OpenUCT :: Browsing by Subject "Educational Psychology"

Browsing by Subject "Educational Psychology"

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Adolescent experience of intergroup contact in South Africa and its impact on identity development : a qualitative study
(1996) Druker, Belinda Susan
This research study presents an enquiry into adolescents' experience of the process of intergroup contact in South Africa, with a particular emphasis on the impact of such contact on adolescent identity development. A particular instance of intergroup contact is examined, namely a drama project which brought together ten high school pupils from two very different school and home environments. Literature from both developmental psychology and social psychology was accessed to shed light on the research area, and an attempt was made to integrate the various bodies of literature, using a social constructionist perspective. A conceptual framework was developed to depict the integration between the various areas of literature. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the participants' experience. Multiple methods of data collection were used, namely participant observation, interviews, pieces of writing (essays and biographies), questionnaires and video material. A computer programme, Ethnograph, was used to analyse the data and generate codes, which shaped the categories used in reporting the findings. Further, the findings were integrated with the conceptual framework developed from the literature. This integrative framework is depicted diagrammatically. The findings focus primarily on the complexity of processes involved in the impact of the intergroup situation on adolescent identity, with a particular emphasis on the relationship between personal and social identity.
Open Access
The assessment of the impact of desegregated schooling on young children, utilizing their drawings
(1991) Cowley, Brenda Barbara; Van der Hoorn, Svea
This study concerns the assessment of the racial awareness and attitudes (intra- and interpersonal) of a small group of Sub A children in a recently racially desegregated school in Cape Town in 1991. This issue was seen to be of importance in South Africa because of changes within the educational sector whereby many schools were in the process of becoming racially desegregated. A case study design and methodology was used in both the pilot and main studies. Three drawings together with collateral information were obtained from each of the twenty-five children. The measurement instruments used were the Human Figure Drawing (HFD), the Kinetic School Drawing (KSD) and an instrument which was devised by the researcher during the pilot study, namely the Peer Group Drawing. Data analysis involved each drawing being analysed separately according to the analysis systems of Klepsch and Logie (1982), and Koppitz (1968), and further informed by Burns (1982) and Furth (1988). Within subject comparisons were undertaken which resulted in the data being clustered into four groups. The grouped data was then analysed and interpreted in terms of the aim of the study. Findings generally concurred with the literature: the children were found to be racially aware and held definite racial attitudes, and these were related to socio-cognitive and affective development. More than half of the subjects were found to be experiencing difficulties which in some cases could be clearly linked to adjusting to classroom desegregation. A central recommendation was for active mediation by educators and psychologists in the process of transition from desegregation to integration.
Open Access
Classroom teachers' attitudes towards the mainstreaming of children with special educational needs : a small scale survey
(1995) Davies, Jean-Marie; Green, Lena
The primary aim of this study was to investigate the attitudes of primary school teachers in ordinary classrooms towards learners with low to medium special educational needs, and to discover under what conditions, if any, they would be willing to accommodate these learners in their classrooms. It was hypothesized that teachers are not willing to accept these students without considerable support. The secondary aim of the study was to explore individual teachers' reservations about mainstreaming and methods by which these concerns could be overcome. A research design and methodology incorporating both a quantitative and a qualitative dimension was used. The sample consisted of 113 teachers drawn from six primary schools in the broader Cape Town area. Two schools were included from each of the three ex-Education Departments. A questionnaire based on the Classroom Integration Inventory (Paul, Turnbull and Cruikshank, 1977) was developed and administered to the teachers. This provided the data for the primary investigation. The data for the secondary investigation was collected by means of semi-structured interviews which were conducted with the respondents who were least willing to accept learners with special educational needs. Contrary to the literature, the quantitative results of this study indicated that primary school teachers generally had positive attitudes towards mainstreaming learners with special educational needs. The qualitative analysis outcomes revealed that class size, a lack of skills, and the additional time and work which would be involved, were the most prominent concerns. Suggestions offered to overcome these reservations included decreased class sizes and in-service training. These findings were similar to those in the literature. This investigation was considered to be important as a policy of progressive mainstreaming is a currently debated proposal for the South African education crisis. The support of the ordinary classroom teachers would be vital for such educational reform to succeed. Although the quantitative results indicated a favourable response to mainstreaming, the data were gathered by means of questionnaires depicting a hypothetical situation, and some teachers may have supplied "politically correct" responses. Thus it was recommended that this finding be supported by further investigation.
Open Access
A demographic study of adolescent in-patients at Lentegeur Psychiatric Hospital 1986-1990 : implications for policy and intervention
(1993) Wallis, Jennifer Mary; Van der Hoorn, Svea
The aim of the proposed study is to evaluate demographic factors and treatment characteristics contained in the historical records of those treated as in-patients at the Sonstraal Adolescent unit of Lentegeur Hospital, during the period 1986 to 1990. This demographic study details the following aspects of the adolescent in-patients: size, that is, numbers of those admitted to the unit; composition, including age, sex and area. Treatment characteristics such as reasons for admission, diagnosis of psychopathology, referral agent on admission and discharge and length of stay in the unit are considered. The data for the study have been extracted from the clinical records contained at Sonstraal, namely , the 'Clinical Summary on Discharge' form. This form is completed by the therapist of each adolescent attending the unit. The EpiInfo computer programmes have been utilised to create a database and to select the appropriate procedures and statistics which form the basis for data analysis and interpretation. Data interpretation includes an analysis of the emerging trends and details the implications for policy issues, unit staffing and treatment options. Analysis of the trends and comparisons with literature findings have facilitated the generation of hypotheses which could be tested in future studies. This study therefore provides a working document for future prioritising and planning of in-patient, out-patient and community mental health services to adolescents, their families and communities. This involves recommendations for intervention and community involvement. In addition, the study provides a basis for future research into adolescent mental health care.
Open Access
The development of the self concept scale for the hearing impaired
(1988) Oblowitz, Neil Graham; Heyns, I de V
The self concept is a critical variable in the overall development and functioning of hearing impaired pupils, yet the findings of research studies indicate that pupils may have difficulty forming a realistic, positive self concept. The consequences of the hearing loss appear to contribute to lowered self-esteem. The accumulated effect of unresolved psychosocial developmental stages may increase the probability of identity confusion in adolescence. The results of research on the self concept of the hearing impaired has been inconclusive and difficult to interpret partly due to the use of inappropriate self concept scales. There is a need for a relevant test which assesses pupils' strengths and weaknesses in dimensions of the self concept. In this dissertation, the 'Self Concept Scale for the Hearing Impaired' (SSHI) is developed with the purpose of designing an appropriate self concept scale specifically for use on hearing impaired pupils between the ages of 11 and 19 years. During the construction and administration of the SSHI, an attempt was made to control for confounding variables known to influence responses of pupils and to distort scores obtained. The SSHI was constructed primarily according to the homogenous-keying approach. Test-retest reliability coefficients were computed over a 4 to 5 week period for 198 pupils in three schools for the hearing impaired in the Western Cape.
Open Access
The educational psychologist as a consultant : an evaluation of a systematic problem-solving approach in the junior-primary section of a school hostel
(1993) Frank, Elzan; Donald, David
The application of systemic principles to a consultancy model was explored, using the systemic problem-solving methodologies developed in Britain by Burden (1978, 1981, 1983) and Checkland (1981). It is argued that, in addition to the traditional role of the educational psychologist as a child and family psychologist, the role of the educational psychologist should be extended to include a function as a consultant to social systems. The focus of the intervention was the children in the junior-primary section of a boarding-school. A team of consultants was formed for the duration of the intervention. The team comprised of key members from the system and the novice educational psychologist, with the academic supervisor acting as an outside consultant. The analysis focused on rules and patterns. Patterns of communication, support, isolation and problem-solving were highlighted. The intervention focused on structural changes. Structural changes, attitudinal changes and the process itself were evaluated. Agreement by consensus was used as a measure of change. Consensus was reached that the model had impacted positively on the problem-solving skills of the team and the previous isolation of team members. However limited news of difference was found in relation to the children. This was connected to the fact that many of the changes had not been implemented fully or for a sufficient period of time.
Open Access
An exploration of the interface between policy and practice
(1998) Wildschutt, Geralda; Craig, Anita
The domains of policy and policy implementation have been researched to a far greater extent than the link and interface between these two domains. It is this area that the current study attempts to explore. Education Support Services (ESS) and particularly psychological service delivery as part of this service within the Western Cape Education Department (WCED), has seen several new policy proposals and documents during the period of 1994-1995 and the practitioners in this field are currently in the process of implementing (some of) these new policies. This study explores the interface between new policies (policy domain) on the one hand, and the practice of psychological service delivery to schools (implementation domain) on the other hand. Discourse analysis and specifically the technique of discourse analysis proposed by Ian Parker (1992) provides a framework to analyse and understand the issues involved in these two domains, and as such, the relationship between them. In this regard, the following trends in the data are interesting : the positive patterns regarding the interface between policy and practice obtained from the data include a team worker, democratic discourse and new world. The above-mentioned person-position, discourse and world represent the values of the new policies and therefore facilitate the implementation process. There are, however, also certain negative signals contained in the data, namely: a victim, an us-them discourse and a cruel world. These patterns pose a threat for the implementation process. The study therefore provides a working document for those involved in policy making in ESS to ensure a smooth implementation process. It will also help the practitioners (school psychologists) and departmental officials in ESS to understand the issues involved in transformation and the need for different actors on the policy-practice continuum to talk.
Open Access
The foundations of affective development : proactive involvement of the educational psychologist
(1991) Cooper, Daphne C; Donald, David
In this thesis the foundations of affective development are discussed. The context of development is considered to be the relationship between infant and caregiver. The theoretical bases of developmental psychology and the practice of clinical psychology have been drawn on and applied to a model of promotive and preventive work. Affective development may be enhanced by psychologists, and it is therefore important for them to consider promotion of mental health as well as more traditional ways of therapeutic intervention. A survey was done in four infant clinics in Cape Town, and had the aim of establishing whether health care workers in this context were doing anything to promote affective development. There seemed to be minimal intervention in this regard. The second aim of the research section of this thesis addressed the question of whether there might be a place within the clinic structures for educational psychologists. To this end groups of caregivers were set up, and a pilot promotive programme was administered and evaluated over five sessions. In general the response of the mothers was positive. In the final chapter some of the particular strains that are placed on South African families are considered. Finally recommendations and ideas for establishing programmes that seek to promote affective development in contexts other than clinics are discussed.
Open Access
An investigation into the sources of sexual information amongst the pupils in standards 9 and 10 in a co-educational high school in Cape Town
(1989) Kagan, Jeffrey; Heyns, I de V
An investigation into the actual and preferred sources of sexual information among male and female adolescents in standards 9 and 10 at a private school was undertaken. A review and theoretical consideration of the sources of sexual information among pre-adolescents, adolescents and tertiary students in the Western world during the past seven decades is provided. The sample of 260 pupils completed a four-part questionnaire, which is based on questionnaires used by Davis and Harris (1982), Gebhard (1977), Kallen, Stephenson and Doughty (1983), Spanier (1977) and Thornburg (1970, 1972, 1975, 1981a, 1981b, 1985). Results are quantitative in nature, and are treated predominantly descriptively. Comparisons of the findings are made with regard to previous research of a similar nature. The investigation found that, as a source of information, books/magazines/ pamphlets is the most important one. The other relatively important sources, in order of importance, are mothers, same-sex peers, television/ movies and school programmes. The major source for the 126 males is books/magazines/pamphlets, and their other relatively important sources are same-sex peers, television/movies, mothers and school programmes. For the 134 females, mothers are the most important source, while books/ magazines/pamphlets, same-sex peers, school programmes and television/ movies are also regarded as relatively important by them. Furthermore, it was found that information pertaining to most behaviour-related sexual topics is acquired primarily by these pupils from same-sex peers, information regarding non-behaviour-related topics is acquired primarily from mothers, and books/magazines/pamphlets is the major source for so-called "controversial" sexual topics. The investigation also revealed that mothers are the most preferred source of information for the participants, with books/magazines/pamphlets, school programmes, fathers and same-sex peers being the other sources preferred to a relatively important degree by them. When the sources of males and females are viewed separately, mothers are found to be the most preferred source for both sexes. Furthermore, for 9 of the 12 sexual topics investigated, mothers are found to be the most preferred source, and same-sex peers are found to be the most preferred source for the other three topics. These findings are discussed and compared, implications and limitations of the study are considered, and suggestions for further research, as well as some conclusions, are made.
Open Access
The mainstreaming debate: a survey of parents' views in a special school for intellectually handicapped children in a disadvantaged context in the Western Cape
(1997) Nyewe, Peter Khwezi; Green, Lena
The main purpose of this study was to investigate the range of beliefs that a certain group of South African parents held about the appropriate educational placement of their children with mild to moderate intellectual handicaps. The sample consisted of 14 parents of children with mild to moderate intellectual handicaps attending at a special school for intellectually handicapped children in a disadvantaged context in the Western Cape. In line with the qualitative approach, semi-structured interviews with open elided questions were used to collect the data. Interviews were used rather than questionnaires because parents were illiterate and they felt more comfortable and confident with a personal interview and were able to use their own language. The data were analyzed according to Glaser and Strauss' Constant Comparative method as described by Maykut and Morehouse (1994). As has been found in other research studies, the parents in this study were not in principle against mainstreaming or inclusion of their children. Rather, they were at present not supportive of it as they perceive the conditions at the ordinary school to be unstable for their children. The qualitative analysis outcome revealed that parents were concerned about· teacher qualities, acceptance of their children by the ordinary school children and the ordinary school curriculum which they felt was only focusing on academic subjects. Parent involvement and inclusion are central concepts in the reconstruction of education in South Africa. Inclusion of intellectually handicapped learners is being considered by policy makers but it is not likely to be successful without parent support. This study is a small contribution to the debate.
Open Access
Narrative therapy in the South African context : a case study
(1993) Yule, Heather; Van der Hoorn, Svea
The Narrative Therapy approach has been developed in Australia, and is therefore refreshingly southern hemispheric in contrast to most psychological theories which have originated in northern hemisphere countries. However, its application has mostly been in first-world, white, middle- class, English-speaking contexts. Questions therefore arise as to the appropriateness and applicability of this approach with people from working-class, politically disempowered, and multi-language contexts. The context for this study is the broader African culture which has traditionally privileged the oral tradition in the sense of the shared telling of stories. A narrative or story approach to therapy recognises the client's story as a story and privileges the telling of it. The respect for the other and their story, implicit in the narrative approach, greatly facilitates cross-cultural exchange. This research illuminates the process and appropriateness of applying Narrative Therapy in order to facilitate the client's preferred, alternative story of her life and her relationships in a South African setting of racial, cultural and economic refraction and ,diversity. Light is shed on the cross-cultural sensitivity of the narrative approach and on restraints inherent in the author-therapist's and the client's contexts and in the site of study, namely a South African university. The story of co-authoring a client's life and relationships is presented via a qualitative, exploratory design and single case study methodology. Data was collected from the author- therapist's session notes and transcripts of audio tape recordings. Data processing analysis and interpretation were informed by the characteristics and concepts of Narrative Therapy theory. Summarizing statements and recommendations suggest modifications to and extensions of the Narrative Therapy approach in the specified context. These include suggestions for cross-cultural training in the context of peer-group supervision, generation of a thesaurus of modified questions by practitioners for use in multi-language settings, and further research with regard to application of the narrative approach to groups and families in settings which are similar to that of this study. Exchange across the spectrum of human sciences and social services is recommended to enlighten and enliven the narrative conversation in South Africa in order to move forward with regard to empowering and just practices.
Open Access
The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education
(1995) Daniels, Ardela; De Jong, Terry
Educational Psychology has been defined in the past as an interventionist profession, mainly focused on the alleviation of educational problems that interfere with the educational process. Currently a paradigm shift seems to herald new opportunities for the profession to develop whole school approaches and devote less of its time to individual case work. Educational psychologists world-wide foresee a broadening in the focus of their work to include a larger commitment to consultancy and school systems development. The benefits are seen in terms of the more efficient use of time, eliciting wider ranging change and the opportunity for offering a preventative approach to service delivery. School systems consultation represents such an approach. This study explores the practice of school systems consultation using an action research approach. It is argued that action research methodology provides a framework to contain and guide the complex developments which emerge once the consultation gets under way. Central concepts in an action research approach such as collaboration, participation and reflection are analysed and reflected upon in terms of the opportunities and constraints they presented to school systems consultation as a service delivery option for the educational psychologist. The role of the educational psychologist in South Africa has been conservative and the shift towards a more socially accountable one seems inevitable if such services are to be regarded as appropriate. The role of the educational psychologist as change agent in the transformation process in the South African education system is explored in this study.
Open Access
Primary school children at academic risk : a qualitative study of an educational psychology schools-based indirect service delivery strategy
(1994) Duncan, Barry Donald; Van der Hoorn, Svea
This study aims to locally contextualize and critically evaluate a PARENT COUNSELLOR ASSISTANCE (PCA) programme implemented in a local primary school. The programme investigated the possibility of providing an appropriate schools-based indirect service in the form of a consultation and counsellor assistance programme. This included reflecting on a consultative role of the educational psychologist as being a more appropriate role in keeping with the demands for a new unitary educational dispensation in South Africa. The design and methodology of the study was informed by the C.I.P.P (Context, Input, Process and Product) evaluation model (Stufflebeam, 1971) employed to assist in the evaluation of educational programmes. It focussed on using systematic early detection and screening procedures to identify children academically at risk. Parent Counsellor Assistants trained in non-directive play therapy were then matched individually with these children and worked with them on a weekly basis over a period of seven months. The educational psychologist acted as consultant to the programme in line with an indirect service delivery strategy. Data was collected through recorded observations of meetings, discussions, feedback sessions, consultations, questionnaires and informal contacts. Connors Behaviour Rating Scales were periodically completed by various participants and the Parent Counsellor Assistants maintained diaries of play therapy sessions. Children's drawings were also used where possible, to reflect on any positive developmental indicators emerging. Data analysis attempted to document the autopoetic development of the programme as it unfolded within the structure of the CIPP model, and within essentially a systemic perspective. The findings were that the PCA programme was successfully implemented as an indirect service delivery strategy. Parents working in partnership with teachers, supervised by a consulting educational psychologist, were able to assist primary school children at academic risk in coping more adequately with their school life. The programme was written for educators and allied groups interested in finding new strategies to service the needs of a rapidly changing educational system in South Africa, specifically in respect of special education services. Parent based indirect service delivery models using educational psychologists as consultants seems an appropriate strategy to service these needs.
Open Access
Strategic approach to psychotherapeutic intervention with male institutionalized white adolescents to control absconding
(1988) Hoar, Robyn; Heyns, I de V
Using a systems theoretical orientation the objective of this study was to implement a strategic approach for psychotherapeutic intervention with six male institutionalized white adolescents at a local custodial school. It was hypothesized that a strategic approach would control absconding for the duration of the investigation. Surveys of the literature were undertaken to provide the background to psychotherapeutic intervention with adolescents in custodial institutions, strategic psychotherapy and absconding. Absconding was selected as the condition for evaluating the interventions because it was an unambiguous indicator of school-based recidivism, viz., the adolescent was either on the property or he was not. The study was structured as a design-and-demonstrate investigation. Audiotape recordings were made during the sessions. Transcriptions of characteristic procedures and sequences of the strategic approach to psychotherapeutic intervention were presented, inter alia, paradoxes, reframing, metaphors, rituals, the declaration of therapeutic impotence. Evaluation of the interventions was based on follow-up interviews with the subjects and a qualitative analysis of risk of absconding aver the course of the intervention process. At the end of the investigation there was some evidence which suggested that five out of the six subjects were not as committed to absconding as they had claimed to be at the beginning of the study. The design of the study did not allow for the conclusion that the strategic approach for controlling absconding was of greater merit than any other form of intervention or no intervention at all. It was noted, however, that twelve of the eighteen potential subjects for the study indicated that they would abscond as soon as the opportunity arose. Therefore it was recommended that the issue of absconding be given priority in therapy on the admission of each new pupil. Given a strategic approach to addressing the issue of absconding in therapy, attention was drawn to a major aim of this type of intervention, viz., to generate a sense of personal autonomy. Hence a further recommendation was that once a pupil had made a commitment not to abscond, his sense of autonomy would need to be supported by an expeditious transfer to one of the more open hostels.

Browsing by Subject "Educational Psychology"

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