sure which signal I should follow.
I often get mixed signals from my supervisor and I am unsure which signals I should follow. 15 When using a new technique, I was unclear about the specific steps involved. As a result, I wasn’t sure how my supervisor would evaluate my work. Saya kurang jelas dengan langkah yang terlibat apabila menggunakan teknik yang baru. Atas sebab ini, saya tidak pasti bagaimana penyelia akan menilai kerja saya. Apabila mengguna teknik baru, saya tidak jelas mengenai langkah-langkah tertentu yang terlibat. Oleh yang demikian, saya tidak pasti bagaimana penyelia saya akan menilai kerja saya.
Version 2 When using a new technique, I am not clear about the appropriate steps to be taken. As such, I am not sure on how the supervisor should assess my work. When using a new technique, I am usually unsure of the specific steps involved. Thus, I am unsure of how my supervisor will evaluate my work. 16 I disagreed with my supervisor about how to introduce a specific topic to a client, but I wanted to do what the Saya tidak bersependapat dengan penyelia tentang cara untuk memperkenalka n topik pada klien tapi saya mahu lakukan Saya tidak bersetuju dengan penyelia saya tentang cara untuk memperkenalka n sesuatu topik tertentu kepada klien, tetapi saya
Version 2 I disagree with my supervisor about the way to introduce a new topic to the client, but I still want to implement it according to I disagree with my supervisor’s method in introducing a certain topic to the client, but I want to do what the supervisor acknowledges.
supervisor recommended. apa yang dicadangkan oleh penyelia. mahu lakukan apa yang penyelia perakukan. his/her requirements. 17 Part of me wanted to rely on my own instinct with a client, but I always knew that my supervisor would have the last word.
Sebahagian diri saya mahu mengikut naluri apabila dengan klien, tetapi saya tahu penyelia akan mempunyai kata putus. Sebahagian daripada jiwa saya mahu bergantung kepada naluri saya sendiri bila saya membantu klien, tetapi saya sentiasa tahu bahawa penyelia saya yang akan mempunyai kata putus. Version 2 A part of me wants to depend on my own intuition when helping the client, but all the time I know that my supervisor will have the final say. Some parts of me want to rely on my instincts when I am helping my client, but I always know that my supervisor will have the final say.
18 The feedback I got from my supervisor did not help me to know what was expected of me in my day to day work with clients. Maklum balas yang diterima dari penyelia tidak membantu dalam menjangkakan apa yang akan berlaku dalam hari saya dengan klien.
Maklum balas yang saya dapat dari penyelia saya tidak membantu saya untuk mengetahui apa yang diharapkan daripada saya berhubung dengan kerja harian saya dengan klien.
Version 2 The feedback that I received
from my
supervisor is not useful for assisting me in knowing what is expected from me regarding my daily work with my client. My supervisor's feedback did not help me to know what is expected of me in relation to my daily work with the client.
19 I was not comfortable using a technique recommended by my supervisor; however, I felt I should do what my supervisor recommended.
Saya tidak selesa menggunakan teknik yang disarankan oleh penyelia, tetapi saya merasakan saya harus mengikut apa yang dicadangkan oleh penyelia.
Saya tidak selesa menggunakan teknik yang diperakukan oleh penyelia saya; walau bagaimanapun, saya rasa saya perlu lakukan apa yang penyelia saya perakukan. Version 2 I am not comfortable using the technique recommended by my supervisor; however I feel that I need to do as what is suggested by him/her. I am uncomfortable with using techniques that are acknowledged by my supervisor; however, I feel that I should do as my supervisor acknowledges. 20 Everything was new and I wasn’t sure what would be expected of me. Semuanya baru dan saya kurang jelas apa yang dijangkakan dari saya.
Segala-galanya baru dan saya tidak pasti apa yang diharapkan daripada saya.
Version 2 Everything is new and I am not sure what is expected from me. Everything is new and I am unsure of what is expected of me. 21 I was not sure
if I should discuss my professional weaknesses in supervision because I was not sure how I would be evaluated.
Saya kurang pasti jika saya harus membincangkan kelemahan dalam kerja semasa penyeliaan kerana saya tidak tahu bagaimana saya akan dinilai
Saya tidak pasti sama ada saya patut berbincang mengenai kelemahan-kelemahan profesional saya dalam penyeliaan kerana saya tidak pasti bagaimana saya
Version 2 I am not sure whether I should discuss my professional weaknesses in supervising as I am unsure on how I should be assessed. I am unsure whether I should discuss my professional weaknesses during supervision because I am unsure of how I would be evaluated.
selepas itu. akan dinilai. 22 I disagreed with my supervisor about implementing a specific technique, but I also wanted to do what the supervisor thought best. Saya pernah tidak bersetuju dengan penyelia tentang perlaksanaan teknik tertentu tetapi saya juga mahu mengikut apa yang penyelia rasakan terbaik. Saya tidak bersetuju dengan penyelia saya dalam melaksanakan teknik tertentu, tetapi saya juga mahu
melakukan apa yang pada hemat penyelia terbaik.
Version 2 I disagree with my supervisor on the implementatio n of certain techniques, but I also want to do what I feel is best according to him/her. I disagree with my supervisor on the implementation of certain techniques, but I also want to do what my supervisor thinks is best. 23 My supervisor gave me no feedback and I felt lost. Penyelia tidak memberi maklum balas dan saya rasa tidak mempunyai arah yang jelas. Penyelia saya tidak memberi sebarang maklum balas dan saya rasa buntu.
Version 2 My supervisor has not given any feedback and I feel lost.
My supervisor did not give me any feedback, and I am in a stalemate. 24 My supervisor told me what to do with a client, but did not give me very specific ideas of how to do it. Penyelia memberi cadangan apa yang harus dilakukan dengan klien, tetapi tidak menasihati cara yang spesifik untuk melakukannya. Penyelia saya memberitahu saya apa yang perlu dilakukan dengan klien, tetapi tidak memberikan idea yang khusus tentang bagaimana untuk melakukannya. Version 2 My supervisor has informed me on what should be done with the client, but he/she has not given me any specific idea on how to implement it. My supervisor tells me what should be done with the client, but refrains from offering any specific ideas on how to execute it. 25 My supervisor wanted me to use an assessment technique that I considered inappropriate for a particular client. Penyelia mahu saya gunakan teknik penilaian yang saya anggap tidak sesuai untuk klien tertentu. Penyelia mahu saya menggunakan suatu teknik penilaian yang saya anggap tidak sesuai untuk klien tertentu. Version 2 Change ‘penilaian’ to ‘pentaksiran ’ My supervisor wants me to use an assessment technique which I feel is unsuitable for particular clients. My supervisor wanted me to use a certain evaluation technique that I felt would be unsuitable for certain clients. 26 There were no clear guidelines for my behavior in supervision
Tidak ada garis panduan yang jelas untuk tingkah laku saya semasa dalam penyeliaan.
Tidak ada garis panduan yang jelas untuk saya lakukan dalam penyeliaan.
Version 2 There are no clear guidelines for me to follow in my supervision. There were no clear guidelines for me to follow during supervision. 27 The supervisor gave no constructive or negative feedback and as a result, I did not know how to address my weaknesses. Penyelia tidak memberi kritikan membina atau negatif dan disebabkan ini, saya tidak tahu bagaimana untuk memperbaiki kelemahan Penyelia tidak memberi sebarang maklum balas yang membina atau negatif dan oleh kerana itu, saya tidak tahu bagaimana untuk membaiki kelemahan-Version 2 My supervisor has not provided any constructive or negative feedback and because of that, I do not know how to improve on my mistakes. My supervisor did not give any constructive or negative feedback, and thus, I do not know how to rectify my weaknesses.
saya. kelemahan saya. 28 I did not know
how I was doing as a therapist and, as a result, I did not know how my supervisor would evaluate me.
Saya tidak tahu prestasi saya sebagai ahli terapi dan atas sebab ini, saya kurang jelas bagaimana penyelia akan menilai saya.
Saya tidak tahu prestasi saya sebagai seorang terapis dan oleh kerana itu, saya tidak tahu bagaimana penyelia saya akan menilai saya.
Version 2 I do not know my
performance as a therapist and as such, I do not know how my supervisor will assess me.
I do not know my performance as a therapist, and because of this, I do not know how my supervisor will evaluate me. 29 I was unsure of what to expect from my supervisor. Saya kurang pasti apa yang patut
dijangkakan dari penyelia saya.
Saya tidak pasti apa yang boleh diharapkan daripada penyelia saya.
Version 2 I am not sure what I can expect from my supervisor. I am unsure of what could be expected from my supervisor.
The panel of experts agreed on most of the analyzed items. However, the expert that synthesized Malay translation vesion identified that the word ‘assessment’ (pentaksiran) on item 25 was interpreted by two panel as ‘evaluation’ (penilaian). Thus, the panel recommended using ‘pentaksiran’ to ensure higher accuracy of the Malay translation. The Malay version of the RCRAI was utilized during the pretesting phase. The final version of the RCRAI is demonstrated in Table 2.
Table 2. Final Malay translated version of Role Conflict and Role Ambiguity
Arahan: Kenyataan-kenyataan berikut menggambarkan beberapa masalah yang mungkin di alami oleh
kaunselor pelatih semasa menjalankan penyeliaan klinikal. Sila baca setiap kenyataan dan kemudian nilai sejauh mana anda telah mengalami kesukaran dalam penyeliaan dalam latihan klinikal anda yang terbaru. Bagi setiap kenyataan berikut, bulatkan nombor yang paling sesuai, di mana 1 = Sangat Tidak Benar (STB); 2 = Tidak Benar (TB); 3= Neuteral (N); 4= Benar (B); dan 5 = Sangat Benar (SB).
1. Saya tidak pasti mengenai bahan untuk dibentangkan kepada penyelia saya. STB TB N B SB 2. Saya merasa bahawa penyelia saya tidak cekap atau kurang cekap daripada
saya. Saya sering merasakan seolah-olah saya yang menyelianya.
3. Saya pernah terasa untuk mencabar kesesuaian cadangan penyelia saya untuk menggunakan sesuatu teknik dengan salah seorang daripada klien saya, tetapi saya fikir lebih baik untuk menyimpan pandangan saya itu pada diri saya sendiri.
4. Saya tidak pasti cara terbaik untuk mengguna penyeliaan selepas saya menjadi lebih berpengalaman, walaupun saya sedar bahawa saya tidak pasti sama ada saya perlu berdepan dengan penyelia saya atau tidak.
5. Saya percaya bahawa tingkah laku penyelia saya adalah tidak beretika atau menyalahi undang-undang dalam satu atau lebih keadaan dan saya tidak pasti sama ada saya perlu berdepan dengannya saya atau tidak.
6. Orientasi terapi saya berbeza daripada orientasi penyelia saya. Dia mahu saya membantu klien dengan menggunakan rangka kerjanya, dan saya merasa saya harus dibenarkan untuk menggunakan pendekatan saya sendiri.
7. Saya mahu menguruskan salah seorang klien saya dengan cara yang tertentu dan penyelia saya mahu saya mendekati klien saya dengan cara yang sangat berbeza. Saya dikehendaki untuk menilai apa yang sesuai untuk diri saya dan juga untuk bertindak seperti yang diarahkan.
8. Penyelia mengharapkan yang saya datang dalam keadaan bersedia untuk penyeliaan, sedangkan saya tidak tahu apa atau bagaimana saya perlu bersedia. 9. Saya tidak pasti batas kebebasan saya dalam kerja-kerja saya dengan klien saya. 10. Penyelia menyuruh saya untuk melakukan sesuatu yang saya dapati menyalahi undang-undang atau tidak beretika dan saya dijangka untuk mematuhinya.
11. Kriteria penyelia saya untuk menilai kerja saya adalah tidak spesifik.
12. Saya tidak pasti sama ada saya telah melakukan apa yang penyelia saya harap saya lakukan dalam sesi bersama klien.
13. Kriteria untuk menilai prestasi saya dalam penyeliaan tidak jelas.
pasti isyarat mana harus saya patuhi.
15. Apabila mengguna teknik baru, saya tidak jelas mengenai langkah-langkah tertentu yang terlibat. Oleh yang demikian, saya tidak pasti bagaimana penyelia saya akan menilai kerja saya.
16. Saya tidak bersetuju dengan penyelia saya tentang cara untuk memperkenalkan sesuatu topik tertentu kepada klien, tetapi saya mahu lakukan apa yang penyelia perakukan.
17. Sebahagian daripada jiwa saya mahu bergantung kepada naluri saya sendiri bila saya membantu klien, tetapi saya sentiasa tahu bahawa penyelia saya yang akan mempunyai kata putus.
18. Maklum balas yang saya dapat dari penyelia saya tidak membantu saya untuk mengetahui apa yang diharapkan daripada saya berhubung dengan kerja harian saya dengan klien.
19. Saya tidak selesa menggunakan teknik yang diperakukan oleh penyelia saya; walau bagaimanapun, saya rasa saya perlu lakukan apa yang penyelia saya perakukan.
20. Segala-galanya baru dan saya tidak pasti apa yang diharapkan daripada saya. 21. Saya tidak pasti sama ada saya patut berbincang mengenai kelemahan-kelemahan profesional saya dalam penyeliaan kerana saya tidak pasti bagaimana saya akan dinilai.
22. Saya tidak bersetuju dengan penyelia saya dalam melaksanakan teknik tertentu, tetapi saya juga mahu melakukan apa yang pada hemat penyelia terbaik.
23. Penyelia saya tidak memberi sebarang maklum balas dan saya rasa buntu. 24. Penyelia saya memberitahu saya apa yang perlu dilakukan dengan klien, tetapi tidak memberikan idea yang khusus tentang bagaimana untuk melakukannya. 25. Penyelia mahu saya menggunakan suatu teknik pentaksiran yang saya anggap tidak sesuai untuk klien tertentu.
26. Tidak ada garis panduan yang jelas untuk saya lakukan dalam penyeliaan. 27. Penyelia tidak memberi sebarang maklum balas yang membina atau negatif dan oleh kerana itu, saya tidak tahu bagaimana untuk membaiki kelemahan-kelemahan saya.
28. Saya tidak tahu prestasi saya sebagai seorang terapis dan oleh kerana itu, saya tidak tahu bagaimana penyelia saya akan menilai saya.
29. Saya tidak pasti apa yang boleh diharapkan daripada penyelia saya.
The questionnaire was administered among 30 CITs in the pretest stage. The CITs were selected using convenience sampling and who met the inclusion criteria of this study. The characteristics of respondents who participated in the study are demonstrated in Table 3. It is estimated that respondents took less than 10 minutes to complete the questionnaire. From the respondents, 86 percent are females and Malay. The participants were asked about the difficulties in understanding the items. The feedback received from participants was recorded for improvement in the final version of the instrument. In addition, the result of reliability for pretesting showed 29 items (Min=54.4, SD=19.0) was .970. The reliability for role ambiguity was .94 and role conflict was 0.94.
Table 3. The demographic characteristics of the participants for pre-test in the cross-cultural adaptation
process
Variables Counselors in training (n=30)
Age 28.10 (23 – 48) Sex Males Females 4 26 Level Undergraduate: Masters 20 10 Ethnicities Malay India Others 27 1 2 Reliability Score .94
4. Discussion
The study demonstrated the cultural adaptation of the Malay version of questionnaire, which was originally developed to be used in the United States. The Malay version of the RCRAI has been cross-culturally adapted to maintain the meaning of the original instrument. The investigators employed the method proposed by Gjersing et al. that involves investigating conceptual and item equivalence, translating the original instrument, synthesizing the translated version, back-translatating the version, designing an expert committee, pretesting the instrument, revising the instrument, and investigating the operational equivalence. This research included a review committee of five counselor educators and five teacher educators to ensure the adapted version is compatible with the original version.
The Malay version of the RCRAI developed in the present study indicated the technical and semantic equivalence to the original version. One term was suggested to be modified after the panel of experts reviewed the translation of the word “assessment” is “pentaksiran” for which translator suggested to “penilaian”. Based on the expert’s opinion, we decided to modify to “pentaksiran” in the question. The participants in the pretesting stage did not report any difficulties in interpreting the items. Thus, the RCRAI was translated and cross-culturally adapted into the Malay language. The RCRAI-Malay version performed well in reliability testing as the result was similar to the original RCRAI. Finally, future research may also be directed at assessing the validity (exploratory and confirmatory factor analyses) of the RCRAI-Malay version in the Malaysia setting.
5. Conflict of Interest
The authors have no conflict of interests to declare.
6. Funding
This paper based on the research project entitled Validation of Counselors-in-Training Developmental Model in Counseling Supervision. The authors would like to extend their gratitude to University Pendidikan Sultan Idris for the University Research Grants (code: 2016-0048-106-01) that helped fund the research.
7. Acknowledgments
The authors would like to express the sincerest gratitude to the counselors-in-training for participating in this research. In addition, we would like to thank the ten participants in the expert group including Prof Emeritus Dato’ Dr. Amir Awang for the valuable comments offered during the pre-test phase of the instrument.
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